The Autism Society Event and Education Recordings Archive

This session will consist of a presentation by two licensed, certified speech-language pathologists who are working as AAC consultants. These presenters have used an intervention strategy, Language Acquisition through Motor Planning (LAMP), via a dynamic communication device, to successfully expand verbal and language skills for children who have autism and apraxia. Pre- and post-data and videos will be provided comparing the children’s verbal and language abilities prior to using an AAC device with their current skills. Presentation Outline 

I. How do you select vocabulary for a person using AAC?

1. Core Vocabulary: The use of the most frequently used words across settings, age, gender, and languages. Research consistently identifies the same 300-500 words that are used by people verbally speaking or successfully using an AAC device to say approximately 80% of what they want to say. Audience members will participate in an activity illustrating the importance of choosing appropriate words.
2. Fringe Vocabulary: The use of vocabulary customized and specific to the individual.

II. Motor Planning components when using AAC devices

1. Motor planning activities to illustrate concept and importance: The goal of motor planning is automaticity. When a motor plan becomes automatic, the cognitive demand is reduced.
2. Using motor planning to access AAC device(s): The individual is able to access AAC devices without thinking about the motor movements, and instead they are able to focus on what they want to say. This is accomplished by maintaining consistent position of icons on the communication device so that once the individual learns the location of the icons, the motor movement becomes automatic. This reduces the need for scanning and increases the individual’s rate of communication.
3. Language Acquisition through Motor Planning: This therapeutic approach focuses on giving the individual independent access to vocabulary on dynamic voice output AAC devices that use consistent motor plans for accessing vocabulary. Words are taught by teaching motor patterns paired with natural consequences, not by teaching meanings of the icons.

III. Therapeutic success utilizing motor planning components and core vocabulary selection

1. Children have shown an increase in verbal skills as well as increase in expressive language skills using the AAC device.
2. Data and video of children with autism (ages 3-21) using AAC devices over varying periods of time will be presented.

IV. The importance of early intervention and AAC implementation for children with autism who are nonverbal

1. Children with autism who were introduced to high-tech AAC prior to the age of five have shown a greater increase in verbal and language skills.
2. Regardless of behaviors, age, cognition, or pre-requisite skills, if a child is not able to communicate, AAC should be explored.
3. Videos illustrating typical verbal and language skills of young children and the benefits of using AAC to minimize language delays in preschoolers with autism who are nonverbal.  A brief overview of typical language development will be given as a framework for AAC intervention.

 

Learning Objectives: