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ERIC Number: EJ790016
Record Type: Journal
Publication Date: 2008-Apr
Pages: 3
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0046-9157
Your Child with Autism: When Is Augmentative and Alternative Communication (AAC) an Appropriate Option?
Cafiero, Joanne M.; Meyer, Ann
Exceptional Parent, v38 n4 p28-30 Apr 2008
The incidence of ASD is increasing at an alarming rate. Autism affects the ability to communicate and, in fact, between 33 and 55 percent of individuals with ASD never develop communication skills that are sufficient to meet their most simple daily needs. The National Research Council stated in its 2001 landmark publication, Educating Children with Autism, that functional spontaneous communication is a critical skill that must be addressed in all interventions for children with ASD. Communication is an essential part of humanity. Every individual with communication difficulties must be provided with the tools, strategies, and technology needed to be able to communicate. Communication supports must be provided as soon as a child is diagnosed with ASD. Augmentative and alternative communication (AAC) is any tool, strategy, or technology that compensates for, enhances, expands, or helps develop communication skills. AAC can be unaided or aided. Examples of unaided AAC are manual signs, gestures, and body language. Examples of aided AAC include communication boards, speech generating devices, keyboards, email, and instant messaging. This article will address aided AAC. (Contains 1 table and 1 figure.)
EP Global Communications Inc. 551 Main Street, Johnstown, PA 15901. Tel: 877-372-7368; Fax: 814-361-3861; e-mail: EPAR@kable.com; Web site: http://www.eparent.com/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A