JCPSLP Vol 17 No 3 2015

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138 JCPSLP Volume 17, Number 3 2015 Journal of Clinical Practice in Speech-Language Pathology
Benzies, K., Mychasiuk, R., Kurilova, J., Tough, S.,
Edwards, N., & Donnelly, C. (2014). Two-generation
preschool programme: Immediate and 7-year-old outcomes
for low-income children and their parents. Child & Family
Social Work, 19(2), 203–214. doi: 10.1111/j.1365-
2206.2012.00894.x
Beukelman, D. R., & Mirenda, P. (2013). Augmentative
and alternative communication: Supporting children &
adults with complex communication needs (4th ed.).
Baltimore, MD: Brookes.
Binger, C., & Light, J. (2007). The effect of aided
AAC modeling on the expression of multi-symbol
messages by preschoolers who use AAC. Augmentative
and Alternative Communication, 23(1), 30–43. doi:
10.1080/07434610600807470
Blackstone, S. (1999). AAC approaches for infants and
toddlers. Augmentative Communication News, 12, 1–4.
Retrieved from
Branson, D., & Demchak, M. (2009). The use of
augmentative and alternative communication methods with
infants and toddlers with disabilities: A research review.
Augmentative and Alternative Communication, 25(4),
274–286. doi: 10.3109/07434610903384529
Burkhart, L. (2008). Key concepts for using augmentative
communication with children who have complex
communication needs. Retrieved from http://www.
Campbell, P., H., Milbourne, S., Dugan, L., M., & Wilcox,
M. J. (2006). A review of evidence on practices for teaching
young children to use assistive technology devices. Topics
in Early Childhood Special Education, 26(1), 3–13.
Cannon, B., & Edmond, G. (2009). A few good words.
ASHA Leader, 14(5), 20–23.
Ciccone, N., Hennessey, N., & Stokes, S. F. (2012).
Community-based early intervention for language delay: A
preliminary investigation. International Journal of Language
& Communication Disorders, 47 (4), 467–470. doi:
10.1111/j.1460-6984.2012.00149.x
Clendon, S.A., & Erickson, K.A. (2008). The vocabulary
of beginning writers: Implications for children with complex
communication needs. Augmentative and Alternative
Communication, 24 (4), 281–293.
Clendon, S.A., Sturm, J.M., & Cali, K. (2013). Vocabulary
use across genres: Implications for children with complex
communication needs. Language, Speech, and Hearing
Services in the Schools, 44, 61–72.
Cress, C. J., & Marvin, C. A. (2003). Common questions
about AAC services in early intervention. Augmentative
and Alternative Communication, 19(4), 254–272. doi:
10.1080/07434610310001598242
Da Fonte, M. A., & Taber-Doughty, T. (2010). The use
of graphic symbols in infancy: How early can we start?
Early Child Development and Care, 180 (4), 417–439. doi:
10.1080/03004430802009141
Drager, K., Light, J., & McNaughton, D. (2010). Effects
of AAC interventions on communication and language
for young children with complex communication needs.
Journal of Pediatric Rehabilitation Medicine, 3(4), 303–310.
doi: 10.3233/PRM-2010-0141
Dunst, C., Trivette, C., Hamby, D., & Simkus, A. (2013).
Systematic review of studies promoting the use of assistive
technology devices by young children with disabilties. Tots-
n-Tech Research Brief, 8(1). Retrieved from .
edu/research/briefs
Eapen, V., Crncec, R., & Walter, A. (2013). Clinical
outcomes of an early intervention program for preschool
commonly referred to as “modelling” or “aided language
stimulation”. Modelling occurs when the communication
partner points to an icon on an AAC system while saying
the word aloud (Binger & Light, 2007; Goossens, 1989;
Harris & Reichle, 2004; Romski et al., 2010). Harris and
Reichle (2004) studied the impact of modelling on three
young children with fewer than 30 spoken words who were
assessed as having moderate cognitive disability. They
demonstrated increases in symbol comprehension and
production for all participants. Furthermore, two of the three
participants learned two new symbol sets quicker following
exposure to the first round of modelling, with gains
maintained following the completion of the intervention
(Harris & Reichle, 2004).
Binger and Light (2007) evaluated the effectiveness of
modelling on the use of multi-symbol messages with a
small group of preschoolers with special needs. They found
that following four hours of intervention, 4 out of the 5
participants were able to produce multi-symbol messages
using low and mid-tech AAC systems. Those using mid-
tech systems (2 participants) were able to generalise use
of multi-symbol messages to new play routines and could
do so without the ongoing need for aided AAC models.
Moreover, 4 participants were able to demonstrate ongoing
use of multi-symbol messages during maintenance probes
(Binger & Light, 2007).
In conclusion, while it is difficult to complete any large-scale
randomised control trial studies with young children with
CCN due to the heterogeneity of the group, the existing
evidence base supports the implementation of AAC as early
as possible. Future research needs to focus on AAC
intervention with children under 3 years of age as there are
few existing studies with this age group. Research also
needs to evaluate the impact of motivation from the child
and team members’ perspective on outcomes. In particular
the role of learning through play using AAC needs to be
further evaluated.
Useful websites and resources:
AAC Boot Camp Poster:
AssessandImp/AACBOOTCAMPPOSTER.pdf
CONNECT modules:
Jane Farrall’s blog regarding the need for systemic
change for successful AAC intervention: http://www.
Janice Light & Kathy Drager: Early intervention for young
children with autism, cerebral palsy, Down syndrome, and
other disabilities:
show/id/1
Kate Ahern’s Periodic Table of AAC: http://
teachinglearnerswithmultipleneeds.blogspot.
Linda Burkhart handouts:
handouts.htm
PrAACtical AAC: practical suggestions, resources
and research reviews about AAC intervention http://
References
Assistive Technology Online Project. (2000–2005). Using
AAC devices. Retrieved from
registered/ATBasics/Populations/aac/usingDevices.php
Banajee, M., Dicarlo, C., & Stricklin, S. B. (2003). Core
vocabulary determination for toddlers. Augmentative
and Alternative Communication, 19(2), 67–73. doi:
10.1080/0743461031000112034