Augmentative and alternative communication (AAC) assessment and prescriptive practices for young children with disabilities: Preliminary examination of state practices*

Issue title: Assistive Technology and Persons with Developmental Disabilities

Article type: Research Article

Authors: Parette, Howard P.^{; 1}

Affiliations: Elementary and Special Education, Southeast Missouri State University, One University Plaza, Cape Girardeau, MO 63701, USA

Correspondence: [1] Tel: + 1 314 6515048; Fax: + 1 314 6512410.

Note: [*] This paper is based on a poster presentation made at the 118th Annual Meeting of the American Association on Mental Retardation, Boston, MA.

Abstract: An increasing number of young children with disabilities and their families are being provided with augmentative and alternative communication (AAC) devices. Early intervention professionals involved in making decisions about AAC devices typically consider a variety of child characteristics, technology features, and service system issues to identify appropriate devices to be used by children and families. Family issues may not be considered as frequently in AAC assessment processes. This article describes a preliminary study designed to explore current AAC assessment and prescriptive practices nationally. Findings of the study suggest that family issues may be considered less frequently in AAC decision-making. Implications are discussed, including the possibility of increased stress for families, technology abandonment by young children and family members, and inefficient use of scarce fiscal resources in service systems.

Keywords: Augmentative and alternative communication, Assessment, Early intervention, Family-focused intervention, Young children with disabilities

DOI: 10.3233/TAD-1995-43-405

Journal: Technology and Disability, vol. 4, no. 3-4, pp. 215-231, 1995