| CODE | CSD3004 | ||||||||
| TITLE | Augmentative and Alternative Communication (AAC) | ||||||||
| UM LEVEL | 03 - Years 2, 3, 4 in Modular Undergraduate Course | ||||||||
| MQF LEVEL | 6 | ||||||||
| ECTS CREDITS | 4 | ||||||||
| DEPARTMENT | Human Communication Sciences and Disorders | ||||||||
| DESCRIPTION | This study-unit will support students to develop expertise in the field of augmentative and alternative communication (AAC). This includes understanding the needs of the population of individuals who will likely require AAC, understanding the concepts of communicative concept, principles of assessment and interventions within the field. Study-Unit Aims: This aims for this study-unit are as follows: - To develop an understanding of individuals who require AAC to support their communication; - To develop an understanding of unaided and aided AAC systems and strategies as tools to support communication; - To develop an understanding of interventions to enhance communication and participation for individuals with developmental disabilities; - To develop an understanding of interventions for individuals with complex communication needs due to medical conditions that are acquired later in life; - To support students to build an understanding of their role to continue advocacy to meet the communication needs of an increasing population with AAC requirements; - To enhance familiarity with a range of AAC systems and strategies from both a theoretical and practical perspective of AAC; - To apply theory to practice in the field of AAC. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Describe practical and theoretical issues involved in the assessment of and intervention for individuals requiring AAC systems and/or strategies to support their communication; - Describe decision-making processes regarding the selection and implementation of AAC systems and/or strategies for individuals with complex communication needs; - Discuss the nature of transdisciplinary working in order to make team decisions in the field of AAC; - Explain the link between AAC and assistive technology including how AAC systems can be used to meet a range of functions beyond face-to-face communication; - Recognise the importance of the link between AAC and the achievement of the United Nation's Sustainable Development Goals. 2. Skills: By the end of the study-unit the student will be able to: - Apply knowledge in the area of AAC, communication characteristics and disability issues, together with intervention and application of AAC systems in everyday life; - Communicate with individuals with complex communication needs and support others to do so; - Select and set up AAC systems, including customisation, vocabulary selection; - Identify environmental barriers and facilitators to support successful AAC implementation; - Devise intervention plans for AAC users by drawing on available theory; - Engage in writing AAC prescriptions/recommendations. Main Text/s and any supplementary readings: Main Texts: - Beukelman, D. R., & Light, J. (2020). Augmentative and alternative communication: Supporting children and adults with complex communication needs.(5th Ed.) Baltimore: Paul H. Brookes. Supplementary Readings: - Agius, M. M., Stansfield, J., & Murray, J. (2024). A comparison of differing organizational formats for teaching requesting skills to children with autism. Augmentative and Alternative Communication, 1-12. - Agius, M., & Schembri, B. (2022). Augmentative and Alternative Communication for Individuals with Autism: Additional Considerations. ICCHP-AAATE 2022 Open Access Compendium" Assistive Technology, Accessibility and (e) Inclusion" Part I. - Light, J., & Drager, K. (2007). AAC technologies for young children with complex communication needs: State of the science and future research directions. Augmentative and alternative communication, 23(3), 204-216. - Light, J., McNaughton, D., & Caron, J. (2019). New and emerging AAC technology supports for children with complex communication needs and their communication partners: State of the science and future research directions. Augmentative and Alternative Communication, 35(1), 26-41. - Light, J., Wilkinson, K. M., Thiessen, A., Beukelman, D. R., & Fager, S. K. (2019). Designing effective AAC displays for individuals with developmental or acquired disabilities: State of the science and future research directions. Augmentative and Alternative Communication, 35(1), 42-55. - Loncke, F. (2020). Augmentative and alternative communication: Models and applications (Vol. 1). Plural publishing. - Lund, S. K., Quach, W., Weissling, K., McKelvey, M., & Dietz, A. (2017). Assessment with children who need augmentative and alternative communication (AAC): Clinical decisions of AAC specialists. Language, speech, and hearing services in schools, 48(1), 56-68. - Lynch, Y., & Murray, J. (2023). The I-ASC Explanatory Model as a Support for AAC Assessment Planning: A Case Report. In Clinical Cases in Augmentative and Alternative Communication (pp. 12-26). Routledge. - Murray, J., & Goldbart, J. (2009). Augmentative and alternative communication: a review of current issues. Paediatrics and child health, 19(10), 464-468. - Smith, M. M. (2023). Introduction to Clinical Cases in Augmentative and Alternative Communication (AAC). In Clinical Cases in Augmentative and Alternative Communication (pp. 1-11). Routledge. |
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| STUDY-UNIT TYPE | Lecture and Fieldwork | ||||||||
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| LECTURER/S | May Agius Veronica Montanaro |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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