The development of communication interventions plays an important role in the fields of nursing, health care, and technology. When people experience problems due to writing, talking, or hearing impairments, they address experts to receive the most appropriate communication devices and strategies to replace their natural impairments. Augmentative and alternative communication (AAC) tools represent significant advances in the chosen area. The first AAC technologies were introduced in the middle of the 1900s as a means to facilitate communication for individuals with speech and language disabilities (Ogletree et al., 2018). In the 21st century, AAC practices continue undergoing certain realities, challenges, and opportunities. This paper aims at analyzing the AAC purposes and history in relation to autistic people and specific events like cultural diversity and technological progress to explain the nature of its success, failures, and future.
Human development is never the same, and each decade provides people with new opportunities, knowledge, and technologies to improve their quality of life. However, physiological and emotional disabilities usually have similar characteristics that exist for a long time. The first AAC strategies included drawings of various symbols, their interpretations, sign language, vocalization, and gestures (Light et al., 2019). In the era of innovation, technological achievements could not be ignored, which results in the introduction of low- and high-tech communication aids, like speech prostheses or mobile devices (Holyfield et al., 2017). The main purpose of AAC, especially in regard to individuals with Autism Spectrum Disorder (ASD), is to compensate in communication competence either temporarily or permanently. AAC interventions aim to promote social interaction skills, academic performance, and the reduction of challenging behaviors in society (Holyfield et al., 2017). In general, social closeness and data or experience exchange are the outcomes of such interventions.
In history, many issues and events could shape the use of AAC devices. For example, Ogletree et al. (2018) discuss the impact of culture and bilingualism on AAC and the increased number of families with diverse backgrounds. Diversity requires the necessity to promote cultural openness among AAC providers. Therefore, vocabularies and symbol sets are constantly improved, provoking new communication strategies for contrastive examples, written choices, and recasts. During the last decade, people can buy and use enhanced mobile technologies like iPads and smartphones. Thus, AAC providers introduce new apps for adults and children with autism and other defects.
The progress of AAC interventions is associated with certain achievements and challenges at the same time. On the one hand, AAC interventions help people with disabilities to socialize and demonstrate their thoughts and ideas equally. New apps and devices contribute to the faster development of children’s language and verbal skills and a more effective representation of visual and auditory material (Light et al., 2019). On the other hand, the challenges like the lack of classroom teacher training, cultural competency, and home training create additional downfalls in communication interventions.
The future of AAC interventions is characterized by certain advancements due to the continuous development of speech-generating apps and other disability advocacy efforts. Many modern technology companies are interested in the production of devices that help ASD children and their families to contact the world. Healthcare organizations find stakeholders and organize volunteering programs in this sphere. People want to believe that everyone should have a voice and share it without obstacles.
To conclude, the history of communication interventions related to AAC is a good example of how a particular problem is revealed, discussed, and solved based on available resources and ideas. Autism is an inborn disorder that challenges millions of families globally, and AAC practices are increased to support children and make sure they can obtain a solid education for their future. Despite the existing challenges, the benefits of AAC prevail and promote a supportive future for students with ASD.
References
Holyfield, C., Drager, K. D. R., Kremkow, J. M. D., & Light, J. (2017). Systematic review of AAC intervention research for adolescents and adults with autism spectrum disorder. Augmentative and Alternative Communication, 33(4), 201–212. Web.
Light, J., McNaughton, D., Beukelman, D., Fager, S. K., Fried-Oken, M., Jakobs, T., & Jakobs, E. (2019). Challenges and opportunities in augmentative and alternative communication: Research and technology development to enhance communication and participation for individuals with complex communication needs. Augmentative and Alternative Communication, 35(1), 1-12. Web.
Ogletree, B. T., McMurry, S., Schmidt, M., & Evans, K. (2018). The changing world of augmentative and alternative communication (AAC): Examining three realities faced by today’s AAC provider.Perspectives of the ASHA Special Interest Groups, 3(12), 113-122. Web.