Myth:
Too young for assisted communication
This myth has its roots in certain beliefs about children at an early age and the use of assisted communication:
- Children must be of a certain chronological age.
- The child must first possess certain skills.
- The child must be able to communicate independently.
Assisted communication and chronological age
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There is no evidence to suggest that children must be of a certain chronological age to benefit from assisted communication (Romski and Sevcik, 2005).
Of all the above, the idea that the introduction of assisted communication at an early age will hinder the development of natural speech as the primary means of communication stands out the most. Research has shown that the introduction of assisted communication is in direct correlation with the improvement of natural speech , even in cases where speech therapy was not implemented (Ballinger, no data).
Prerequisites for assisted communication
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Some believe that a child should have certain skills to be able to use assisted communication.
For example, they believe that a child must have certain cognitive skills such as linking cause and effect (one event caused another), understanding the means that will lead to a certain goal (planning the steps to achieve a certain goal), awareness of object permanence (objects exist even when we cannot see, hear or touch them) and others. Research has proven that this is not true.
Scientists Kangas and Lloyd analyzed various studies on early language development and concluded that cognitive development and the development of language and speech are interrelated, but not causal . Moreover, they noted that " communication can also be a means of expanding cognitive skills " (Kangas and Lloyd, 1988).
As for assisted communication and children of an early age, there are no communication prerequisites for the use of assisted communication aids.
Communication begins at birth, regardless of how it is realized (eg crying, cooing, gesturing, looking at the person speaking), so the only prerequisites for it are natural actions and behaviors (Cress and Marvin, 2003). Even at an early stage, children (and adults) can learn that communication devices are "worth the effort to serve a purpose" (eg, for communication) (Cress, 2006).
Independent communication and assisted communication
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Another reason some may delay the introduction or withhold assisted communication is the belief that communication must be an independent act (without assistance from others). This attitude ignores the fact that none of us is independent in communication . Even the most skilled speaker sometimes needs a little help to remember a word. Also, they are asked questions to clarify what they said or use reminders to remember some details. Communication does not happen in a vacuum .
We count on the people we communicate with to interact with us to establish meaning (co-construction) and to provide help/support when needed (Cress and Marvin, 2003). This especially applies to children of an early age.
Doesn't it seem counterintuitive to delay assisted communication in a person until we conclude that they could communicate without assistance? Using assisted communication will help children at an early age learn to communicate more independently.
The price of waiting
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Assisted communication has a positive effect on independent communication, language, cognition and reading. With the help of assisted communication, children's involvement in social situations, learning and play will also increase, all of which are important for their development (Branson and Demchak, 2009).
In a recent study, scientists found that assisted communication interventions can also improve many other aspects of development in early-age children, such as motor movements. Similar conclusions were reached by the National Scientific Council on the Developing Child, stating the positive long-term effects of assisted communication interventions in early-age children. They point out that it is important to focus on the use of assisted communication in early childhood because there is evidence that a child's early learning experiences in the first three years of life lay the foundation for later brain development (2007).
Where to start from?
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Let's start by viewing assisted communication as an intervention approach that uses multiple modes of communication, including gesturing, communication devices/boards/books, and natural speech, and that will "encompass the child's entire communication abilities" (Romski and Sevcik, 2005).
Assisted communication can have any of these roles: assisting the child in his natural speech, the child's primary mode of communication, a system that helps the child understand the language that others speak to him and their communication style, and/or it can serve as part of a language intervention strategy.
Assisted communication gives the child the ability to use any of these ways to learn language and communicate their own ideas. It is important to keep in mind that assisted communication intervention is a decision based on communication needs and that needs and abilities will change as the child grows and progresses.
Assisted communication strategies and tools can and should be used to help develop cognitive abilities that will improve a child's language acquisition and learning skills. Aided communication support should not be eliminated or left for later based on the characteristics of a certain age group, but should be seen as a possible tool for overcoming communication difficulties in individuals who need some way to replace their speech.
LITERATURE:
Romski, M. and Sevcik, R. (2005). Augmentative communication and early intervention: Myths and realities. Infants and Young Children , 18(3), 174-185.
Ballinger, R. (no date) Fears and myths of AAC. Retrieved November 2016 from http://cehs.unl.edu/documents/secd/aac/YAACK.pdf.
Kangas, K. and Lloyd, L. (1988). Early cognitive skills as prerequisites to augmentative and alternative communication use: What are we waiting for? Augmentative and Alternative Communication. 4 (4), 211-221.
Cress, C. and Marvin, C. (2003). Common questions about AAC services in early intervention. Augmentative and Alternative Communication , Vol. 19 (4), p. 254–272.
Cress, C. (2006). Strategies for incorporating formal AAC into children’s earliest communication interactions. Retrieved from http://www.asha.org/Events/convention/handouts/2006/0905_Cress_Cynthia/ 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.
National Scientific Council on the Developing Child (2007). The timing and quality of early experiences combine to shape brain architecture: Working paper #5. Retrieved from http://develingchild.net.
ADDITIONAL SOURCES:
Beukelman, D. and Mirenda, P. (2005). Augmentative & Alternative Communication: Supporting Children & Adults with Complex Communication Needs. 3rd ed. Baltimore: Paul H. Brookes Publishing.
Drager, K., Light, J., Carlson, R., D'Silva, K., Larsson, B., Pitkin, L. and Stopper, G. (2004). Learning of dynamic display AAC technologies by typically developing 3-year-olds: Effect of different layouts and menu approaches. Journal of Speech, Language and Hearing Research. 47 (5). 1133-1148.
Drager, K., Light, J., Speltz, J., Fallon, K. and Jeffries, L. (2003). The performance of typically developing 2 1/2-year-olds on dynamic display AAC technologies with different system layouts and language organizations . Journal of Speech, Language and Hearing Research. 46 (2). 298-312.
*Translated with permission from Tobii Dynavox.
**The original article in English can be found here.
