More than 0.5% of children and adolescents have complex communication disabilities that, if not addressed, may influence development negatively, especially the cognitive and relational areas. It is necessary to potentiate the existing communication strategies through augmentative communication, in order to bypass the communication deficit and stimulate interactions. Symbol systems may be used, as well as photos, digital recorders capable of "lending" a voice when necessary, computer technology adopted to personal needs and systems that allow people, who have not reached alphabetical access or cannot use a pen, to read and to write. The system must be multimodal flexible, and of suitable size for each individual. It must follow a child's ever changing needs through development and actively involve the family and life contexts. Everyone who interacts with the child must learn a new language, use it and make it available to the child throughout the day. This article describes the history of augmentative communication, areas of intervention and how they changed in time, and addresses various aspects of this field, such as initial communication, vocabulary needs and the use of voice output communication aids.
|Translated title of the contribution||Augmentative and alternative communication in childhood|
|Number of pages||6|
|Journal||Ricerca e Pratica|
|Publication status||Published - May 2005|
ASJC Scopus subject areas