AAC & Adult Issues — Employment, Education and Other Issues
Perspectives on Adults with AAC from CALL Centre – on-line 33-page book by Augmentative Communication in Practice–Scotland (includes issues for users, families, and partners; AAC in hospital setting; and more). NOTE: "... it has become increasingly apparent that ongoing support is required if AAC users are going to learn and continue to use their AAC systems correctly." http://www.callscotland.org.uk/downloads/books/perspectives-on-aac-with-adults-collected-papers-1998/
AAC and Adult Users. "Use of AAC offers adults with severe communication impairments (whether congenital or acquired) a way to take on or return to adult social roles and to more effectively participate in life activities. This learning path provides resources focusing on the needs of these adults and those who support them." Dynavox Technologies Implementation Toolkit. Includes video examples, newsletters. http://www.dynavoxtech.com/implementation-toolkit/learning-paths/list/?id=19
AAC and Employment: Student Transition from School to Career. Presenter: Gaylon Ponder, AAC Consultant, Words+, Inc. Proceedings of Center On Disabilities Technology And Persons With Disabilities Conference 2005. http://www.csun.edu/~hfdss006/conf/2005/proceedings/2463.htm
AAC Performance: The Human Factors Impact. Presenters: Barry Romich, P.E., AAC Institute; Katya Hill, Ph.D., CCC-SLP Center for Assistive Technology Education and Research (CATER). Proceedings of Center On Disabilities Technology And Persons With Disabilities Conference 2005. http://www.csun.edu/~hfdss006/conf/2005/proceedings/2148.htm
Chris Klein: Building Relationships through the Tools of AAC. Video (run time: 4:47; captioned) https://www.youtube.com/watch?v=dupabkw46Qk
Current and Future AAC Research Considerations for Adults with Acquired Cognitive and Communication Impairments by Melanie Fried-Oken, David R. Beukelman, and Karen Hux. "Recent research proves repeatedly that augmentative and alternative communication (AAC) provides a means for participation, engagement, conversation, and message transfer when individuals can no longer expect full return of pre-morbid communication skills and that inclusion of communication supports should begin early. We discuss current research and future directions for integrated systems of technical supports that include low-technology, high tech, and partner-dependent strategies for adults with severe and chronic aphasia, cognitive-communication problems resulting from traumatic brain injuries, and primary progressive aphasia." http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3760684/
Daring to Dream: Turning Dreams into Future Realities by Diane Nelson Bryen. "Each individual with CCN [complex communication needs] who has dared to dream has taught me about the power of dreams and that "the future belongs to those who dare to dream." https://www.amazon.com/Daring-Dream-Turning-Dreams-Realities-ebook/dp/B008O5BKHU
Effective communication for adults with intellectual disability. Review of literature for National Advisory Committee on Health and Disability to inform its project on services for adults with an intellectual disability. Anne Bray, Ph.D. Dip. Grad., Donald Beasley Institute, Wellington, New Zealand, June 2003. http://www.donaldbeasley.org.nz/assets/Uploads/publications/NHC-EffectiveCom.pdf
Introducing AAC and AT to Adults with Acquired Disabilities by Sarah Blackstone, Janet Scott, and Steven Bloch. PowerPoint presentation. http://www.augcominc.com/userfiles/file/adults_with_acquired_final_cm.pdf
The iPad and Communication Transitions for Young Adults. Carole Zangari, PrAACtical AAC blog. "In this video, Karen Sheehan discusses iPad apps that can help students who with communication, organization, note taking, and reading." http://praacticalaac.org/video/the-ipad-and-communication-transitions-for-young-adults/
Learning About Augmentative Communication Empowerment and Supports (ACES), Carole Zangari, PrAACtical AAC blog. "The ACES Program is presented by Pennsylvania's Initiative on Assistive Technology (PIAT), a program of the Institute on Disabilities at Temple University. It is for young adults who use communication technology (speech generating devices). ACES helps to develop and refine their skills for effective communication and self advocacy at home, school, work and in the community." http://praacticalaac.org/praactical/learning-about-augmentative-communication-empowerment-and-supports-aces/
Managing The Augmentative Communication Needs Of Adults With Acquired Speech / Language Disabilities by Celeste R. Helling, Elizabeth (Libby) S. Rush. PowerPoint presentation. "Personal Evidence is related to the person who requires AAC – Patient driven input to decision-making, Values & beliefs of the AAC user, Personal Preferences, Family / caregiver supports. Personal Evidence is a valid component of evidence based practice in AAC." http://ncaca.info/wp-content/uploads/2014/03/Managing-the-AAC-Needs-of-Adults1.pdf
Mobile Technology as Communication Supports for Adults with Primary Progressive Aphasia by M. Fried-Oken, C. Rowland, D. Daniels, A. Mooney, & G. Noethe. ATIA 2013 Research Symposium. PowerPoint presentation. http://aac-rerc.psu.edu/documents/Fried-Oken_mobile_computing_PPA_ATIA_2013_HO.pdf
"Proceedings of the Pittsburgh Employment Conference for Augmented Communicators. This site has proceedings from 1993-2011, including full text of presentations by AAC users and others with a focus on employment and various topics relating to adult life, including transportation, accessibility, recreation, disaster preparation, entrepreneurship, mentoring, planning for the future, aging parents, trusts, leadership, retirement, and personal experiences of using AAC. http://www.shoutaac.org/pastpecconferences.htm
Supporting Successful Transitions for Individuals Who use AAC by David McNaughton. Webcast. Transcript, handouts, resource handout, and slides available for download at the site. http://aac-rerc.psu.edu/index-5231.php.html
A Look at Employment for Adults Who Use Augmentative and Alternative Communication by Kristen Muller Submitted to the graduate degree program in Speech-Language-Hearing: Sciences and Disorders and the Graduate Faculty of the University of Kansas in partial fulfillment of the requirements for the degree of Master of Arts. https://kuscholarworks.ku.edu/bitstream/handle/1808/14588/Muller_ku_0099M_13290_DATA_1.pdf;sequence=1
