How do I choose an AAC device?
Tracks
1
Acquired brain injury/traumatic brain injury (ABI/TBI)
Across the lifespan
Alternative and Augmentative Communication (AAC)
Aphasia
Assessment
Autism (ASD)
Cerebral Palsy
Collaboration
Complex communication needs (CCN)
Disability
Down Syndrome
Interprofessional collaborative practice
NDIS
Neuro-developmental disability
Neurological disorders
Other congenital syndromes
Professional practice
Professional support
Progressive disorders
Stroke
William’s Syndrome
| Friday, June 13, 2025 |
| 1:30 PM - 1:40 PM |
Overview
Charlene Cullen and Leanna Fox
Details
⏫ Skill-building session
⏲️ 1.30pm - 2.30pm
⌛ 60-minutes
📚 Assumed knowledge of attendees: Foundational (new/casual familiarity with the topic e.g. treated a single case)
⏲️ 1.30pm - 2.30pm
⌛ 60-minutes
📚 Assumed knowledge of attendees: Foundational (new/casual familiarity with the topic e.g. treated a single case)
Presenter
Mrs Charlene Cullen
Link Assistive Pty Ltd
How do I choose an AAC device?
1:30 PM - 3:30 PMPresentation summary
This presentation explores the assessment, device trialing and feature matching process in the prescription of augmentative and alternative communication (AAC) systems across the lifespan for people with communication support needs (CSN). The process of AAC assessment and device selection can be complex and overwhelming for clinicians who do not always feel confident in their knowledge of this area.
One of the barriers to successful AAC implementation is inappropriate device prescription. Families and therapists can identify the need for AAC to support development of language, social skills and access to education and work. However, published research (Moorcroft et al, 2021), clinical observations and families’ reports have all shown that AAC devices are not being used and that communication partners don’t know why they were selected or how to use them. This can lead to the individual who may benefit from AAC feeling frustrated and social isolated.
This workshop aims to empower participants with the skills, knowledge and resources to work collaboratively with the team through the AAC feature matching process (Hill, 2010) which includes comparing options, trialling devices and funding applications. The individual’s team includes the speech pathologist, client, carers, assistive technology suppliers, educators and other health professionals.
Resources and tools for supporting the AAC assessment and prescription process will be shared including discussion of the Speech Pathology Australia Augmentative and Alternative Communication Clinical Guidelines.
One of the barriers to successful AAC implementation is inappropriate device prescription. Families and therapists can identify the need for AAC to support development of language, social skills and access to education and work. However, published research (Moorcroft et al, 2021), clinical observations and families’ reports have all shown that AAC devices are not being used and that communication partners don’t know why they were selected or how to use them. This can lead to the individual who may benefit from AAC feeling frustrated and social isolated.
This workshop aims to empower participants with the skills, knowledge and resources to work collaboratively with the team through the AAC feature matching process (Hill, 2010) which includes comparing options, trialling devices and funding applications. The individual’s team includes the speech pathologist, client, carers, assistive technology suppliers, educators and other health professionals.
Resources and tools for supporting the AAC assessment and prescription process will be shared including discussion of the Speech Pathology Australia Augmentative and Alternative Communication Clinical Guidelines.
Refrences
Anderson, K., Balandin, S., & Stancliffe, R. (2013). Australian parents’ experiences of speech generating device (SGD) service delivery. Developmental Neurorehabilitation, 17(2), 75–83.
Binger, C., Ball, L., Dietz, A., Kent-Walsh, J., Lasker, J., Lund, S., McKelvey, M., & Quach, W. (2012). Personnel roles in the AAC assessment process. Augmentative and Alternative Communication, 28(4), 278–288. https://doi.org/10.3109/07434618.2012.737024
Beukelman, D. R., & Mirenda, P. (2013). Augmentative and alternative communication: Supporting children and adults with complex communication needs. Brookes.
Conlon, C., Zupan, B., & Preston, R. (2024). The confidence and competence of speech language pathologists in augmentative and alternative communication: A scoping review. Augmentative and Alternative Communication, 1(4), 1–4.
Dietz, A., Quach, W., Lund, S., & McKelvey, M. (2012). AAC assessment and clinical-decision making: The impact of experience. Augmentative and Alternative Communication, 28(3), 148–159.
Hill, K. (2010). Advances in augmentative and alternative communication as quality-of-life technology. Physical Medicine and Rehabilitation Clinics, 21(1), 43–58.
Johnson, J., Inglebret, E., Jones, C., & Ray, J. (2006). Perspectives of speech language pathologists regarding success versus abandonment of AAC. Augmentative and Alternative Communication, 22(2), 85–89.
Light, J., & McNaughton, D. (2012). The changing face of augmentative and alternative communication: Past, present, and future challenges. Augmentative and Alternative Communication, 28(4), 197–204. https://doi.org/10.3109/07434618.2012.737024
Light, J., & McNaughton, D. (2014). Communicative competence for individuals who require augmentative and alternative communication: A new definition for a new era of communication? Augmentative and Alternative Communication, 30(1), 1–18.
McBride, D. (2011). AAC evaluations and new mobile technologies: Asking and answering the right questions. Perspectives on Augmentative and Alternative Communication, 20(1), 9–16.
Moorecroft, A., Scarinci, N., & Meyer, C. (2021). "I’ve had a love-hate, I mean mostly hate relationship with these PODD books": Parent perceptions of how they and their child contribute to AAC rejection and abandonment. Disability and Rehabilitation: Assistive Technology, 16(1), 72–82.
National Disability Insurance Agency. (2015). Assistive technology strategy. Retrieved from https://www.ndis.gov.au/providers/assistive-technology-strategy
Speech Pathology Australia. (2020). Augmentative and alternative communication: Clinical guideline. Melbourne: Speech Pathology Australia. Retrieved from https://www.speechpathologyaustralia.org.au/resource?resource=122
World Health Organization. (2001). The international classification of functioning, disability and health (ICF). Geneva: WHO. Retrieved from http://www.who.int/classifications/icf/en/
Zabala, J. (2005). SETT framework documents. Retrieved from http://www.joyzabala.com/
Binger, C., Ball, L., Dietz, A., Kent-Walsh, J., Lasker, J., Lund, S., McKelvey, M., & Quach, W. (2012). Personnel roles in the AAC assessment process. Augmentative and Alternative Communication, 28(4), 278–288. https://doi.org/10.3109/07434618.2012.737024
Beukelman, D. R., & Mirenda, P. (2013). Augmentative and alternative communication: Supporting children and adults with complex communication needs. Brookes.
Conlon, C., Zupan, B., & Preston, R. (2024). The confidence and competence of speech language pathologists in augmentative and alternative communication: A scoping review. Augmentative and Alternative Communication, 1(4), 1–4.
Dietz, A., Quach, W., Lund, S., & McKelvey, M. (2012). AAC assessment and clinical-decision making: The impact of experience. Augmentative and Alternative Communication, 28(3), 148–159.
Hill, K. (2010). Advances in augmentative and alternative communication as quality-of-life technology. Physical Medicine and Rehabilitation Clinics, 21(1), 43–58.
Johnson, J., Inglebret, E., Jones, C., & Ray, J. (2006). Perspectives of speech language pathologists regarding success versus abandonment of AAC. Augmentative and Alternative Communication, 22(2), 85–89.
Light, J., & McNaughton, D. (2012). The changing face of augmentative and alternative communication: Past, present, and future challenges. Augmentative and Alternative Communication, 28(4), 197–204. https://doi.org/10.3109/07434618.2012.737024
Light, J., & McNaughton, D. (2014). Communicative competence for individuals who require augmentative and alternative communication: A new definition for a new era of communication? Augmentative and Alternative Communication, 30(1), 1–18.
McBride, D. (2011). AAC evaluations and new mobile technologies: Asking and answering the right questions. Perspectives on Augmentative and Alternative Communication, 20(1), 9–16.
Moorecroft, A., Scarinci, N., & Meyer, C. (2021). "I’ve had a love-hate, I mean mostly hate relationship with these PODD books": Parent perceptions of how they and their child contribute to AAC rejection and abandonment. Disability and Rehabilitation: Assistive Technology, 16(1), 72–82.
National Disability Insurance Agency. (2015). Assistive technology strategy. Retrieved from https://www.ndis.gov.au/providers/assistive-technology-strategy
Speech Pathology Australia. (2020). Augmentative and alternative communication: Clinical guideline. Melbourne: Speech Pathology Australia. Retrieved from https://www.speechpathologyaustralia.org.au/resource?resource=122
World Health Organization. (2001). The international classification of functioning, disability and health (ICF). Geneva: WHO. Retrieved from http://www.who.int/classifications/icf/en/
Zabala, J. (2005). SETT framework documents. Retrieved from http://www.joyzabala.com/
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Charlene is a Speech Pathologist and an Assistive Technology Consultant. With over 25 years of experience working in the disability sector, she has assisted individuals, families, therapists, and educators with trialling and choosing AT and AAC solutions and training them to use for every day independence and participation.
Charlene is the Clinical Team Manager at Link Assistive. She leads a team of speech pathologists and occupational therapists and together they provide consultation, support, and training for AAC and other assistive technologies across Australia.
Charlene has presented workshops on AAC throughout Australia and internationally in Singapore, China and New Zealand. She enjoys presenting and training and is passionate about helping others to find their voice and independence.
Leanna Fox
Centre For AAC And Autism
How do I choose an AAC device?
1:30 PM - 3:30 PM**********
Leanna is a Speech Pathologist with over 20 years clinical experience working in the disability sector. She has supported individuals across the lifespan in the private, school, hospital, government and non-government sector both abroad and in Australia.
Leanna’s primary role is as Regional Clinical Consultant for LAMP for the Centre for AAC and Autism within Liberator Pty Ltd. She has worked for Liberator for over 10 years providing support to people who use AAC, their families, educators and speech pathologists via consultations, assessment support and training on AAC related topics. Additionally she works part time in private practice supporting both children and adults with complex communication needs.
The information contained in this program is current at of the time of publishing but is subject to changes made without notice.
Disclaimer: © (2024) The Speech Pathology Association of Australia Limited. All rights reserved.
Important Notice, please read: The views expressed in this presentation and reproduced in these materials are not necessarily the views of, or endorsed by, The Speech Pathology Association of Australia Limited ("the Association"). The Association makes no warranty or representation in relation to the content, currency or accuracy of any of the materials comprised in this presentation. The Association expressly disclaims any and all liability (including liability for negligence) in respect of use of these materials and the information contained within them. The Association recommends you seek independent professional advice prior to making any decision involving matters outlined in this presentation including in any of the materials referred to or otherwise incorporated into this presentation.
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