2016 TASH Conference

The aim of this study was to describe the naturally-occurring communication opportunities of students using augmentative and alternative communication (AAC) systems. We observed twenty-three students for a total of 116 hours across general education, special education, and non-academic settings. For each communication event, we recorded the setting, communication partner, student communication mode, availability of the aided AAC system, independent or prompted responses, and the consequence. Communication events primarily occurred with adults providing opportunities for students to respond in the special education classrooms. Less than 10% of events, students were observed spontaneously initiating toward adults or peers. On average, all students were presented with 17 opportunities to respond per hour. However, during 54% of these opportunities, the student did not have access to his/her AAC system. After this session, participants will be able to define the problem with the supports students using AAC encounter in the schools After this session, participants will be able to discuss the critical need for more communication supports for students who use AAC in elementary schools After this session, participants will be able to summarize current research highlighting the current trend of communication opportunity in schools for students with complex communication needs. After this session, participants will be able to engage in conversation with their school staff to ensure better ways for students that use AAC to communicate across school settings and with different partners. After this session, participants will be able to identify ways in which they can engage in behavior change themselves to ensure quality communication opportunities for students who use AAC.