Access features

Access features include the child’s access method as well as mounting and positioning factors.

Access method

This defines the selection methods used to access the AAC system(s) to communicate. Findings suggest that for many children getting the right access method was the first consideration and that at times this compromised the amount of vocabulary available for the child to communicate.

Implications

Determine how the child or young person will access communication in the interim while developing the skills for the longer term.
Provide access training opportunities for the child/young person.
Provide communication opportunities with lower access demands to maintain the child’s motivation to communicate and at the same time ensure language and communication skills can continue to develop.
Recognise when trade-offs are needed between the access method and vocabulary organisation. Where access demands reduce the availability of vocabulary on the aid, efforts should be made to make vocabulary available in other ways.

I-ASC Resources

I-ASC AAC Log blank Download

I-ASC AAC Log example Download

I-ASC About me blank Download

I-ASC About me example Download

I-ASC Spidergram blank Download

I-ASC How to use the spidergram resource Download

I-ASC pre assessment reflective cycle Download

I-ASC Competing considerations descriptors Download

I-ASC Cultural and contextual influencers descriptors Download

I-ASC Communication system trial evaluation Download

I-ASC Communication system trial evaluation example Download

I-ASC Communication system trial plan Download

Other Resources

AAC access resources https://praacticalaac.org/praactical/resources-to-review-from-the-atia2018-conference/
The SETT framework https://assistedtechnology.weebly.com/sett-framework.html
Rapid assessment of functional near vision https://www.ucl.ac.uk/gaze/funvis
Switch progression road map http://www.inclusive.co.uk/Lib/Doc/pubs/switch-progression-road-map.pdf

Please email i-asc@mmu.ac.uk if you know of resources that should be included here

Learn more

Murray, J., Lynch, Y., Meredith, S., Moulam, L., Goldbart, J., Smith, M., Randall, N., Judge, S., (2019) Professionals’ decision making in recommending communication aids in the UK: Competing considerations Augmentative and Alternative Communication.

Judge, S., Randall, N., Lynch, Y., Meredith, S., Moulam, L., Murray, J., et al. (2017). The language and communication characteristics of communication aids – a systematic review. Studies in Health Technology and Informatics, 242, 347-350.

Judge, S., Randall, N., Goldbart, J., Lynch, Y., Moulam, L., Meredith, S., and Murray, J. (2019) The language and communication attributes of graphic symbol communication aids – A systematic review and narrative synthesis. Disability and Rehabilitation: Assistive Technology

Higginbotham, D. J., Shane, H., Russell, S., and Caves, K. (2007). Access to AAC: Present, past and future. Augmentative and Alternative Communication, 23(3), 243-257.

Light, J.C. (1989). Toward a definition of communicative competence for individuals using augmentative and alternative communication systems. Augmentative and Alternative Communication, 5,4, 137-144.

Webb, E.J.D., Meads, D., Lynch, Y., Randall, N., Judge, S., Goldbart, J., Meredith, S., Moulam, L., Hess, S., and Murray, J. (2019) What’s important in AAC decision making for children? Evidence from a best-worst scaling survey, Augmentative and Alternative Communication, doi: 10.1080/07434618.2018.1561750

Mounting and positioning

This considers the positioning of the communication system for use. It includes mounting, the interface with other equipment as well as issues related to making the communication aid available. Findings describe the physical abilities of the child and the positioning solutions mounting systems could offer.

boy switch access to aid mounted on wheelchair