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Informationen zum Autor Edited by Stephen von Tetzchner, University of Oslo, Norway. Klappentext An increasing number of families and professionals are involved with severely communication-impaired children, adolescents and adults who use alternative communication systems to compensate for delayed systems and strategies that can be used to increase the communicative possibilities of people with limited spoken language. The authors discuss factors that are important when choosing communication systems, assessment strategies, environmental adaptation, and the principles for teaching comprehension and use of such communication systems to individuals with different disabilities; including motor impairments, learning disability and autism. This book is unique within the field of augmentative and alternative communication with its basis in modern developmental theories of language and communication, its practical approach with many examples and focus on every-day situations, and its coherent and readable text. It may serve as an introductory text book for speech and language therapists, teachers in school and preschool, psychologists and care nurses, as well as a source of information for families with members who have severe developmental speech and language disorders. Zusammenfassung An introduction to augmentative and alternative communication. It discusses factors that are important when choosing communication systems! assessment strategies! environmental adaptation! and the principles for teaching comprehension and use of such communication systems. Inhaltsverzeichnis Preface. Chapter 1 Introduction. Terminology. Notation. Chapter 2 Augmentative and alternative communication. Manual Signs. Graphic Signs. Blissymbols. Pictogram Ideogram Communication. Picture Communications Symbols. Rebus. Lexigrams. Sigsymbols. Pictures. Orthographic script. Tangible signs. Premack's word bricks. Tactile signs. Choosing a sign system. Manual, graphic or tangible signs. Use of the systems. Manual signs. Graphic signs. Tangible signs. Chapter 3 Communication aids. Traditional aids. High-technology aids. Artificial speech. Telecommunication aids . Pointing. Keyboards. Switches. Choosing a communication aid. Mobility. Direct selection and scanning. Manual and electronic aids. Some characteristics of aided communication. Articulation. Time. The role of the conversational partner. Chapter 4 Children, adolescents and adults in need of augmentative an alternative communication. Three functional groups. The expressive language group. The supportive language group. The alternative language group . The most common groups in need of augmentative and alternative communication. Motor impairment. Developmental language disorders. Learning disability. Autism. Rett's syndrome. Some common problems. Learning takes time. Generalisation. Learned passivity and dependency on others. Behavioural disorders. Chapter 5 Assessment. The need for toal intervention. Assessment methods. Tests. Checklists. Information from those in contact with the individual. Systematic observation. Experimental teaching. Basic information. Overview of the day. General skills. <...
