# Augmentative & Alternative Communication  
**Supporting Children and Adults with Complex Communication Needs**  
**Fifth Edition**  
**by**  
**David R. Beukelman, Ph.D.**  
Institute for Rehabilitation Science and Engineering, Madonna Rehabilitation Hospital  
Lincoln, Nebraska  
**and**  
**Janice C. Light, Ph.D.**  
The Pennsylvania State University  
University Park, Pennsylvania

## Contents

- **Section I**: **People Who Require Augmentative and Alternative Communication**
  - **Chapter 1**: Augmentative and Alternative Communication Processes for Children and Adults with Complex Communication Needs
  - **Chapter 2**: AAC Assessment
  - **Chapter 3**: Overview of AAC Intervention
  - **Chapter 4**: Collaborating with Family Members and Other Communication Partners

- **Section II**: **Augmentative and Alternative Communication Systems**
  - **Chapter 5**: Vocabulary Selection and Message Management
  - **Chapter 6**: Representation, Organization, and Layout of AAC Systems
  - **Chapter 7**: Access Techniques and Output
  - **Chapter 8**: Selection and Personalization of AAC Systems

- **Section III**: **Augmentative and Alternative Communication Interventions for Individuals with Developmental Disabilities**
  - **Chapter 9**: Key Considerations in Augmentative and Alternative Communication Intervention for People with Developmental Disabilities
  - **Chapter 10**: Intervention to Support Communication and Participation of Beginning Communicators
  - **Chapter 11**: Intervention to Build Communicative Competence
  - **Chapter 12**: Literacy Intervention for Individuals with Complex Communication Needs
  - **Chapter 13**: Intervention to Enhance Participation in Education, Employment, and Community Settings

- **Section IV**: **Augmentative and Alternative Communication Interventions for Individuals with Acquired Disabilities**
  - **Chapter 14**: Individuals with Acquired Physical Conditions
  - **Chapter 15**: AAC Supports for Adults with Severe Aphasia and/or Apraxia of Speech
  - **Chapter 16**: Adults with Degenerative Cognitive and Linguistic Conditions
  - **Chapter 17**: Individuals with Traumatic Brain Injury
  - **Chapter 18**: Patient-Provider Communication in Medical Settings
  - **Chapter 19**: The Importance of Advocacy

## People Who Require Augmentative and Alternative Communication

### What is Augmentative and Alternative Communication?

The American Speech-Language-Hearing Association (ASHA) defines AAC as intervention strategies and technologies that assist people with developmental disabilities to develop competence for communication. There are a wide range of AAC systems designed to meet the needs of individuals with complex communication needs. These systems include both unaided and aided options.

### Who Relies on Augmentative and Alternative Communication?

Individuals requiring AAC come from all age groups and socioeconomic backgrounds, and their only unifying characteristic is the need for adaptive supports to communicate effectively.

### Purposes of Augmentative and Alternative Communication

The ultimate goal of AAC intervention is to enable individuals to engage in a variety of interactions and participate in activities of their choice, including:
1. Communication of needs/wants  
2. Information transfer  
3. Social closeness  
4. Social etiquette  
5. Internal dialogue

### Key Considerations in AAC Intervention

AAC interventions must be personalized and include collaboration with family members and professionals. Key topics include:
- Selecting an AAC system and tailoring it to individual needs
- Collaborating with family members and communication partners
- Working effectively with diverse cultural backgrounds
- Supporting inclusion across the lifespan
- Ensuring efficient patient–provider communication in medical settings

## About the Authors

**David R. Beukelman, Ph.D.** is a senior researcher in the Institute for Rehabilitation Science and Engineering. **Janice C. Light, Ph.D.** holds the Hintz Family Endowed Chair in Children’s Communicative Competence at Pennsylvania State University. Both authors are recognized authorities in AAC and have contributed significantly to the field.