ASC 823X Student Projects S06     ASC 823x S06 Home
ASC 823X Augmentative Communication
Prolegomena
Alaina Rose Levant and Nikole Ann Veeder
AAC for Multilingual Individuals

February 13, 2006

Format
   1. Length of Presentation 25 minutes including final quiz
   2. There will be a quiz of 5 questions given out at the beginning of the presentation, with the answers given at the end. The quiz will be on a handout, with the answers written somewhere (upside down, other side, etc....)
   3. Presentation should be rich in audiovisual content: e.g., video, slides, handouts. The materials can be presented in PowerPoint format with video and audio and animations, etc.
   4. The presentation, including video files, can be put on a CD-ROM and distributed to fellow students.
   5. While you are preparing your presentation, you are encouraged to place materials, including this Prolegomena, on the web, through our web site. This is an important part of our course, since it fosters team participation.
   6. Rehearse and time your presentation. JBE will be forced to use the "HOOK" if you go over even by 1 nanosecond!

Prolegomena

Even if you have the fortune of being familiar with more than just your own culture, it would be highly unlikely that you would be familiar with every culture you may encounter throughout your professional career. As a result, it is crucial to load up your professional tool box with some strategies to use when servicing the multilingual/multicultural client. Special considerations may need to be made when incorporating the use of Augmentative Alternative Communication (AAC) devices and/or Assistive Technology (AT).

I.) Demographics (US Census, 2000)
A. languages spoken
1. 17.9% of Americans speak a language other than English at home
a. Spanish on top (only one listed by name!)
i. 14,760,788 natives
ii. 13,340,264 foreign born
b.      Other Indo-European languages
i.       4,431,729 natives
ii.      5,586,260 foreign born
c.      Asian and Pacific Island languages
i.       1,448,275 natives
ii.      5,511,790 foreign born
2.      only about half of Americans speak English well (51.1%)
a.      it may be possible that these citizens speak another language better than English. thus, requiring services in the dominant language.

II.) Multilingual AAC users
A.       L1 vs. L2 language acquisition
1.      preservation of L1
2.      language loss
B.      Yvonne
1.      Spanish and English
C.       Adrienne
1.      Spanish and English
D.      Eugene
1.      Russian
2.      Hebrew
3.      English

III.)            Clinical Implications
A.       Diagnostic and TX
1.      formal assessment
2.      mobility
a.      ROM
b.      motility
3.      informal assessment
4.      client’s wants/needs
5.      how often will it be used?

B.      Beginning AX
1.      SLP’s ethical responsibilities
a.      ASHA’s Code of Ethics
b.      cultural competence (Battle)
c.      sounds of the language
i.       IPA (it isn’t international for nothing!)
d.      grammatical rules
i.       semantics
ii.      syntax
iii.       pragmatics
e.      translator
i.       professional
ii.      family member
       i.      last resort

IV.)            Devices available
A.       multilingual devices
1.      UNICORN
B.      monolingual devices
Resources
Artificial Language Lab, MSU
http://www.msu.edu/~artlang/

Bridges, S. (2000). Delivery of aac services to a rural american indian community.  Newsletter of the asha special  interest division 12: Augmentative and alternative ommunication, 9 (2), 6- 9.

Bridges, S., & Midgette, S. (2000). Augmentative/alternative communication and assistive technology (pp. 285- 333). In T. Coleman (Ed.), Clinical management of communication disorders in culturally diverse children. Needham Heights, MA: Allyn and Bacon.

Council for Exceptional Children Division on Mental Retardation and Developmental Disabilities. (2000). Barriers to minority family involvement in assistive technology decision-making processes. Education and Training  in Mental Retardation and Developmental Disabilities, 35(4), 384- 392.

Harrison-Harris, O. L. (2002, Oct ). Aac, literacy, and bilingualism. The asha  leader online, Retrieved Feb 01,  2006, from http://www.asha.org/about/publications/leader-online/archives/2002/q4/f021105.htm.

Huer, M.B.  (2000). Examining perceptions of graphic symbols across cultures: preliminary study of the impact of   culture/ethnicity.  augmentative and alternative communication, 16 (3), 180-185.

Huer, M.B., Parette Jr., H.P., & Saenz, T.I. (2001). Conversations with mexican americans regarding children    with disabilities and augmentative and alternative communication.  Communication disorders quarterly, 22 (4), 197- 206.

Kemp, C.E., & Parette, H.P. (2000). Barriers to minority family involvement in assistive technology decision-   making processes.  Education and training in mental retardation and developmental disabilities, 35 (4),  384- 392.

Roseberry-McKibbin, C. (1994). Assessment and itervention for children with limited english  proficiency and language disorders. American speech-language-hearing association, 3 (3), 77-88.

Ramirez Kayser, H. (2002). Bilingual Language Development and Language Disorders. In D. E.  Battle(Eds.), Communication Disorders in Multicultural Populations (pp. 205-232). Woburn MA: Butterworth-Heineman.

National joint committee for the communication needs of persons with severe disabilities. Adults with learning disabilities: access to communication services and supports: concerns regarding the application of restrictive “eligibility” policies. Communication disorders quarterly, 23 (3), 145-153.

Parette, H.P. (2000). Culture, families, and augmentative and alternative communication. Newsletter of the asha special interest division 12: augmentative and alternative communication, 9(2), 3- 6.

Parette, P., & Huer, M.B. (2002). Working with Asian American families whose children have augmentative and alternative communication needs. Journal of Special Education Technology, 17(4), 5-13.

Parette, P., Huer, M.B., & Hourcade, J.J. (2003). Using assistive technology focus groups with families across cultures. Education and training in developmental disabilities, 38(4), 429- 440.

<>Parette, P., Huer, M.B.., & Scherer, M. (2000). Effects of acculturation of assistive technology delivery.
Journal of special education technology, 19 (1). Retrieved Feb 10, 2006, from

http://jset.unlv.edu/19.2/issuemenu.html.

Parette, P., VanBiervliet, A., & Hourcade J. J. (2000). Family-centered decision-making in assistive technology.

<>Journal of special education technology, 15 (1). Retrieved Feb 10, 2006, from
             http://jset.unlv.edu/15.1/parette/first.html.

Soto, G. (2000). "We have come a long way…"  AAC and multiculturalism: From cultural awareness to cultural              responsibility.  Newsletter of the ASHA Special Interest Division 12:  Augmentative and Alternative Communication, 9(2), 1-3.

Wyatt, T.A. (2002). Assessing the communicative abilities of clients from diverse cultural and language         backgrounds. In D. E. Battle(Eds.), Communication Disorders in Multicultural Populations (pp. 205-232). Woburn, MA: Butterworth-Heineman.

(n.d.). Retrieved Feb. 01, 2006, from US census bureau Web site: http://www.census.gov/.

 

 

http://www.fctd.info/webboard/displayResources.php?id=484
http://www.aroga.com/Com_Aids/comaids.asp
http://www.atnet.org/CR4AT/FocusGroup/EthnicThematic.htm
http://www.proyectovision.net/english/news/16/cfilc.html