The Dual Challenges of Aided Communication and Adolescence

Abstract

Over the last two decades it has been recognized that spoken language and communication skills continue to develop during adolescence. It seems likely that, for people who use aided AAC, language learning similarly continues into adolescence. Despite its importance, this developmental period has been largely ignored in research. In this paper, the significance assigned to adolescence as a developmental period is reviewed. The language and communication changes that typify adolescence and the consequences of difficulties in these areas are considered. Potential challenges to aided communication systems and the implications of the linguistic and socio-communicative attributes of such systems are explored. Finally, an agenda for research is proposed in order to further the understanding among AAC professionals of this important developmental period.

“I have chosen to live life abundantly”: Perceptions of leisure by adults who use Augmentative and Alternative Communication

“…An absence of social skills is particularly noticeable during leisure and frequently leads to isolation (Chadsey-Rusch, 1992). Smith (2005) concluded that during adolescence there is a desire to increase (a) peer interactions, (b) conversations between friends, and (c) conversational speed and flexibility; therefore, AAC systems ought to be cosmetically acceptable, discrete, fit with the image of the peer group, allow for intimacy, humor, and spontaneity, and create output that can ensure privacy. These characteristics create a context that tends to promote playful exchanges and leisure.…”

An Examination of Relations Between Participation, Communication and Age in Children with Complex Communication Needs

“…Given the sample size, care is required in not over-interpreting the observed interaction between speech and age. Nonetheless, this preliminary observation perhaps provides a glimpse into potentially dynamic relations between the use of 'natural' speech, albeit limited in its functionality, and the communicative demands and opportunities associated with young children's social participation, and changing communicative demands and expectations linked with social interaction as children mature (Pennington & McConachie, 2001;Smith, 2005).…”

Vocabulary to Support Socially-Valued Adult Roles

“…Participation in a wide range of roles and environments brings new specialized communication demands and the need for quick and easy access to a wide range of vocabulary, including specific terms for participation in the workplace (Balandin & Iacono, 1999), post-secondary education (Smith, 2005), and society in general (Bryen et al, 2003). While the use of traditional orthography provides one approach, many individuals must rely on other representational systems and pre-programmed vocabulary when dealing with academic content, work, relationships, and independent living.…”

“…Individuals need access not only to commonly used core vocabulary items, but also to words that allow them to communicate their individual opinions and beliefs. These increased vocabulary demands result in new challenges for quick and easy encoding and retrieval systems (Smith, 2005;Clarke, McConachie, Price, & Wood, 2001).…”