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AAC Myths & Truths

Aug 16, 2024

AAC Myths & Truths: How Alternative Communication Devices Can Change Lives for the Better

When an individual is diagnosed with a communication disorder, AAC (Augmentative and Alternative Communication) can be a very effective tool. AAC refers to any communication aid that helps individuals communicate without talking; such as drawing, pointing to images or objects, gesturing, spelling words, and AAC devices. While research demonstrates that all modes of AAC can be incredibly helpful; high tech AAC, including devices and apps, are often misunderstood in their effectiveness for a variety of communication disorder diagnoses. Here at PMC, we know AAC devices can be invaluable! Here are a few fun facts that uncover the truths and myths surrounding AAC devices and communication.

Myth #1: AAC devices should not be used with young children. They can limit verbal speech development and inhibit communication.


FALSE! 

Truth: AAC devices are often most effective as a therapeutic tool when utilized in early intervention. AAC devices can be utilized for young children of all ages - including children under the age of three! AAC devices do not slow down speech development, but can enhance an individual's ability to communicate successfully and reduce frustrations due to miscommunication.

Myth #2: AAC users must be able to use their hands independently to operate a device.


FALSE! 

Truth: AAC devices include many options for users, and do not necessarily require the functionality of hands and fingers for pressing a screen and selecting various words or images. Additionally, speech language pathologists often work alongside occupational and physical therapists when introducing AAC devices to ensure that the individual is using the device in the most appropriate manner for their needs.

Myth #3: If a child is able to speak a little, they don’t need an AAC device.


FALSE!

Truth: AAC devices are helpful for any individual struggling with verbal communication, no matter their ability. Children with limited speech will greatly benefit from AAC devices as another tool in their speech therapy toolbox! AAC will not limit their speech progress or verbal communication skills but can actually contribute to improved verbal skills!

Myth #4: Once someone starts using an AAC device, they’ll never be able to stop using it.


FALSE!

Truth: Communication disorders can affect people of all ages, abilities and backgrounds. An AAC device can be a gamechanger whether an individual has permanent or temporary limited speech, and whether they need to rely on it for a few days or a few years. If a young child uses an AAC device, it does not mean that it is a permanent fixture in their therapy toolbox. The goal of a speech therapist is to aid in language and communication - therapists are aiming for the best possible outcome with every patient!

Myth #5: AAC devices are ineffective in children with cognitive disabilities, delays or impairments.


FALSE!

Truth: There are no requirements for cognitive abilities when it comes to using an AAC device. Speech therapists generally group speech disabilities and disorders into four main categories: Developmental and genetic (autism, cerebral palsy, Down syndrome), acquired disorders (brain injury, stroke), progressive issues (Parkinson’s disease, ALS), and cognitive-communication disorders (dementia, aphasia). Each of these categories requires a different strategy when using AAC devices. Speech therapists can adapt their strategy for communication regardless of age or ability, there are no prerequisites for AAC devices!

Do you or a loved one use an AAC device? What is your favorite thing about this technology?

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Everyone has moments when they do not speak smoothly. It is developmentally normal for children to experience disfluency, or difficulty speaking, during the first few years of speech and language development. Stuttering, on the other hand, is a speech disorder that is characterized by disruptions in the flow of speech that are often accompanied by behaviors or frustration, or negative associations with speaking or embarrassment. People who stutter may experience repetitions (repeat parts of a word), prolongations (stretch a sound out for a long time), or blocks (struggle to get a word out). These are known as disfluencies . But, stuttering is more than disfluency. Stuttering may also include tension, anxiety or negative feelings about talking. While there is no "cure" for stuttering, there are plenty of treatment options available to help individuals who stutter. A speech language pathologist can utilize several strategies to help reduce the frequency and to cope with stuttering. According to the American Speech-Language-Hearing Association (ASHA), stuttering usually begins in early childhood, with onset typically beginning between the ages of 2 and 5. However, data shows that up to 80% of children who stutter will not stutter in adulthood. Because stuttering is often a more complex issue than disfluency, it is vital to seek evaluation from an experienced SLP. Research demonstrates that early intervention programs can make a huge difference in whether stuttering carries over into adulthood. When performing an evaluation for stuttering, the SLP will look at: Types of disfluencies The number of disfluencies How your child reacts when they stutter (do they get upset) Does your child try to “fix” their speech (do they start a sentence of or stop talking) An important difference between stuttering and disfluency is that stuttering is often accompanied by negative emotions around speaking and communication. An SLP will look for signs of discomfort or tension when your child is speaking. They will also take into consideration your child’s age and how stuttering affects their daily life. Especially with young children, it is critical to evaluate the differences between stuttering and developmental disfluencies. In preschool-age children, for example, stuttering is often accompanied by various behaviors , including facial tension, eye blinking, frustration or reduced verbal output. If your child struggles with stuttering and you are unsure whether you should seek treatment, here are some guidelines for when to reach out to a speech/language therapist: The stuttering persists longer than six months and occurs frequently during the day The child shows tension, a facial grimace, or struggle behavior during speech The child avoids talking situations or expresses concerns about speech The child avoids saying certain words or sounds The family has a concern about their child’s speech The child has shown signs of frustration or embarrassment during or after a stutter event Treatment methods for stuttering can include promoting confident communication, practicing mindfulness, modifying speech and facilitating desensitization for stuttering. An important part of treatment may also include self-advocacy, and promoting acceptance of stuttering so that children can reduce the negative feelings that accompany instances of stuttering. Examples of treatment techniques include: Breathing exercises Stretching exercises Fluency-shaping techniques Slow speech production Overall, disfluency should be considered normal as everyone does it occasionally. Oftentimes, it is simply a part of development for children. Working with an SLP can help with both disfluency and stuttering, however, they cannot “cure” stuttering, but rather assist a child with strategies for reduction and acceptance of it. If you are looking for treatment for stuttering, please reach out to our office today to learn more about how PMC’s speech therapists can help you.
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