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Using Visual Scene Displays While Working with Young Children who use Augmentative and Alternative Communication (AAC)

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This module provides information on strategies and tools professionals can use while using visual scene displays with young children who use augmentative and alternative communication (AAC). These evidence-based strategies and tools have been shown to… Using Visual Scene Displays While Working with Young Children who use Augmentative and Alternative Communication (AAC)

Adult using video VSD app to purchase food

Video Visual Scene Displays to Promote Communication Interactions with Adolescents and Young Adults with Complex Communication Needs

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This module explores various applications of a relatively new AAC tool, video visual scene displays (V-VSDs) to promote communication interaction across environments for different types of individuals who may have difficulty communicating. This evidence-based tool and associated strategies has been shown to promote peer interaction, community involvement, and learning.  It is effective in children and adults and across varying cognition and language levels and diagnoses. This module consists of readings and interactive material to support translation of research to practice.

Designing AAC research and intervention to improve outcomes…(Light & McNaughton, 2015)

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Light and McNaughton apply the framework proposed by the International Classification of Functioning, Disability and Health (ICF) to illustrate the need to re-think AAC intervention to improve outcomes for individuals with complex communication needs, and to foster a new generation of intervention research that will provide a solid foundation for improved services. Specifically, the paper emphasizes the need to take a more holistic view of communication intervention and highlights the following key principles to guide AAC intervention and research: (a) build on the individual’s strengths and focus on the integration of skills to maximize communication, (b) focus on the individual’s participation in real-world contexts, (c) address psychosocial factors as well as skills, and (d) attend to extrinsic environmental factors as well as intrinsic factors related to the individual who requires AAC.