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Training and Technical Assistance Center

Changing Attitudes and Creating Opportunities for Real Communication

By Lora Kingma

We all use a variety of ways to get our messages across to others. We use gestures, facial expressions, speech, noises, and pictures to help others understand what we are talking about. We know that if we only used one of these methods that the probability of others understanding us fully is minimized. Many of our students use various methods to communicate too, but may need the additional benefit of an augmentative/alternative communication (AAC) system to supplement their communication. Particularly when we have students in inclusive settings, the use of an AAC system becomes even more of a necessity. These students have lots of folks to talk to, more opportunities for communication, and there are many things to talk about. But the question is how do peers perceive those students who use AAC to communicate?

A study at Illinois State University, Department of Speech Pathology and Audiology, re- searched that very question. Their study focused on what factors positively affected peer’s attitudes towards students using AAC. One of the primary goals of providing students with an AAC device should be to enhance their ability to participate with peers. The researchers at Illinois State at- tempted to determine the attitudes of peers towards those who use AAC so that teachers and other professionals could better plan participation activities. Their findings give us many things to consider.

One of the main factors in positively influencing non-disabled students’ attitudes towards students who use AAC is exposure to children with disabilities! Those students in inclusive settings who were familiar with students with disabilities reported more positive attitudes than those who were not familiar.

Another factor in influencing positive attitudes towards students who use AAC is an important one the length of the message recorded in the device. How often do we see articles, go to workshops and to conferences where the presenters stress the importance of the messages we record into devices! We play an extremely important role when we program AAC devices to help our students get their messages across. But now research shows that even the length of the message is a determining factor in whether non-disabled peers think positively about the students we serve.

Think about it though it would seem only logical that when we talk to someone, we are having a dialogue consisting of phrases and sentences. We do not, however, talk using only one word at a time. How would you respond to someone if all they said to you were “Eat!” or “Bathroom.”? The conversation cannot continue unless the listener has more information on which to respond. When programming devices, keep in mind that we are helping a student carry on a conversation. Do not forget to include those open-ended statements, questions and humor when programming devices. The research suggests that teaching the student to produce phrases of 2-4 words on an AAC device might be a factor that could increase the positive nature of other children’s attitudes. As teachers and therapists also need to monitor the attitudes of non-disabled peers carefully to make sure that our students who use AAC are as accepted by their peers as is possible. The communication partner of a student who uses AAC must be supportive of their efforts to communicate. The more supportive the partner is, the more effective that person will be. Pat Mirenda, Ph.D. gives us five basic principles to follow when we are communicating with a person who uses AAC.

1. Everyone is capable of communicating and has something to say. There is no such person as one who cannot communicate.

2. The key to communication is opportunity. Provide opportunities like letting students make reasonable choices; exchange information with others and have social interactions; support students to make friends and build social networks.

3. Be a good listener. No matter how well a person communicates, if no one listens, then what’s the point?

4. Assume that students can understand everything you say. Modeling good communication and respecting students even when they aren’t able to communicate well are important communication principles that are often overlooked.

5. Adjust your communication style as necessary. You may need to use words that are easier to understand, use shorter sentences or fewer words, or use pictures/signs to make your message clearer. Of course, the methods you use will depend on the individual student.

Use these guiding principles whenever you plan ways to provide communication supports. Build on the student’s message length and continue to work on all factors that will increase the positive attitudes of peers. The benefits will be numerous both for you and your students.

 

References:

Beck, A., Kingsbury, K., Neff, A., & Dennis, M. (2000). Influence of Length of Augmented Message on Children’s Attitudes Toward Peers Who Use Augmentative and Alternative Communication. Augmentative and Alternative Communication, 16, 239-249. Mirenda, P. (1999). Augmentative and alternative communication techniques in inclusive classrooms. Disability Solutions, 3, 1-9.