Speech-language pathologists (SLPs) play a central role in the screening, assessment, diagnosis, and treatment of persons requiring AAC intervention. In Germany, 46% of patients demonstrated the need for AAC, yet 39% failed to access an AAC device (Funke et al., 2018). (2020) found 17.3% of ALS patients acquired AAC equipment for speech augmentation, speech replacement, or written communication support. Among adults with amyotrophic lateral sclerosis (ALS) in Scotland, Elliott et al.Despite these communication breakdowns, ICU patients used alternative modes (e.g., gestures, mouthing, personal electronic device) during only 11% of their time in the ICU (Freeman-Sanderson et al., 2019). Similarly, in the ICU setting, an Australian cohort study found that patients were unable to communicate verbally 17% of the time and staff reported difficulty communicating with patients 35% of the time. A review of medical records at the University of Iowa Hospitals & Clinics found that 33% of intensive care unit (ICU) patients met the AAC candidacy criterion, whereas 3% of non-ICU patients met the AAC candidacy criterion (Zubow & Hurtig, 2013).children with cleft palate or craniofacial anomalies as AAC users. (2020) found that 44.4% of Swedish children with cerebral palsy used a form of AAC either exclusively or to supplement their speech. (2016) estimated that 25%–30% of Australian children with autism have limited speech skills and would benefit from AAC. Across specific pediatric populations, Iacono et al.(2017) reported an average of 0.0155% of individuals known to be using powered communication aids (e.g., voice output communication aids). service providers conducted by Judge et al. The largest populations of individuals who could benefit from AAC had diagnoses of Alzheimer’s/dementia (23%), Parkinson’s disease (22%), autism spectrum disorder (ASD 19%), learning disabilities (13%), and stroke (11%). (2016) estimated that 0.5% of the population requires the use of AAC based on the prevalence of conditions associated with the use of AAC in the United Kingdom. children with developmental disabilities and 10.5% of children with special health care needs did not have their assistive technology (AT) communication needs met (Lin et al., 2017). According to the 2009–2010 National Survey of Children with Special Health Care Needs, 4% of U.S. In the United States among students who need support when communicating, a national survey of special educators across all 50 states reported that 18.2% of their students use a form of AAC for their communication mode: 6.9% use gestural modes, 6.5% employ pictorial supports, and 4.8% use a speech-generating device (SGD Andzik et al., 2018).Beukelman and Light (2020) estimated that approximately 5 million Americans and 97 million people in the world may benefit from AAC.Overall, the more severe an individual’s communication deficit, the more likely the individual would benefit from AAC support (Brown et al., 2021 Funke et al., 2018 Iacono et al., 2016 Kristoffersson et al., 2020). It is difficult to estimate the prevalence of AAC users due to wide variability across this population in terms of diagnosis, age, location, communication modality, and extent of AAC use. picture communication boards and letter boardsĪAC is augmentative when used to supplement existing speech, alternative when used in place of speech that is absent or not functional, or temporary as when used by patients postoperatively in intensive care (Elsahar et al., 2019).AAC falls under the broader umbrella of assistive technology, or the use of any equipment, tool, or strategy to improve functional daily living in individuals with disabilities or limitations.ĪAC uses a variety of techniques and tools to help the individual express thoughts, wants and needs, feelings, and ideas, including the following: See ASHA's Augmentative and Alternative Communication evidence map for summaries of the available research on this topic.Īugmentative and alternative communication (AAC) is an area of clinical practice that supplements or compensates for impairments in speech-language production and/or comprehension, including spoken and written modes of communication. The scope of this page is augmentative and alternative communication across the lifespan.
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