A.  When beginning to implement Augmentative/Alternative Communication Systems:

Step 1:  Read all about it!

A)  Total Augmentative Communication in the Early Childhood Classroom  by:  Linda J. Burkhart.  Available from:  Linda J. Burkhart, 6201 Candle Court, Eldersburg, MD  21784

Linda Burkhart's book Total Augmentative Communication in the Early Childhood Classroom is an easy-to-read resource appropriate for both parents and professionals.  Some of the parents I have worked with have even purchased and read portions of this book prior to our initial contact.  If a family needs to wait for services, this is an excellent resource for them to review during that time.  It provides a sound philosophical basis for using and implementing augmentative/alternative communication systems.  Linda eloquently addresses the concern voiced by many families of "If I give my child an augmentative system, they won't learn to talk".  That information is found on page 37 in a paragraph titled "Augmentative Communication Techniques Can Reduce Pressure for Speech Production".

Although the title signifies that it is geared toward early childhood, the principles are sound across all age ranges.  The only caution when using this book to address the needs of older individuals is to be sure to use the principals within an age-appropriate context.

B)  When ready to start using an "aided language stimulation approach".

"Aided Language Stimulation" is a term coined by Carol Goossens', Sharon Sapp Crain and Pamela S. Elder.  The purpose of their work is to encourage functional communication within an activity-based framework.
Their resources discuss:

• identifying and prioritizing which activities will be targeted for intervention
• selecting appropriate vocabulary
• designing the overlays
• color-coding the overlays by parts of speech
• using supplemental symbols
• "engineering the environment" so materials and communication displays are readily available
• training the individual to use the communication displays
• creating opportunities for functional use of the communication displays

With Children:

•   Communication Displays for Engineered Preschool Environments Books I and II.  by:  Carol Goossens', Sharon Sapp Crain and Pamela S. Elder.  © 1994  by the Mayer-Johnson Co..  Also sold through Southeast Augmentative Communication Conference Publications, 2430 11th Avenue North, Birmingham, AL  35234 and Don Johnston Inc.
•   Engineering the Preschool Environment for Interactive, Symbolic Communication  by:  Carol Goossens', Sharon Sapp Crain and Pamela S. Elder © 1992 and 1994 by the Southeast Augmentative Communication Conference Publications, 2430 11th Avenue North, Birmingham, AL  35234.  Also sold through Mayer Johnson Co. and Don Johnston Inc.

• Engineering Training Environments for Interactive Augmentative Communication:  Strategies for Adolescents and Adults who are Moderately/Severely Developmentally Delayed.  by:  Pamela S. Elder and Carol Goossens',  © 1994 by the Southeast Augmentative Communication Conference Publications, 2430 11th Avenue North, Birmingham, AL  35234.  Also sold through Mayer Johnson Co. and Don Johnston Inc.
• Communication Overlays for Engineering Training Environments, Books I, II, III and IV  by:  Pamela S. Elder and Carol Goossens' © 1994 by the Southeast Augmentative Communication Conference Publications, 2430 11th Avenue North, Birmingham, AL  35234.  Also sold through Mayer Johnson Co. and Don Johnston Inc.

Emergent Literacy:

The number one resource I would recommend for starting with emergent literacy training is:

• Emergent Literacy Success:  Merging Technology and Whole Language for Students with Disabilities  by:  Caroline Musselwhite and Pati King-DeBaun.  Available from:  Creative Communicating, P.O. Box 3358, Park City, UT 84060  http://www.creative-comm.com

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