The Prerequisites to Augmentative Communication:

Abstract

Most assessment and curriculum materials for handicapped children have been developed on the assumptions that speech will be the primary mode of communication and that the development of motor skills will parallel development in other areas. Neither of these assumptions is valid for the nonvocal, physically handicapped child. The therapist of interventionist, therefore, has few guidelines for preparing such a child to communicate. Based on a knowledge of the normal development of prelanguage communication skills, as well as experience with communication development in nonvocal children, the Augmentative Communication Team at the University of North Carolina at Chapel Hill developed a list of prerequisite skills for use of aided communication systems. These prerequisites not only serve as indicators of “readiness” for an augmentative communication system but can also serve as a guide for preparing a child to use an aided augmentative communication system. This paper describes each of the prerequisites in detail beginning with the child's demonstrating preferences and proceeding through his or her selecting one of four pictures to communicate a choice of objects or activities.