The Evolution of AAC Technologies: Bridging Communication and Literacy in the Digital Age

Introduction

This paper examines Augmentative and Alternative Communication (AAC) technologies and their impact on literacy and education. As a teacher and vice principal, I regularly observe students’ diverse communication needs. AAC technologies help create inclusive learning environments, enabling full student engagement. This research aligns with the course’s focus on the intersection of communication needs, technology, and education, demonstrating how AAC transforms reading and writing, enhances communication, and promotes equitable education.

AAC encompasses methods that support individuals with complex communication needs (CCN). “Augmentative” adds to speech, while “alternative” replaces it, allowing effective expression and interaction for those with conditions like cerebral palsy, autism, or stroke.

Historical Evolution of ACC Technologies

The evolution of Augmentative and Alternative Communication (AAC) technologies has been marked by significant advancements from the early 20th century to the present. Initially, AAC devices were simple, such as the communication board created by F. Hall Roe in the 1920s, which allowed users to point to letters and words to form sentences. The 1950s and 1960s introduced innovations like Reg Maling’s Patient Operated Selector Mechanism (POSM) and Orest Z. Roy’s Comhandi, an electronic letter board. The 1970s saw the introduction of portable AAC devices, including the “Talking Brooch,” Toby Churchill’s “Lightwriter,” and Speech Generating Devices (SGDs) like the “Handivoice” (Vanderheiden, 2002).

In the 1980s and 1990s, further advancements were made with devices such as Richard Foulds’ Tufts Interactive Communicator (TIC) and ANTIC, and the touchscreen Dynavox, which marked considerable progress in the field. These devices transitioned from being large, expensive, and difficult to use to more versatile and accessible solutions. This history reflects a continuous effort as “Researchers and practitioners strive to develop and apply new techniques to provide individuals with disabilities better ways to communicate, write and access computers so that they can participate and be competitive with their nondisabled peers in education, employment, and daily life” (Vanderheiden, 2002, p. 52).

AAC is categorized into Unaided and Aided forms (Figure 1). Unaided AAC uses body-based methods like gestures, sign language, and facial expressions—always available but requiring physical ability and familiarity. Aided AAC involves external tools: No-tech (simple, inexpensive tools like communication boards), Low-tech (basic electronic devices), and High-tech (advanced devices like speech-generating systems). Each offers varying levels of vocabulary, functionality, and the need for technical support. Choosing the right AAC system depends on the user’s specific needs, abilities, and goals, often combining diverse types for the best support. According to the American Speech-Language-Hearing Association (n.d.), “A person may use different types of AAC because there are many ways that we all communicate. An AAC system means all of the tools of this type that a person uses.”

Figure 1: Types of Augmentative and Alternative Communication (www.jdbspeech.com)

Integration of Transition to Literacy (T2L) Features

In oral cultures, memory and redundancy are essential for understanding and retention. The repetitive nature of oral communication embeds information deeply into memory, ensuring that knowledge is preserved and transmitted effectively. This principle is pivotal in designing Transition to Literacy (T2L) features in AAC apps. These apps incorporate repetitive practice and memory aids, such as visual supports, to reinforce learning and aid in the retention of unfamiliar words and phrases. By mimicking the redundancy found in oral traditions, these tools provide users with the necessary repetition to solidify their grasp of language, making the transition from oral to written communication smoother and more intuitive.

Walter Ong’s (2002) analysis of the transformative impact of writing technology on human consciousness highlights the profound changes that occur when societies shift from orality to literacy. In the context of AAC apps, modern technology acts as a crucial enabler, bridging the gap between oral and written language. T2L features harness these technological advancements to provide innovative tools and resources that facilitate literacy. These features may include interactive interfaces, predictive text, and contextual learning aids that adapt to the user’s needs, empowering them to navigate and master written language. By leveraging technology, AAC apps not only support the transition to literacy but also enhance the user’s overall communication abilities, embodying the transformative potential that Ong describes.

T2L features in AAC apps are designed to bridge the gap between communication and literacy for individuals with CCN. These features typically include symbol-supported text, dynamic text display, and integrated speech output, providing users with a more interactive and engaging learning experience that promotes both communication and literacy development. Dynamic text combined with speech output plays a crucial role in literacy development for AAC users by providing immediate auditory feedback alongside visual text. This multimodal approach helps users develop phonemic awareness, decoding skills, and sight word recognition. Caron, Light, and McNaughton (2020) emphasize the significance of this integration, suggesting that dynamic text and speech output in AAC apps provide essential scaffolding for literacy learning by offering immediate, multimodal reinforcement. These combined features enhance literacy development, supporting users in their journey from oral to written communication.

Redesigning AAC Systems for Dual Support

The rationale behind redesigning AAC systems to support both language and literacy is deeply rooted in enhancing the comprehensive development of individuals with CCN. This is supported by the notion that communicative competence is essential for improving the quality of life for these individuals. According to Light and McNaughton (2014), communicative competence is fundamental to fulfilling the basic human need and right to communicate, which in turn is crucial for personal, educational, vocational, and social achievements.

The redesign of AAC systems aims to meet the diverse needs of individuals with CCN by incorporating linguistic, operational, social, and strategic competencies (Light & McNaughton, 2014). These competencies help individuals express thoughts and feelings effectively across various contexts and listeners, enhancing social interactions and daily life. By supporting language and literacy development, AAC systems equip individuals to achieve communicative competence, improving their quality of life, which can lead to better learning outcomes and a more inclusive educational experience.

Empowerment Through Technologies

Augmentative and Alternative Communication (AAC) technologies are crucial for empowering individuals with communication impairments, enabling fuller participation in diverse social settings. These tools, ranging from picture boards to advanced speech-generating devices, enhance communication by offering alternatives to traditional, linear information processing.

Gnanadesikan (2001) likens the impact of AAC technologies to the revolutionary influence of writing, emphasizing their role in a print-dependent society. McLuhan’s concept of print culture underscores the exclusion of those unable to engage with linear communication, making AAC technologies vital for inclusivity. These tools bridge the gap, allowing individuals with disabilities to engage more fully in education, social, and professional environments.

Marshall McLuhan’s idea that “the medium is the message,” as discussed by Euchner (2021), highlights how AAC technologies not only facilitate communication but also transform user interaction with their environment. These technologies redefine experience, identity, and social dynamics in ways traditional methods cannot.

Affordances and Limitations of AAC Technology

AAC technologies offer substantial benefits for both expressive and receptive communication. According to Waller (2019), these tools—such as speech-generating devices (SGDs) and symbol-based communication systems—enable individuals with speech or language impairments to communicate effectively. AAC technologies support expressive communication by allowing users to select words or symbols to convey messages, thus fostering language development and social interaction. For receptive communication, AAC enhances understanding through visual and auditory cues that aid in processing spoken language.

Additionally, AAC technologies advance literacy development by making language visible and accessible. Text-to-speech functions and symbol-based systems help users engage with written language, supporting the development of reading and writing skills. This is especially beneficial for individuals with autism spectrum disorder and other developmental disabilities, bridging the gap between spoken and written language.

Despite these advantages, implementing AAC technologies presents challenges. High abandonment rates often result from the cognitive load required to operate these systems and the need for personalized, context-aware solutions. Ongoing support and training for users and their communication partners are crucial for effective use and integration into daily life. The complexity of some AAC systems can also hinder adoption, underscoring the need for user-centered design to address these issues.

Waller (2019) notes that AAC systems often function as intricate “pigeonhole” systems, requiring users to have a clear message, understand the stored vocabulary, and match their message with the system’s capabilities. Users must recall item locations and retrieve them effectively, which demands significant linguistic, operational, and strategic skills. These demands can be particularly challenging for individuals with cognitive or motor difficulties, highlighting the need to address these limitations to enhance AAC technology’s effectiveness.

Real-World Implementation and Research Needs

Waller (2019) emphasizes the critical need for further research on AAC technologies across various contexts to enhance their effectiveness. While AAC devices hold significant promise for individuals with communication challenges, their success is highly dependent on the environment and usage patterns. Research should delve into how these technologies are integrated throughout the day and across different settings, including home, school, and community environments. This context-specific exploration is vital because the functionality of AAC systems can be influenced by where and how they are used.

Waller points out that “knowledge and understanding of UCD approaches and state-of-the-art artificial intelligence have allowed us to develop and evaluate novel approaches to support and scaffold typical conversation” (Waller, 2019, p. 166). This highlights the importance of user-centered design (UCD) in creating AAC technologies that are not only effective but also adaptable to various real-world scenarios. Despite the convincing evidence supporting UCD, Waller (2019) notes that “end-user involvement in the design of AAC technologies has been restricted to expert users” (p. 162). This limitation underscores the need for more inclusive design processes that involve end-users at all stages of development.

Moreover, Waller (2019) underscores that “technology has such potential, but it is clear from the research on abandonment that recognizing the need to support communication partners and instructors as users of AAC systems is paramount” (p.166). This indicates that ongoing training and support for educators and caregivers are crucial. Effective implementation of AAC technologies requires that those who interact with users—such as teachers, therapists, and family members—receive continuous professional development. Such training ensures they are equipped to use these tools effectively and adapt them based on real-world usage.

Conclusion

In conclusion, AAC technologies play a pivotal role in enhancing literacy and educational outcomes for individuals with complex communication needs. By bridging the gap between oral and written communication, AAC systems not only facilitate effective expression but also promote inclusivity within educational settings. The historical evolution of these technologies highlights their increasing accessibility and versatility. Furthermore, the integration of Transition to Literacy features within AAC applications empowers users to develop essential literacy skills. Ongoing research and user-centered design are crucial for maximizing the potential of AAC technologies, ensuring that all individuals can thrive in their communication and learning journeys.

References

American Speech-Language-Hearing Association. (n.d.). Augmentative and alternative communication (AAC). American Speech-Language-Hearing Association. https://www.asha.org/public/speech/disorders/aac/

Caron, J., Light, J., & McNaughton, D. (2020). Effects of an AAC app with transition to literacy features on single-word reading of individuals with complex communication needs. Research and Practice for Persons with Severe Disabilities, 45(2), 115–131. https://doi.org/10.1177/1540796920911152

Euchner, J. (2021). Marshall McLuhan and the next normal. Research-Technology Management, 64(6), 9–10. https://doi.org/10.1080/08956308.2021.1974777

Gnanadesikan, A.E. (2011). The first IT revolution. In The writing revolution: Cuneiform to the Internet (pp. 1-12). John Wiley & Sons.

Light, J., & McNaughton, D. (2014). Literacy intervention for individuals with complex communication needs. In R. G. McCauley & M. E. Fey (Eds.), Treatment of language disorders in children (pp. 239-269). Paul H. Brookes Publishing Co.

Ong, W.J. (2002). Chapter 1: The orality of language.  In Orality and literacy: The technologizing of the word (pp. 5-16). Routledge. (Original work published 1982).

Vanderheiden, G. C. (2002). A journey through early augmentative communication and computer access. Journal of Rehabilitation Research and Development, 39(6), 39–54.

Waller, A. (2018). Telling tales: Unlocking the potential of AAC Technologies. International Journal of Language & Communication Disorders, 54(2), 159–169. https://doi.org/10.1111/1460-6984.12449