JCPSLP Vol 21 No 3 2019

the benefits of multimodal communication were more widely understood and applied. My argument has been that not all multimodal interventions are AAC. This distinction has relevance in terms of debunking the candidacy model in favour of offering AAC options to any person for whom speech is not functional, whether temporarily or long term. Care is needed, however, in that children who are yet to develop symbolic communication and older individuals who remain nonsymbolic may experience failure if AAC in any modality is introduced with the expectation that they will use it as a symbolic form of communication. On the other hand, AAC systems can change presymbolic behaviours, whether or not they are intentionally communicative, to conventional forms that are readily understood by others, thereby enhancing communicative interactions and empowering the person within their social environments. Integral in any communication intervention, whether or not AAC is included, is increasing the sensitivity and responsiveness of communication partners to all communication attempts, and their participation in and understanding of intervention goals. Multimodal AAC provides individuals with options that can maximise the potential to meet their learning needs and preferences. 1 The distinction between pre-intention and unintentional is made to reflect a developmental trajectory to intentional and symbolic assumed likely for children, but less so for adults who have not demonstrated that progress, unless access to AAC allows demonstration of underlying symbolic competence. References Baumgart, D., Johnson, J., & Helmstetter, E. (1990). Augmentative and alternative communication systems for persons with moderate and severe disabilities . Baltimore, MD: Paul H. Brooks. Bloomberg, K. (1991). Which one for your child. In K. Bloomberg & H. Johnson (Eds.), Communication without speech: A guide for parents and teachers (pp. 30–39). Melbourne, Vic.: The Australian Council for Educational Research. Cress, C., & Marvin, C. (2003). Common questions about AAC services in early intervention. Augmentative and Alternative Communication , 19 (4), 254–272. doi:10.1080/0 7434610310001598242 Edwards, A., Brebner, C., McCormack, P. F., & Macdougall, C. (2016). ‘More than blowing bubbles’: What parents want from therapists working with children with autism spectrum disorder. International Journal of Speech- Language Pathology , 18 (5), 493–505. doi:10.3109/175495 07.2015.1112835 Garrett, D., Beukelman, D., & Low-Morrow, D. (1989). A comprehensive augmentative communication system for an adult with Broca’s aphasia. Augmentative and Alternative Communication , 5 , 55–61. Geers, A. E., & Moog, J. S. (1992). Speech perception and production skills of students with impaired hearing from oral and Total Communication education settings. Journal of Speech, Language, and Hearing Research , 35 (6), 1384–1393. doi:doi:10.1044/jshr.3506.1384 Iacono, T., Carter, M., & Hook, J. (1998). Identification of intentional communication in students with severe multiple disabilities. Augmentative and Alternative Communication , 14 , 102–114. Iacono, T., & Duncum, J. (1995). Use of an electronic device in a multi-modal language intervention for a child with developmental disability: A case study. Augmentative and Alternative Communication , 11 , 249–259.

Iacono, T., Lyon, K., West, D., & Johnson, H. (2013). Experiences of adults with complex communication needs receiving and using low tech AAC: An Australian context. Disability and Rehabilitation: Assistive Technology , 8 (5), 392–401. doi:10.3109/17483107.2013.769122 Iacono, T., Mirenda, P., & Beukelman, D. (1993). Comparison of unimodal and multimodal AAC techniques for children with intellectual disabilities. Augmentative and Alternative Communication , 9 (2), 83–94. Kiernan, C., Reid, B., & Jones, L. (1982). Signs and symbols: Use of non-vocal communication systems . London: Heinnemann Educational Books, Ltd. Konstantareas, M., Oxman, J., & Webster, C. (1977). Simultaneous communication with autistic and other severely dysfunctional nonverbal children. Journal of Communication Disorders , 10 , 267–282. Kouri, T. (1988). Effects of simultaneous communication in a child-directed treatment approach with preschoolers with severe disabilities. Augmentative and Alternative Communication , 4 , 222–232. Light, J., Beesley, M., & Collier, B. (1988). Transition through multiple augmentative and alternative communication systems: A three-year case study of a head injured adolescent. Augmentative and Alternative Communication , 4 , 2–14. Lloyd, L., Loncke, F., & Arvidson, H. (1999). Graphic symbol use: An orientation toward theoretical relevance. In F. Loncke, J. Clibbens, H. Arvidson, & H. Lloyd (Eds.), Augmentative and alternative communication: New directions in research and practice (pp. 161–173). London: Whurr Publishers. Martinsen, H., & von Tetzchner, S. (1996). Situating augmentative and alternative communication intervention. In S. von Tetzchner & M. Hygum-Jensen (Eds.), Augmentative and alternative communication: European perspectives (pp. 49–64). London: Whurr. McLean, L., Brady, N., McLean, J., & Behrens, G. A. (1999). Communication forms and functions of children and adults with severe mental retardation in community institutional settings. Journal of Speech, Language, and Hearing Research , 42 , 231–240. doi:1092-4388/99/4201- 0231 Mirenda, P., Iacono, T., & Williams, R. (1990). Augmentative and alternative communication for individuals with severe intellectual handicaps: State-of-the-art. Journal of the Association for Persons with Severe Handicaps , 15 , 3–21. Musselwhite, C., & Louis, K. S. (1988). Communication programming for persons with severe handicaps . Boston, MA: College-Hill. Reichle, J., York, J., & Sigafooos, J. (1991). Implementing augmentative and alternative communication: Strategies for learners with severe disabilities . Baltimore, MD.: Paul H. Brooks. Remington, B., & Clarke, S. (1993). Simultaneous communication and speech comprehension. Part I: Comparison of two methods of teaching expressive signing and speech comprehension skills. Augmentative and Alternative Communication , 9 , 36–48. Rowland, C., & Schweigert, P. (2000). Tangible symbols, tangible outcomes. AAC: Augmentative & Alternative Communication , 16 (2), 61–78. Sigafoos, J., & Iacono, T. (1993). Selecting augmentative and alternative communication devices for persons with severe disabilities: Some factors for educational teams to consider. Australian and New Zealand Journal of Developmental Disabilities , 18 (3), 133–146.

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