LITERACY and AUGMENTATIVE and ALTERNATIVE COMMUNICATION A VOLUME IN THE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION PERSPECTIVES SERIES LITERACY and AUGMENTATIVE and ALTERNATIVE COMMUNICATION A VOLUME IN THE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION PERSPECTIVES SERIES Martine Smith School of Clinical Speech & Language Studies Trinity College Dublin, Ireland AMSTERDAM • BOSTON • HEIDELBERG • LONDON NEW YORK • OXFORD • PARIS • SAN DIEGO SAN FRANCISCO • SINGAPORE • SYDNEY • TOKYO Academic Press is an imprint of Elsevier Elsevier Academic Press 200 Wheeler Road,Burlington,MA 01803,USA 525 B Street,Suite 1900,San Diego,CA 92101-4495,USA 84 Theobald’s Road,London WC1X 8RR,UK This book is printed on acid-free paper. Copyright © 2005,Elsevier Inc.All rights reserved. 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ISBN:0-12-650359-1 For all information on all Academic Press publications visit our Web site at www.books.elsevier.com Printed in the United States of America 04 05 06 07 08 09 8 7 6 5 4 3 2 1 AUGMENTATIVE AND ALTERNATIVE COMMUNICATION PERSPECTIVES SERIES SERIES FOREWORD The Augmentative and Alternative Communication (AAC) Perspectives Series is a series of extensively-referenced books based on the three cornerstones of evidence-based practice (EBP): research, clinical and/or educational expertise, and stakeholder perspectives.The first two books in the series focus on emerging areas of AAC that have relevant literature but no significant books.The inaugural book, The Efficacy of Augmentative and Alternative Communication:Toward Evidence- Based Practice (Schlosser,2003),addresses the critical aspects of efficacy and EBP in the delivery of services to individuals with communication needs in general,and individuals with severe disabilities and little or no functional speech in particular. This book,Literacy and Augmentative and Alternative Communication,focuses on AAC users and the many aspects involved in the acquisition of literacy. Other books in the series will focus on topics that have been discussed in journals and books but show a need for different perspectives on AAC,such as, for example,the topic of assistive technology (Quist & Lloyd,forthcoming 2005). A dictionary designed to promote terminologic and taxonomic consistency within the field along with short chapters that provide basic information on selected AAC topics will be the subject matter of another book in the series (Lloyd,Arvidson, & Fuller, forthcoming). Some of the books in the series will emphasize research and basic information. Others will emphasize clinical and educational practice.All of the books will relate to aspects of the broad com- munication model originally proposed by Lloyd,Quist,and Windsor (1990) and subsequently discussed in other sources (e.g.,Fuller & Lloyd,1997). We are extremely fortunate to have Martine Smith author the first book on literacy that has an AAC focus as a part of the series.Smith has emerged as a leader in AAC with expertise in speech-language pathology personnel pre- paration,clinical service delivery,and research.She is the head of the School of Clinical Speech and Language Studies and senior lecturer at Trinity College in Dublin, Ireland. Her primary teaching responsibilities include courses in devel- opmental disorders of speech and language and AAC. Smith’s clinical work has focused on spoken and written language intervention with adolescents who have specific language impairment (SLI) and on literacy development with adults who use AAC. Smith is completing a major research project on enhancing commu- nicative effectiveness for adults who use aided communication funded by the Health Research Board of Ireland. She is also a principal researcher in a major study of cross-linguistic literacy skills in children with severe speech and physi- cal impairments (SSPI) with partners in Estonia, Spain, and Sweden, funded through Ireland’s Central Remedial Clinic. v vi Foreword Smith is a founding member of the International Society for Augmenta- tive and Alternative Communication (ISAAC)—Ireland. She served as co-chair of ISAAC’S biennial meeting in Dublin in 1998 and chair of the scientific program.Smith is currently president-elect of ISAAC and will assume the office of president in January 2005. Smith received the Editor’s Award for her article in Augmentative and Alternative Communication titled “Reading Abilities of Non- speaking Students:Two Case Studies” (Smith, 1992). She has published articles in a number of professional journals including Augmentative and Alternative Com- munication; European Journal of Disorders of Communication; International Journal of Disability, Development, and Education; and Journal of Clinical Speech and Language Studies,as well as the chapter on literacy in Augmentative and Alternative Commu- nication:A Handbook of Principles and Practices (Smith & Blischak,1997).Smith is a former editor of the Journal of Clinical Speech & Language Studies and a reviewer for Augmentative and Alternative Communication and the International Journal of Lan- guage and Communication Disorders. Literacy and Augmentative and Alternative Communication addresses general models of literacy,literacy acquisition,principles of literacy assessment and inter- vention, and the use of specific approaches and technologies as they relate to AAC users.The book is designed to (1) increase the understanding of literacy and its importance and impact on the education of individuals who use AAC, (2) provide fundamental information based on clinical practice and research that can help clinicians/educators plan and implement appropriate assessment and intervention,(3) serve as a resource that can help clinicians/educators guide stake- holders (including AAC users,family members,administrators,policy makers,and other professionals) in making informed and effective decisions that allow AAC users to participate more fully in the activities and opportunities in the world around them.We anticipate that this AAC perspective of literacy will add to the knowledge base in the field of literacy as well as provide a valuable resource in the field of AAC. Lyle L.Lloyd,Ph.D.,FAAMR,ASHA,CCC-A&SLP Professor of Special Education,and Professor of Audiology & Speech Sciences Purdue University Helen H.Arvidson,Ph.D. Porter County Education Interlocal Foreword vii REFERENCES Fuller, D. R., & Lloyd, L. L. (1997).AAC model and taxonomy. In L. L. Lloyd, D. R. Fuller, & H.H.Arvidson (Eds.),Augmentative and Alternative Communication:A Handbook of Principles and Practices (pp.25–37).Boston:Allyn and Bacon. Lloyd,L.L.,Arvidson,H.H.,& Fuller,D.R.(forthcoming). AAC from A to Z.San Diego,CA: Elsevier Academic Press. Lloyd,L.L.,Quist,R.W.,& Windsor,J.(1990).A proposed augmentative and alternative communi- cation model.Augmentative and Alternative Communication, 6, 172–183. Quist,R.W.,& Lloyd,L.L.(forthcoming 2005).Assistive Technology:Principles and Applications for Com- munication Disorders and Special Education.San Diego,CA:Elsevier Academic Press. Schlosser,R.W.(2003).The Efficacy of Augmentative and Alternative Communication.San Diego,CA: Academic Press. Smith,M.M.(1992).Reading abilities of nonspeaking students:Two case studies.Augmentative and Alternative Communication, 8, 57–66. Smith,M.M.,& Blischak,D.M.(1997).Literacy.In L.L.Lloyd,D.R.Fuller,& H.H.Arvidson (Eds.),Augmentative and Alternative Communication:A Handbook of Principles and Practices (pp.414- 444).Boston:Allyn and Bacon. ACKNOWLEDGMENTS Many people have supported this project—one that extended far beyond its anticipated time-scale. Dr. de Montfort Supple nurtured my interest in the complex area of written language,and started me on a path of enquiry that has led me to this point today.My colleagues in the School of Clinical Speech and Language Studies have provided unwavering support,coffee,and wise counsel in times of crisis. Many colleagues in the ISAAC community have enriched my understanding, opened my eyes, and pushed me on. In particular, I would like to mention Doreen Blischak,Lyle Lloyd,Annika Dahlgren-Sandberg,and Karen Erickson for the many stimulating discussions we have had on this topic, and their generosity with their time and ideas.While they contributed in no small way to my own journey of understanding, the shortcomings contained within this book are the sole responsibility of the author.Helen Arvidson was extraor- dinarily supportive and endlessly patient in the face of missed deadlines, hope- less formatting,and minor crises with technology.My children kept me focused, and reminded me of why I began this journey, as they themselves traveled the journey towards reading and writing. Particular thanks to Orla for her interest, her art,and her inspiration.None of it would have been possible without Hugh. Finally, I would like to dedicate this book to Ian, Michael, Neil, and Siobhain who have worked with me over the last five years,as we explored the paths to literacy for adults who use AAC.I only hope you have learned as much as I have.Thank you. Martine Smith ix