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FOR MORE, go to http://bit.ly/Beukelman5EAbout the AuthorsDavid R. Beukelman, Ph.D., senior researcher, Institute for Rehabilitation Scienceand Engineering, Madonna Rehabilitation Hospital, 5401 South Street, Lincoln, NE68506Dr. Beukelman is currently a senior researcher in the Institute for Rehabilitation Science and Engineering at Madonna Rehabilitation Hospital and a researchinvestigator in the Rehabilitation Engineering Research Center for Augmentativeand Alternative Communication. Previously, he was Professor of Communication Disorders at the University of Nebraska, Lincoln; Director of Research and Education at the Munroe-Meyer Institute for Genetics and Rehabilitation at the Universityof Nebraska Medical Center; Director of the Communication Disorders and Augmentative and Alternative Communication Program, University of WashingtonHospital; and Associate Professor in the Department of Rehabilitation Medicine ofthe University of W ashington–Seattle. Dr. Beukelman specializes in the areas of augmentative and alternative communication and motor speech disorders of childrenand adults.Janice C. Light, Ph.D., The Hintz Family Endowed Chair in Children’s Communicative Competence, Department of Communication Sciences and Disorders, 308 FordBuilding, Pennsylvania State University, University Park, PA 16802Dr. Light holds the Hintz Family Endowed Chair in Children’s Communicative Competence in the Department of Communication Sciences and Disorders at Pennsylvania State University. She is actively involved in research, personnel preparation,service delivery, and outreach to enhance communication and improve outcomes forchildren with complex communication needs (e.g., children with autism spectrumdisorder, cerebral palsy, Down syndrome, traumatic brain injury, and other disabilities). Her research focuses on the development and implementation of augmentativeand alternative communication (AAC) to support the communicative competence,language development, and literacy skills of children with complex communication needs. Dr. Light has been the principal investigator on more than 20 federallyfunded research grants to improve outcomes for individuals who rely on AAC. She isvExcerpted from Augmentative and Alternative CommunicationSupporting Children and Adults with Complex Communication Needs, Fifth Edition by David Beukelman, Ph.D., Janice Light, Ph.D.

FOR MORE, go to http://bit.ly/Beukelman5EviAbout the Authorscurrently the Principal Investigator of the Rehabilitation Engineering Research Center on Augmentative and Alternative Communication (The RERC on AAC), a virtualresearch consortium funded by the National Institute for Disability, IndependentLiving, and Rehabilitation Research. She is also the project director on two federallyfunded grants to support the training of graduate students as the next generation ofclinicians, researchers, university faculty, and leaders in AAC. Dr. Light is the authorof more than 125 peer-reviewed papers, book chapters, and books. She is a Fellow ofthe International Society for Augmentative and Alternative Communication (ISAAC)and has received numerous awards in recognition of her research and teaching contributions to the field, including the President’s Award from ISAAC, DistinguishedLecturer award from ISAAC, the Dorothy Jones Barnes Outstanding Teaching Award,the Helen G. and Evan G. Patishall Outstanding Research Achievement Award, thePauline Schmitt Russell Distinguished Research Career Award, and the FacultyScholar Medal for Outstanding Achievement in the Social and Behavioral Sciences.Excerpted from Augmentative and Alternative CommunicationSupporting Children and Adults with Complex Communication Needs, Fifth Edition by David Beukelman, Ph.D., Janice Light, Ph.D.

FOR MORE, go to http://bit.ly/Beukelman5EAbout the ContributorsLaura J. Ball, Ph.D., Professor, Department of Pediatrics, George Washington University, and Director, Hearing and Speech Research, Children’s National MedicalCenter, 111 Michigan Avenue, NW, CTR, 6 Main, Washington, DC 20010Dr. Ball is Director of Hearing and Speech Research at Children’s National HealthSystem and Professor at The George Washington University School of Medicine andHealth Sciences in Washington, DC. She completed her doctorate at the Universityof Nebraska‒Lincoln with specialization in motor speech disorders and augmentative and alternative communication. She has more than 35 years’ experience as aclinical speech-language pathologist. Her research addresses AAC and neuromotorspeech disorders across the life span. Particular interests are in functional communication and participation, AAC assessment and implementation, and interventions forspeech-language impairments resulting from neurologic (i.e., neuromuscular, neurogenetic, neuroimmune, white matter) diseases.Susan Koch Fager, Ph.D., Director, Communication Center of Excellence, MadonnaRehabilitation Hospital, 5401 South Street, Lincoln, NE 68506Dr. Fager is the Director of the Communication Center in the Institute for Rehabilitation Science and Engineering. Dr. Fager specializes in assistive technology/augmentative communication for adults with acquired and degenerative neurologicconditions such as traumatic brain injury, spinal cord injury, stroke, amyotrophiclateral sclerosis (ALS), multiple sclerosis, and Parkinson’s disease. Her research hasfocused on the evaluation of new and emerging assistive technologies for individualswith severe physical impairments.viiExcerpted from Augmentative and Alternative CommunicationSupporting Children and Adults with Complex Communication Needs, Fifth Edition by David Beukelman, Ph.D., Janice Light, Ph.D.

FOR MORE, go to http://bit.ly/Beukelman5EviiiAbout the ContributorsKathryn L. Garrett, Ph.D., CCC-SLP, Speech-Language Pathologist, AAC/NeuroSenior Clinical Specialist, The Children’s Institute, 1405 Shady Avenue, Pittsburgh,PA 15217Dr. Garrett is currently a full-time clinician and director of an Augmentative Communication pediatric evaluation center at The Children’s Institute in Pittsburgh, PA,where she works with children and young adults who have complex communicationneeds. She previously had full-time academic appointments at Duquesne Universityand the University of Nebraska, where she conducted clinical, research, and teachingactivities in the areas of aphasia, brain injury, and AAC.Elizabeth K. Hanson, Ph.D., CCC-SLP, Associate Professor, University of SouthDakota–Communication Sciences & Disorders, 414 E Clark Street, Vermillion, SD57069Dr. Hanson earned her doctorate at the University of Nebraska–Lincoln and her MSat the University of Wisconsin–Madison. Her research is in augmentative and alternative communication and motor speech disorders at the University of South Dakota.Her clinical practice, supervision, and service focus on providing AAC services forpeople with complex communication needs across the life span.Julia King Fischer, Ph.D., Professor, University of Wisconsin‒Stevens Point, Schoolof Communication Sciences and Disorders, 1901 Fourth Avenue, Stevens Point, WI54481Dr. Fischer is a Professor in the School of Communication Sciences and Disorders atthe University of Wisconsin–Stevens Point. She has authored publications about supporting communication and AAC intervention for adults with chronic aphasia andadults with primary progressive aphasia. Her research and clinical interests focus onsupporting communication for adults with complex communication needs.Joanne P. Lasker, Ph.D., CCC-SLP, Associate Professor, Emerson College, Communication Sciences and Disorders, 120 Boylston Street, Boston, MA 02116Dr. Lasker has published numerous papers and chapters related to assessment andtreatment of adults living with acquired neurogenic disorders who may benefit fromAAC. Her research has explored issues pertaining to AAC assessment protocols,context-based intervention, partner training, and the acceptance of AAC approachesby adults with severe communication disorders and their communication partners.She has presented nationally and internationally on these topics.Excerpted from Augmentative and Alternative CommunicationSupporting Children and Adults with Complex Communication Needs, Fifth Edition by David Beukelman, Ph.D., Janice Light, Ph.D.

FOR MORE, go to http://bit.ly/Beukelman5EAbout the ContributorsixDavid B. McNaughton, Ph.D., Professor of Education, Educational Psychology,Counseling, and Special Education, Pennsylvania State University, 227 CEDARBuilding, University Park, PA 16802Dr. McNaughton teaches coursework in augmentative communication, assistivetechnology, and collaboration skills for working with parents and educational teammembers. He is especially interested in the development and evaluation of onlineeducational materials to build capacity in AAC service delivery. Dr. McNaughton’sresearch interests include literacy instruction for individuals who rely on AAC, andemployment supports for individuals with severe disabilities.Amy S. Nordness, Ph.D., CCC-SLP, Director of Speech-Language Pathology, S cottishRite Assistant Professor, Munroe-Meyer Institute, University of Nebraska MedicalCenter, Omaha, NE 68198Dr. Nordness is the Director of the Speech-Language Pathology Department atMunroe-Meyer Institute at the University of Nebraska Medical Center. Dr. Nordnessearned her doctorate in communication disorders from the University of Nebraska‒Lincoln. Her research and clinical interests involve motor speech disorders and AACacross the life span. She leads the speech-language pathology services for individualswith amyotrophic lateral sclerosis.Excerpted from Augmentative and Alternative CommunicationSupporting Children and Adults with Complex Communication Needs, Fifth Edition by David Beukelman, Ph.D., Janice Light, Ph.D.

FOR MORE, go to http://bit.ly/Beukelman5EPrefaceAs was the case for previous editions, the fifth edition of Augmentative & AlternativeCommunication: Supporting Children and Adults with Complex Communication Needs is anintroductory text written for practicing professionals, preprofessional students, andothers who are interested in learning more about communication options for peoplewho are unable to meet their daily communication needs effectively through naturalspeech and rely on augmentative and alternative communication (AAC). Becausesevere communication disorders can result from a variety of conditions, diseases,and syndromes that affect people of all ages, many individuals may be interested inthese approaches. Several characteristics of the AAC field have shaped the format,content, and organization of this book.First and foremost are the individuals with complex communication needs andtheir families that are the focus of this book. As we revised this book, we remainedkeenly aware of our dependence on those who have documented their experienceswith AAC. To tell the AAC story, we expected to cite traditional academic sources—professional research papers, scholarly books, and manuals. What we found is thatwe also made extensive use of the perspectives of people who rely on AAC. Webelieve firmly in the tenet, “Nothing about us without us,” and we hope that we havemanaged to incorporate the experiences and perspectives of individuals who rely onAAC and their families into this book.Second, AAC is a multidisciplinary field in which individuals with complexcommunication needs and their families, along with computer programmers, educators, engineers, linguists, occupational therapists, physical therapists, psychologists,speech-language pathologists, and many other professionals have contributed to theknowledge and practice base. We have attempted to be sensitive to these multipleperspectives and contributions by directly citing pertinent information from a widevariety of sources and by guiding the reader to appropriate additional resourceswhen necessary. We are grateful to the researchers and expert clinicians in the fieldwho have advanced our knowledge and improved evidence-based practice in AAC.We also wish to thank those publishers, editors, associations, manufacturers, andinstitutions who supported the newsletters, bulletins, books, videos, magazines, websites, and journals that now contain the historical record of the AAC field. Withoutthese resources, we simply would have been unable to write this book.xiExcerpted from Augmentative and Alternative CommunicationSupporting Children and Adults with Complex Communication Needs, Fifth Edition by David Beukelman, Ph.D., Janice Light, Ph.D.

FOR MORE, go to http://bit.ly/Beukelman5ExiiPrefaceThird, the AAC field has developed in many countries over the past decades tomeet the needs of the more than 97 million individuals with complex communication needs worldwide. In 2019, members of the International Society for Augmentative and Alternative Communication represented 42 different countries. AlthoughDrs. Beukelman and Light are both from North America, we have made an effort toinclude information about the contributions of researchers, clinicians, and peoplewho rely on AAC from around the world. Unfortunately, within the constraints ofan introductory textbook, only a limited number of these contributions can be citedspecifically. Thus, we acknowledge that our primary sources of material have comefrom North America and hope that our AAC colleagues in other countries will tolerate our inability to represent multinational efforts more comprehensively. The keyprinciples described in this book are relevant internationally.Fourth, AAC interventions involve a vast array of electronic (i.e., digital) andnonelectronic systems. AAC technology changes very rapidly—products are beingupgraded continually, and new products are always being introduced. Such product information presented in book form would be outdated very quickly. We havetherefore decided not to include references to specific AAC products; rather we havefocused on the principles that guide effective evidence-based AAC systems andinterventions. We refer our readers to the numerous web sites and other resourcesreferenced in the textbook and listed on the Brookes web site where readers can findcurrent information.Developing expertise in AAC requires careful consideration of five key domains:1) first and most importantly, the people who rely on AAC to communicate, theircommunication partners who interact with them, and the professionals who provideAAC services; 2) unaided and aided AAC systems that provide the tools for communication; 3) interventions to enhance communication and participation for children and adults with developmental disabilities who require AAC; 4) interventionsfor people with complex communication needs due to medical conditions that areacquired later in life; and 5) continuing advocacy to meet the communication needsof an expanding population of people internationally with complex communicationneeds. In an effort to cover these areas, we have divided the book into five sections—each corresponding to one of these domains.Specifically, the four chapters in Section I are organized to introduce readers topeople with complex communication needs and AAC services. Chapter 1 introducesthe reader to AAC in general and to people with complex communication needs inparticular. Often using these individuals’ own words, we attempt to convey what itmeans to communicate using AAC. Chapter 2 introduces the Participation Modelthat provides a framework for AAC assessment and intervention and discusses AACassessment to determine participation patterns and unmet communication needs;environmental supports and opportunity barriers; and individual skills and capabilities. Chapter 3 introduces the reader to AAC intervention, including planning,implementation, evaluation, and follow up to enhance the communication and participation of individuals with complex communication needs. Chapter 4 discussesstrategies and techniques for collaborating with family members and other communication partners, including intervention to reduce barriers and support the participation of individuals who rely on AAC.Section II contains four chapters that describe the components of AAC systems.Chapter 5 reviews vocabulary selection and message management in AAC systemsExcerpted from Augmentative and Alternative CommunicationSupporting Children and Adults with Complex Communication Needs, Fifth Edition by David Beukelman, Ph.D., Janice Light, Ph.D.

FOR MORE, go to http://bit.ly/Beukelman5EPrefacexiiifor people who rely on AAC. Chapter 6 is a detailed presentation of the most common approaches to unaided and aided vocabulary and message representation,organization, and layout of AAC systems. Chapter 7 discusses a range of access techniques that are designed to accommodate a variety of motor, language, and cognitive impairments. Chapter 8 focuses on the processes involved in the selection andpersonalization of AAC systems to meet the communication needs of children andadults with complex communication needs.Section III contains five chapters that review AAC interventions for children andadults with developmental disabilities. Specifically, Chapter 9 introduces key considerations that are unique to people with cerebral palsy, Down syndrome, intellectualdevelopmental disabilities, autism spectrum disorder, and childhood apraxia of speech.Chapter 10 introduces AAC interventions to enhance the communication and participation of beginning communicators, including those who are preintentional, thosewho are presymbolic, those who are learning to use and combine symbols, and thosewith challenging behaviors. Chapter 11 summarizes what we know about buildingmore advanced linguistic, operational, social, and strategic skills to enhance communicative competence. Chapter 12, written by Janice C. Light and David B. McNaughton,focuses on the factors that affect literacy learning for people with complex communication needs, strategies for fostering emergent literacy, and the key components ofinterventions for teaching conventional an

—Pat Mirenda, Ph.D., BCBA-D, Professor, The University of British Columbia "Current, comprehensive, and an excellent introduction to the field." —Kathryn M. Yorkston, Ph.D., Professor Emeritus, Rehabilitation Medicine, University of Washington "Brings together world-class authors and contributors with significant