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  2. Complex Communication Needs: Being an Effective Communication Partner [EDU5310]

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Complex Communication Needs: Being an Effective Communication Partner

  • Unit Code

    EDU5310

  • Year

    2016

  • Enrolment Period

    1

  • Version

    3

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit examines the impact of complex communication needs on a persons participation and inclusion in education. It explores relationships, community activities and future employment within the context of current definitions of communication, complex communication needs, communicative competency, as well as Alternative and/or Augmentative Communication (AAC).The aims of AAC education, as well as the factors that serve as barriers or supports for AAC will be discussed.Explicit and practical learning skills that facilitate competent communication with people with complex needs in a variety of settings will be investigated.In addition a range of AAC instructional strategies, linked to teaching and learning techniques will be analysed with respect to the impact these strategies have on student learning, participation and relationships.

Equivalent Rule

Unit was previously coded EDU5155

Learning Outcomes

On completion of this unit students should be able to:

  1. Demonstrate advanced knowledge of the impact of culture societal attitudes, beliefs and expectations on the education of individuals from varying indigenous and cultural backgrounds, accounting for learners in both local and international contexts.
  2. Demonstrate creativity, personal autonomy and accountability through self-directed continuous professional development.
  3. Demonstrate the need for AAC users to have skilled communication partners and demonstrate specialist knowledge including the essential attitudes and skills required of this role.
  4. Describe and implement Aided Language Stimulation Techniques (ALST) that support the teaching and learning of AAC strategies.
  5. Identify sources of support for professionals, families, communities and AAC users in tackling implementation, training or other issues related to supporting an individual to learn to use their AAC system competently.
  6. Identify, interpret and discuss factors that may serve as barriers or supports to the success of AAC interventions and the resulting impact on an individuals life.
  7. Review, critically analyse and synthesise AAC intervention models, techniques and methodologies required to solve complex problems and enhance participation and inclusion.
  8. Synthesise and communicate the theoretical concepts and methods used to facilitate interaction and inclusivity for individuals with complex communication needs.

Unit Content

  1. AAC support networks for AAC users, families, communities and professionals.
  2. Aided Language Stimulation Techniques inboth classroom and community settings.
  3. Aims of AAC teaching and learning.
  4. Behaviours, attitudes and skills of competent communication partners.
  5. Critical analysis of the research on the teaching and learning of successful, multimodal AAC strategies by professionals, individuals with complex communication needs and members of their family and community.
  6. Current definitions of communication, language, complex communication needs, alternative and/or augmentative communication (AAC) and communicative competence.
  7. Factorsthat support the learning and embedding of successful communication partner techniques into daily practice.
  8. Impact of complex communication needs and successful AAC intervention on learning, relationships and participation.
  9. Major supports and barriers to AAC success including the Communication Bill of Rights.
  10. Supporting multimodal communication to support teaching and learning outcomes.

Additional Learning Experience Information

This unit will incorporate lectures, practical workshops, tutorials and peer coaching. Students will be involved in collaborative projects, discussion, debate and an independent study.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentVideo of practice60%
Reflective PracticeReflective task40%
ONLINE
TypeDescriptionValue
AssignmentVideo of practice60%
Reflective PracticeReflective task40%

Text References

  • ^ Beukelman, D., & Mirenda, P. (2005). Augmentative and alternative communication: Management of severe communication disorders in children and adults. Baltimore: Paul H. Brooks.
  • ^ Light, J. (2003). Communicative competence for individuals who use AAC: From research to effective practice (augmentative and alternative communication series). London: Jessica Kingsley.
  • Porter, G. (2007). Pragmatic organisation dynamic display communication books. Victoria: Cerebral Palsy Education Centre.
  • Burkhart, L., & Porter, G. (2012). Assessing during instruction: Measuring for real success for communication (ISAAC Conference Handout).
  • Porter, G. & Burkhart, L. (2012.) The roads to autonomous communication using aided language (ISAAC Pre-Conference Workshop Handout).

Journal References

  • Drager, K. D. R., Postal, V. J., Carrolus, L., Castellano, M., Gagliano, C., & Glynn, J. (2006). The effect of aided language modeling on symbol comprehension and production in two preschoolers with autism. American Journal of Speech-Language Pathology, 15. 112-125.
  • Dada, S., & Alant, E. (2009). The effect of aided language stimulation on vocabulary acquisition in children with little or no functional speech. American Journal of Speech-Language Pathology, 18 50-64.
  • Binger, C., & Light, J. (2007). The effect of aided AAC modeling on the expression of multi-symbol messages by preschoolers who use AAC. Augmentative and Alternative Communication 23 (1). 30-43.
  • Beukelman, D., & Ray, P. (2010). Communication supports in pediatric rehabilitation. Journal of Pediatric Rehabilitation Medicine: An Interdisciplinary Approach 3. 279-288.
  • Augmentative and Alternative Communication. Journal of Speech, Language and Hearing Research. Perspectives in Augmentative and Alternative Communication. The Journal of Special Education.
  • Kent-Walsh, J., & McNaughton, D. (2005). Communication partner instruction in AAC: Present practices and future directions. Augmentative and Alternative Communication, 21 (3). 195-204.
  • Light, J. (1989). Toward a definition of communicative competence for individuals using augmentative and alternative communication systems. Augmentative and Alternative Communication, 5 (2). 137-144.
  • Light, J. (1997). Communication is the essence of human life: Reflections on communicative competence. Augmentative and Alternative Communication, 13 (2). 60-70.
  • Romski, M.A., & Sevcik, R.A. (2005). Augmentative communication and early intervention: Myths and realities. Infants and Young Children 18 (3), 174.
  • McNaughton, D., Rackensperger, T., Benedek-Wood, E., Krezman, C., Williams, W.B., & Light, J. (2008). A child needs to be given a chance to succeed: Parents of individuals who use AAC describe the benefits and challenges of learning AAC technologies. Augmentative and Alternative Communication, 24 (1). 43-55.
  • Light, J. & Drager, K. (2007). AAC technologies for young children with complex communication needs: State of the science and future research directions. Augmentative and Alternative Communication, 23 (3). 204-216.
  • Robinson, N.B., & Sadao, K.C. (2005). Person-focused learning: A collaborative teaching model to prepare future AAC professionals. Augmentative and Alternative Communication, 21 (2). 149-163.

Website References

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

EDU5310|3|1

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Complex Communication Needs: Being an Effective Communication Partner

  • Unit Code

    EDU5310

  • Year

    2016

  • Enrolment Period

    2

  • Version

    3

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit examines the impact of complex communication needs on a persons participation and inclusion in education. It explores relationships, community activities and future employment within the context of current definitions of communication, complex communication needs, communicative competency, as well as Alternative and/or Augmentative Communication (AAC).The aims of AAC education, as well as the factors that serve as barriers or supports for AAC will be discussed.Explicit and practical learning skills that facilitate competent communication with people with complex needs in a variety of settings will be investigated.In addition a range of AAC instructional strategies, linked to teaching and learning techniques will be analysed with respect to the impact these strategies have on student learning, participation and relationships.

Equivalent Rule

Unit was previously coded EDU5155

Learning Outcomes

On completion of this unit students should be able to:

  1. Demonstrate advanced knowledge of the impact of culture societal attitudes, beliefs and expectations on the education of individuals from varying indigenous and cultural backgrounds, accounting for learners in both local and international contexts.
  2. Demonstrate creativity, personal autonomy and accountability through self-directed continuous professional development.
  3. Demonstrate the need for AAC users to have skilled communication partners and demonstrate specialist knowledge including the essential attitudes and skills required of this role.
  4. Describe and implement Aided Language Stimulation Techniques (ALST) that support the teaching and learning of AAC strategies.
  5. Identify sources of support for professionals, families, communities and AAC users in tackling implementation, training or other issues related to supporting an individual to learn to use their AAC system competently.
  6. Identify, interpret and discuss factors that may serve as barriers or supports to the success of AAC interventions and the resulting impact on an individuals life.
  7. Review, critically analyse and synthesise AAC intervention models, techniques and methodologies required to solve complex problems and enhance participation and inclusion.
  8. Synthesise and communicate the theoretical concepts and methods used to facilitate interaction and inclusivity for individuals with complex communication needs.

Unit Content

  1. AAC support networks for AAC users, families, communities and professionals.
  2. Aided Language Stimulation Techniques inboth classroom and community settings.
  3. Aims of AAC teaching and learning.
  4. Behaviours, attitudes and skills of competent communication partners.
  5. Critical analysis of the research on the teaching and learning of successful, multimodal AAC strategies by professionals, individuals with complex communication needs and members of their family and community.
  6. Current definitions of communication, language, complex communication needs, alternative and/or augmentative communication (AAC) and communicative competence.
  7. Factorsthat support the learning and embedding of successful communication partner techniques into daily practice.
  8. Impact of complex communication needs and successful AAC intervention on learning, relationships and participation.
  9. Major supports and barriers to AAC success including the Communication Bill of Rights.
  10. Supporting multimodal communication to support teaching and learning outcomes.

Additional Learning Experience Information

This unit will incorporate lectures, practical workshops, tutorials and peer coaching. Students will be involved in collaborative projects, discussion, debate and an independent study.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentVideo of practice60%
Reflective PracticeReflective task40%
ONLINE
TypeDescriptionValue
AssignmentVideo of practice60%
Reflective PracticeReflective task40%

Text References

  • ^ Beukelman, D., & Mirenda, P. (2005). Augmentative and alternative communication: Management of severe communication disorders in children and adults. Baltimore: Paul H. Brooks.
  • ^ Light, J. (2003). Communicative competence for individuals who use AAC: From research to effective practice (augmentative and alternative communication series). London: Jessica Kingsley.
  • Porter, G. (2007). Pragmatic organisation dynamic display communication books. Victoria: Cerebral Palsy Education Centre.
  • Burkhart, L., & Porter, G. (2012). Assessing during instruction: Measuring for real success for communication (ISAAC Conference Handout).
  • Porter, G. & Burkhart, L. (2012.) The roads to autonomous communication using aided language (ISAAC Pre-Conference Workshop Handout).

Journal References

  • Drager, K. D. R., Postal, V. J., Carrolus, L., Castellano, M., Gagliano, C., & Glynn, J. (2006). The effect of aided language modeling on symbol comprehension and production in two preschoolers with autism. American Journal of Speech-Language Pathology, 15. 112-125.
  • Dada, S., & Alant, E. (2009). The effect of aided language stimulation on vocabulary acquisition in children with little or no functional speech. American Journal of Speech-Language Pathology, 18 50-64.
  • Binger, C., & Light, J. (2007). The effect of aided AAC modeling on the expression of multi-symbol messages by preschoolers who use AAC. Augmentative and Alternative Communication 23 (1). 30-43.
  • Beukelman, D., & Ray, P. (2010). Communication supports in pediatric rehabilitation. Journal of Pediatric Rehabilitation Medicine: An Interdisciplinary Approach 3. 279-288.
  • Augmentative and Alternative Communication. Journal of Speech, Language and Hearing Research. Perspectives in Augmentative and Alternative Communication. The Journal of Special Education.
  • Kent-Walsh, J., & McNaughton, D. (2005). Communication partner instruction in AAC: Present practices and future directions. Augmentative and Alternative Communication, 21 (3). 195-204.
  • Light, J. (1989). Toward a definition of communicative competence for individuals using augmentative and alternative communication systems. Augmentative and Alternative Communication, 5 (2). 137-144.
  • Light, J. (1997). Communication is the essence of human life: Reflections on communicative competence. Augmentative and Alternative Communication, 13 (2). 60-70.
  • Romski, M.A., & Sevcik, R.A. (2005). Augmentative communication and early intervention: Myths and realities. Infants and Young Children 18 (3), 174.
  • McNaughton, D., Rackensperger, T., Benedek-Wood, E., Krezman, C., Williams, W.B., & Light, J. (2008). A child needs to be given a chance to succeed: Parents of individuals who use AAC describe the benefits and challenges of learning AAC technologies. Augmentative and Alternative Communication, 24 (1). 43-55.
  • Light, J. & Drager, K. (2007). AAC technologies for young children with complex communication needs: State of the science and future research directions. Augmentative and Alternative Communication, 23 (3). 204-216.
  • Robinson, N.B., & Sadao, K.C. (2005). Person-focused learning: A collaborative teaching model to prepare future AAC professionals. Augmentative and Alternative Communication, 21 (2). 149-163.

Website References

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

EDU5310|3|2