Simultaneous communication
Simultaneous communication, also called total communication or
aided language stimulation, is a technique whereby the adult speaks
normally, simultaneously using AAC to stress important words.
For example, "Let’s play ball," would be accompanied by the words
"play" and "ball" in the AAC mode. This technique is used with
children who are learning AAC, or AAC and spoken language at the
same time.
Basically, simultaneous communication exposes the child to a
model of AAC use, in as natural a manner as possible. When designing
the AAC system with simultaneous communication in mind, it is
necessary to include vocabulary that the adult will need along
with the child’s vocabulary since the adult will be using the
system too.
The benefits of simultaneous communication are numerous (Beukelman & Mirenda,
1992; Goossens',
1989; Goossens'
& Crain, 1987; Romski & Sevcik, 1993;
Romski, Sevcik,
Robinson, & Bakeman, 1994; Romski, Sevcik, & Wilkinson,
1994).
- The child may be learning to understand speech (called receptive
language) at the same time. Many teaching techniques have as
their goal expressive language (i.e. the child's ability to
communicate to someone else) rather than receptive language,
even though receptive language has been linked to progress in
expressive communication (Remington & Clarke,
1993a).
- It is an excellent method for children who are learning both
AAC and speech at the same time. In fact, studies have shown
that, when exposed to simultaneous speech and sign language,
both children with and without disabilities have been able to
learn natural speech faster. (See Does AAC impede the development
of natural speech?—and other fears.)
- If the child already understands the spoken words, he or she
can infer their AAC equivalents, thus, increasing the speed
at which the corresponding AAC terms are learned.
- Learning takes place in natural circumstances. Not only is
this more motivating, but children are able to immediately use
their new vocabulary in real situations. This has been found
to be a more practical and successful mode of learning than
drill-and-practice methods.
- This method can be utilized during any activity or routine,
at any time of day. It lends itself to child-directed (as opposed
to adult-directed) learning. Teaching that occurs when following
the child’s interests results in increased attention span and
motivation on the part of the child (Yoder & Davies, 1990).
- Simultaneous communication does not depend on or require the
child to make a specific response, or even to respond at all,
although responses may be encouraged. This form of teaching
is, therefore, error-free; the teaching session does not have
to be discontinued if the child is not responding, nor does
the child have to be prompted or corrected.
- It can easily be used along with other teaching techniques.
However, simultaneous communication techniques may not be for
all children. Research has shown that some children only pay attention
to the visual (e.g. the AAC) part of the message, and disregard
the spoken words. These are likely to be children who are visual
learners or who prefer less transient modes of AAC. (Transience
refers to how long a message or symbol is available. Speech sounds
are the most transient; a sign can be made visible for a longer
period of time but disappears when the next sign is made; and
pictures, which are permanent, can be examined at length.) (See
Children with autism
or autistic-like behaviors and Aided vs. unaided AAC systems.)
A child who is only attending to the visual aspect may not be
learning to comprehend the corresponding speech. Because it is
important for a child to understand spoken language, in these
cases it may be worthwhile to explicitly teach the child the meaning
of spoken words (i.e. teach receptive language) by sometimes using
speech exclusively. This may be in addition to utilizing simultaneous
communication to further the goal of fostering the child’s ability
to communicate with others (i.e. expressive communication) (Remington
& Clarke, 1993a; Remington & Clarke, 1993b).
OTHER
RESOURCES:
- "Aided communication intervention before assessment: A case
study of a child with cerebral palsy" by Carol Goossens’ (1989)
is a case study of a six-year-old taught how to use eye gaze
communication through aided language stimulation (i.e. simultaneous
communication).
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