Multimodal Communication

Multimodal communication is the use of more than one type of communication methods by one person. Multimodal
communication is natural; everyone uses a variety of communication methods all the time. People typically simultaneously
use gestures, facial expressions and body postures in addition to speech. This makes communication more efficient and
effective as more information is being conveyed than could occur through words alone. Speaking with someone on the telephone
or in writing, for example, is not as rich or communicative an experience because we no longer have access to the other
non-speech modes of communication being used (Murphy, Markova, Collins, & Moodie, 1996; Van Tatenhove, 1987)

A related issue is the use of different mixes of communication modes and styles depending on the people and circumstances
involved in an interaction. Generally speaking, everyone uses the method of communication that is easiest and most efficient,
but it has to be socially appropriate to the situation. For example, we naturally communicate a certain way when we are with
family members or close friends, as opposed to more formal situations. When offered a cup of coffee at home we might get
away with a mere nod of the head, a simple grunt or a slight push forward of the cup—-all nonspeech methods of communicating.
Yet, nothing less than a formal "Yes, thank you" may feel comfortable at someone else’s house. A child who uses AAC needs this same flexibility all the more because, for this child, communication requires more time and effort. For example, communicating
through eye gaze techniques may be sufficient to indicate which type of cereal he or she wants for breakfast at home. However, the child must also be able to switch the mode of communication to meet the needs of partners who do not understand eye gaze communication. For example, sign language may be required in the classroom, and an electronic voice output communication
aid (VOCA) in the community.

Multimodal communication can ease the vocabulary requirements on any single communication method. If a child is able to get someone’s attention by vocalizing, for example, then there is no need to program an attention-getter onto the child’s VOCA. In addition, children for whom it is not clear which is the best type of communication mode may benefit from being simultaneously
taught more than one until a preferred method emerges. Likewise, children whose abilities are degenerating due to a progressive disease may also be taught to use more than one mode of communication in preparation for the future. For example, a child whose motor skills are deteriorating may rely on sign language now, but also be taught communication board techniques (Beukelman & Mirenda, 1992).

Ideally, at least some aspects of a child’s AAC program should include simple, unaided methods of communication, as long as
they get the job done. (Unaided AAC are communication methods that do not utilize an external device. See Aided vs. unaided systems.) For certain functions simple gestures, eye gaze, vocalizing or body movements are easier, faster and just as reliable.
For example, to get someone’s attention, respond yes or no, or refer to something that is in close proximity, these techniques are
often preferable because they require less effort. Unfortunately, children are sometimes forced to use their more complicated
formal AAC systems even when a simple approach is sufficiently intelligible and substantially faster and easier. Although the
intent behind the demand that a child use the more sophisticated system is for teaching purposes, it is unfair and unnatural to
expect anyone to choose a more complicated method of communication over an easier and more efficient one. Moreover, it can diminish the value and desirability of using the sophisticated AAC.

To summarize, children require AAC systems that accommodate a variety of modes because multimodal communication accomplishes the following.

It increases efficiency, effectiveness and speed.
It allows children to work on different methods of communication at the same time.
It allows children to continue to work on speech, while still providing them with alternative methods of communicating.
It decreases reliance on any single type of communication method, which is important because devices can be lost, broken or unavailable.
It allows a child to adjust his or her communication method to fit the requirements of different partners and situations, such as home versus school versus community.
It is a more natural way of communicating. Persons who communicate in the typical manner utilize more than just speech.
It decreases the vocabulary requirements on any single communication

For additional information: YAACK

Permission granted 4-28-03

Special Education Services Plano Independent School District

Multimodal Communication

Special Education Services
Plano Independent School District