Aided Augmentative Communication for Individuals with Autism Spectrum Disorders
Just as autism is a continuum of disorders, it is associated with a broad range of neurodevelopmental, social, and communication deficits. For individuals with autism spectrum disorders (ASD), augmentative and alternative communication (AAC) has a major i
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Jennifer B. Ganz
Aided Augmentative Communication for Individuals with Autism Spectrum Disorders
Autism and Child Psychopathology Series
Series Editor Johnny L. Matson Department of Psychology Louisiana State University Baton Rouge, LA, USA
For further volumes: http://www.springer.com/series/8665
Jennifer B. Ganz
Aided Augmentative Communication for Individuals with Autism Spectrum Disorders With contributions by Ee Rea Hong and Whitney Gilliland
Jennifer B. Ganz Texas A&M University College Station, TX, USA
ISSN 2192-922X ISSN 2192-9238 (electronic) ISBN 978-1-4939-0813-4 ISBN 978-1-4939-0814-1 (eBook) DOI 10.1007/978-1-4939-0814-1 Springer New York Heidelberg Dordrecht London Library of Congress Control Number: 2014936200 © Springer Science+Business Media New York 2014 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center. Violations are liable to prosecution under the respective Copyright Law. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)
Preface
This book is the sum of the past 18 years of my professional career. When I was a special education teacher, I worked with young children across a broad range of the autism spectrum – from students with social and behavioral issues who spoke fluently to those with “classic autism” traits who could neither speak nor write in a manner that was understandable. I was and am most drawn to these children, for whom it seemed needed a key
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