The article, Autism, AAC , and Proloquo2Go, explores augmentative and assisted communication (AAC).

The authors, Samuel Sennott and Adam Bowker, explore the efficacy of AAC. They discuss evidence-based practices, and how they relate to Proloquo2Go. Proloquo2go is an AAC application that runs on an iPad, iPod Touch, or iPhone.

Kathleen Samulski 1 SE 591 Article Review

The authors begin with the analogy of a biker. A biker taking a long ride would use a road bike. However, if the biker went off road they would want a different type of device. They compare this to computer use and the multiple devices many people use in their everyday liferanging from desktop computers to smart phones. When moving from place to place, as many individuals with ASD are ambulatory, AAC options, in the authors opinions, that are light and very portable are ideal and will have a better chance of being utilized. The authors discuss the use of symbols to support expressive and receptive communication. They mention the influence that Temple Grandin has had in sharing how individuals with ASD think in pictures. They also mention Wendts findings that there is much evidence to support that people with ASD can successfully use picture symbols to make requests. Visual supports for between and within activity schedules and social stories have a strong evidence base as well. The authors state that in general, the use of visual supports and symbols for communication, scheduling, and teaching has gained acceptance as a system that can be successfully used with people with ASD. The authors describe Proloquo2Go as one such AAC system. As a dynamic display application with a high-quality synthesized voice, Proloquo2Go can provide visual supports through its graphic symbols paired with photographs. Although it has a default picture library, SymbolStixs, which has over 8,000 symbols, the application can also bring in personal photographs. It can be programmed to follow the typical day for the student, with schedules, communication, and social stories. Menus, I want, for example, lead to suitable options upon touch. Therefore, the individual can further make choices, such as something to eat, which would then lead to food choices. Many customizations can be made to the program to accommodate students varying needs. In conclusion, the authors reiterate that using Proloquo2Go on a portable device is one tool that may work well for those with ASD, particularly those who are ambulatory and have decent visual processing abilities. They add that the iPod devices are widespread and considered cool, so users of Proloquo2Go do not appear different. As with many other AAC options, Proloquo2Go can meet daily communication needs. I specifically looked for an article about Proloquo2Go, because this is an app that is being used on an iPad to help support J.D. and his classmates. In my work, this is one dynamic display app for which my colleagues and I provide support, and it seems to be quite popular in the media. I wanted to read an article that

further educated me on why this particular app is so well received. I would recommend the article for a beginning user of iPod devices and AAC dynamic display apps. On my second observation with some other apps, I was able to aid communication with J.D. I noticed when I first met him, that showing him my nametag when introducing myself elicited a response of, Hi Mrs. Samulski, where my previous introduction was met with no response or eye contact. After my observation of the lunchroom, and witnessing J.D.s inappropriate behavior with regard to a girl he likes, I decided to program a social story using Proloquo2Go. I made a symbol-based story in the form of word bank writing. The story basically is: I like Sherry. Sherry likes it when I keep my hands to myself. When I see Sherry, I can wave and say hi. When I keep my hands to myself, Sherry is happy. We worked on the iPad on some other activities. Then we went to Proloquo2Go, and I brought up the social story. I modeled putting the story into the message window, by tapping the various icons. Then we listened to it a few times. I cleared the window, and J.D. made the social story himself. He initiated listening to the story several times and echoed it. The teacher and paraprofessional staff members are going to use the social story when transitioning to parts of the school day when J.D. will be near Sherry. I hope that this will be a success, and I can continue to support J.D.s communication needs with the use of Proloquo2Go.

 Resources

Kathleen Samulski 3 SE 591 Article Review

American Speech-Language-Hearing Association (ASHA). (2008). Perspectives on augmentative and alternative communication. Retrieved December 3, 2011, from div12perspectives.asha.org/cgi/reprint/18/4/137