Considerations for Design and Implementation of AAC for Clients with CVI

Speech Language Pathology: Continuing Education Courses by SLP Nerdcast

Course Title: Considerations for Design and Implementation of AAC for Clients with CVI

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Learning Objectives:

1. The 10 characteristics and 3 Phases of CVI
2. Reasons clinicians should consider prelinguistic and/or presymbolic communication when planning AAC for clients who have been diagnosed with CVI
3. Important considerations when using aided AAC symbols with clients who have been diagnosed with CVI

References & Resources:

• Perkins school for the blind: https://www.perkins.org/perkins-academy/?gad_source=1&gad_campaignid=21901933384#courses
• Previous episode of Chris and Jen: https://courses.slpnerdcast.com/courses/AAC-considerations-for-students-with-CVI-abje0148
• Symbolic formation: https://doi.org/10.1177/1354067X13500327
• Susan Bruce: Congenital DeafBlindness and the Struggle for Symbolism: https://www.tandfonline.com/doi/abs/10.1080/10349120500252882
• Other works by Susan Bruce: https://www.bc.edu/bc-web/schools/lynch-school/faculty-research/faculty-directory/susan-bruce.html
• Dr. Bashinsky (Bashinski) have studies on symbolism and intentional communication acts
• Information on promising practices, practice based evidence and evidence based practice: https://ncuih.org/ebp-pbe/
• Matt Tietjen: what’s the complexity sequence: https://pcvis.vision/educators-and-therapists/the-whats-the-complexity-framework/
• Pediatric cortical visual society website: https://pcvis.vision/ great example written by a parent of a child with CVI that shows the process of developing from calendar/object system to more advanced symbol system https://www.pathstoliteracy.org/transitioning-object-schedule-system-photos-child-cvi/

Anthony, T. (1997). Adapted version of Koenig and Holbrook's Sensory Channel Form. https://cms-pattan-live.ae-admin.com/getmedia/cae8b6e3-e958-43ba-90ad-f4e11000ee7f/6russpm_devfunctroutines

Brady, N. C., & Bashinski, S. M. (2008). Increasing communication in children with concurrent vision and hearing loss. Research and Practice for Persons with Severe Disabilities, 33(1-2), 59-70.

Bruce, S. M. (2003). The importance of shared communication forms. Journal of Visual Impairment & Blindness, 97(2), 106-109.

Bruce, S. M. (2005). The impact of congenital deafblindness on the struggle to symbolism. International Journal of Disability, Development and Education, 52(3), 233-251. https://doi.org/10.1080/10349120500252882

Bruce, S. M., Mann, A., Jones, C., & Gavin, M. (2007). Gestures expressed by children who are congenitally deaf-blind: Topography, rate, and function. Journal of Visual Impairment & Blindness, 101(10), 637-652.

Bruce, S. M., & Vargas, C. (2007). Intentional communication acts expressed by children with severe disabilities in high-rate contexts. Augmentative and Alternative Communication, 23(4), 300-311. https://doi.org/10.1080/07434610601179960

Malloy, P. (2008). The path to symbolism. Practice Perspectives - Highlighting Information on Deaf-Blindness, 3. National Consortium on Deaf-Blindness.

Pizzo, L., & Bruce, S. M. (2010). Language and play in students with multiple disabilities and visual impairments or deaf-blindness. Journal of Visual Impairment & Blindness, 104(5), 287-297.

Russell, C. (2020). Supporting availability for learning: Student-centered biobehavioral assessment and intervention for children and youth with deafblindness/multiple disabilities. VIDBE-Q, 65(2), 56-72.

Russell, C. (2024). Assessment of biobehavioral states: Supporting availability for learning for students with multiple disabilities including deaf-blindness & profound intellectual & multiple disabilities. New York Deaf-Blind Collaborative.