title: Early intervention, AAC, and transition to school for young children with significant spoken communication disorders and their families.
abstract: This article presents an overview of the integration of augmentative and alternative communication (AAC) strategies into very early language intervention. Included is a brief discussion of the myths that exist about using AAC with very young children and the evidence against these myths. It also examines the transition to school for children who will use AAC. This examination includes issues that must be considered for a child's transition to school using AAC to be successful.
authors.affiliation: Georgia State University, Atlanta, Georgia, USA. rsevcik@gsu.edu
authors.forename: Rose A
authors.initials: RA
authors.lastname: Sevcik
authors.forename: Andrea
authors.initials: A
authors.lastname: Barton-Hulsey
authors.forename: MaryAnn
authors.initials: M
authors.lastname: Romski
mesh_terms: D002648:Child; D002675:Child, Preschool; D003143:Communication Devices for People with Disabilities; D003145:Communication Methods, Total; D002658:Developmental Disabilities / Q000175:diagnosis / Q000534:rehabilitation; D018479:Early Intervention, Educational; D004519:Education, Special; D006801:Humans; D007805:Language Development Disorders / Q000175:diagnosis / Q000534:rehabilitation*; D010290:Parents / Q000193:education