2018 TASH Conference

Limited research exists on abuse (physical, sexual, verbal/emotional, mental/psychological, financial/economic, and cultural/identity) amongst individuals with significant disabilities who use Augmentative and Alternative Communication (AAC), despite the urgent need. Some studies have found that over 70% of people with disabilities reported they had been victims of abuse (Baladerian, Coleman, & Stream, 2013). Restricted access to vocabulary (Baladerian, 1991) and lack of communicative competency (Isaacs, Ericson, & Perlman, 1994) are barriers to detection and disclosure of abuse by individuals who use AAC (Collier, McGhie-Richmond, Odette, & Pyne, 2006). The Speaking Out About Abuse When You Can't Find the Words session will provide information on a systematic review of the literature on abuse amongst this population. Participants will also learn how to assess abuse-related vocabulary accessibility and strategies to teach abuse-related vocabulary. Implications for individuals who use AAC, parents and guardians, teachers, and related service providers will be shared. While vocabulary accessibility might not be considered innovative, many individuals with significant disabilities are primarily taught vocabulary around making requests. Students often have communication boards filled entirely with foods and other reinforcers. Denying access and education on abuse-related vocabulary infringes on the basic human rights of individuals with complex communication needs. This session aims to open discussion about barriers to this instruction and strategies for full access to communication.