Augmentative and Alternative Communication (AAC) and related
assessment and intervention practices for individuals with AS might be best viewed as
fluid, reciprocal processes that are important to the extent that they contribute to
individuals’ patterns of participation and inclusion in valued events. This is true
irrespective of etiology of AS, severity of challenges, or educational placement.
Educators, speech-language pathologists, and others are encouraged to emphasize
practices that foster individuals’ independence, autonomy, and quality of life. The use
of standardized tests is questioned from this perspective. More viable, ecologically
valid alternatives are presented. Several assessment and intervention procedures related
to this construct are discussed.
Keywords: AAC, Angelman Syndrome, Alternative communication, Assessment,
Augmentative, Disability, Discrepancy analysis, Ecological validity, Education,
Generalization, Genetics, Handicap, Intellectual, Intervention, Matrix, Regression,
Skill clusters, Self-determination, Standardization.
