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The following demographic information about the AAC field was compiled by David Beukelman. Please be advised that this is a selective, rather than a complete, listing.

How Many Persons are Severely Communicatively Disordered?
 

USA	Canada	Australia	United Kingdom
2 million (8 per 1000) (Estimate)	200,000 (12 per 1000) (Estimate)	12 per 1000 (Survey)	6 per 1000 (Estimate)  14 per 1000 (Estimate)

How Many are Severely Communicatively Disordered in U.S. Schools?

• 3 to 5% of students certified for special education
• 3 to 5 potential AAC users per 1000 of general population

Who are Severely Communicatively Disordered in U.S. Schools?

Persons who are unable to meet their daily communication needs through natural modes of communication such as speech, gestures, or writing
 

Developmentally disabled	14.9%
Physically Disabled	06.1%
Mentally Retarded (MM)	18.3%
Mentally Retarded (SP)	30.6%
Severely behaviorally impaired	05.0%
Severely multiply disabled	24.0%

Matas, J., Mathy-Laikko, P., Beukelman, D., & Legresley, K. (1985). Identifying the non- speaking population: A demographic study. AAC, 1, 17-31.

What Types of Students are on USA University Campuses?
 

Cerebral palsy	82.7% of campuses
Multiple Sclerosis	67.3%
Closed Head Injury	62.2%
Muscular Dystrophy	52%
Shock/trauma/surgery	51%

Huer, M. University students using augmentative and alternative communication in the USA: A demographic study. AAC. 7, 231-239.

Who uses AAC?

• Acquired disabilities
• ALS (Lou Gehrigís Disease) 75%

• Multiple Sclerosis 04%

ALS & AAC Use

• 75% use AAC Systems
• 1/3 use AAC system less than one year
• 2/3 use system more than two years

Demographic Study of AAC Use in Scotland

• Population: Cerebral Palsy
 
• 61% male and 39% female
• Recent increase in AAC use
• 50% of users have had system less than one year

Type and Use of AAC System

• More than 50% of all systems were low tech
• 22% used systems only in formal contexts

Cause of Communication Disorders (Australia)
 

Unknown	38.0%
Stroke	16.0%
Cerebral Palsy	13.8%
Genetic/congenital	8.8%
Developmental Delay	5.6%
Autism	4.1%

Bloomberg, K. & Johnson, H. (1990). A statewide demographic survey of people with severe communication impairments. AAC, 6, 50-60.

Causes of Communication Disorders (Con't)
 

Progressive neurological diseases	4.1%
Trauma	3.2%
Tumor/Infectious Disease	1.7%
Elective Mutism	1.5%
Psychosis	1.4%
Surgically related	1.1%
Dysfluency	0.3%

Bloomberg, K. & Johnson, H. (1990). A statewide demographic survey of people with severe communication impairments. AAC, 6, 50-60.

Age Distribution (Australia)
 

Years	Percent
2-5	9.9
6-10	12.4
11-17	15.4
18-21	8.8
22-40	26.4
41-60	9.6
60+	17.9

Bloomberg, K. & Johnson, H. (1990). A statewide demographic survey of people with severe communication impairments. AAC, 6, 50-60.

Service Delivery

• AAC services in 49.9% of SLP settings (ASHA)
• 87% of SLP work with persons needing AAC services

Silverman, F.

• 60% of SLP in Michigan serving AAC clients

Gorenflo & Gorenflo

• 44% of SLPs in Nebraska have AAC client on school caseload at the time the survey was completed

Service Delivery--SLPs with adults who use high tech systems on caseload
 

Number of Users	Percentage of SLPs
None	76
One	12
Two	01
Three	01
Six	01
Ten	01

King, J. (In preparation). University of Nebraska, Lincoln.

Service Delivery--SLPs who monitor adults with high tech
 

Number of Users	Percentage of SLPs
None	78
One	05
Two	05
Three	01
Four	01
Six	01
Ten	01

King, J. (In preparation). University of Nebraska, Lincoln.

Service Delivery--SLPs with adults who use low tech systems on caseload
  425 

King, J. (In preparation). University of Nebraska, Lincoln

Service Delivery--SLPs who monitor adults with low tech
 

Number of Users	Percentage of SLPs
None	63
One	04
Two	01
Three	03
Four	01
Five	01
Ten	01
Twelve	01
Fifteen	01

King, J. (In preparation). University of Nebraska, Lincoln

Consumer Response to AAC Devices

Respondents by Diagnosis

Jinks, A. & Sinteff, B. (1994). Consumer response to AAC devices: Acquisition, training, use, and satisfaction, AAC, 10, 184-190.

Respondents by Age

Jinks, A. & Sinteff, B. (1994). Consumer response to AAC devices: Acquisition, training, use, and satisfaction, AAC, 10, 184-190.

Amount of Training Received
 

Hours of Training	Percentage
none	13
1-2	23
3-15	14
over 15	50

Jinks, A. & Sinteff, B. (1994). Consumer response to AAC devices: Acquisition, training, use, and satisfaction, AAC, 10, 184-190.

Satisfaction
 

Patient Characteristics	Percentage
Cerebral Palsy	78
TBI	42
Neuro	71
Other	86

Jinks, A. & Sinteff, B. (1994). Consumer response to AAC devices: Acquisition, training, use, and satisfaction, AAC, 10, 184-190.

Satisfaction by Age & Gender
 

Children	80%
Adults (20yrs+)	44%
Female	82%
Male	57%

Jinks, A. & Sinteff, B. (1994). Consumer response to AAC devices: Acquisition, training, use, and satisfaction, AAC, 10, 184-190.

Family Perspective on AAC (Young Children)
 

Relationship to child	Mother	Father
Biological	87.9%	84.6%
Other (foster, adopted)	12.1%	5.4%
Age	38.4 yrs.	40.5 yrs.

Angelo, D. et.al. (1995). Family Perspectives in AAC. AAC. 11, 193-201.

Family Perspective on AAC
 

Employment Status	Mother	Father
Employment (Full-time)	30%	90%
Employment (Part-time)	24%	2%
Employment (Not Employed)	45.3%	8%

Angelo, D. et.al. (1995). Family Perspectives in AAC. AAC. 11, 193-201.

Family Perspective on AAC (Young Children)

• Fatherís Priority Needs
• Increasing AAC device knowledge
• Planning future communication needs
• Finding volunteers
• Getting funding for devices and services
• Knowing how to teach child
• Integrating assistive devices at home
• Develop community awareness
• Finding advocacy groups
• Finding trained professionals

Family Perspectives on AAC (Young Children)

• Motherís Priority Needs
• Integrating assistive device into community
• Developing community awareness and support
• Increasing knowledge of assistive devices
• Planning for future needs
• Getting computer aids for child
• Finding advocacy groups
• Coordinating therapies and services
• Knowing how to operate an assistive device

Family Perspectives on AAC (Adolescents and Young Adults)
 

Rank Orders	Mother	Father
Integrating devices into educational settings	*	4
Planning for future communication	5	1
Getting computer access	*	5
Social opportunities with other device users	3	*
Social opportunities with nondisabled peers	1	*

Angelo, D. et.al. (1996). Family perspectives in AAC. AAC. 12, 13-22.

Peer Attitudes Toward AAC

• High tech not viewed more positively than low tech devices
• Girls more positive than boys
• Students from integrated classrooms more positive than those from segregated classrooms

Pre-professional Preparation of Speech Language Pathologist

• All USA speech language training programs surveyed
• 58% responded

Academic Course Profile

• 15% taught more than one course
 
• (Intensive Group)
• 67% taught only one course
 
• (Concentrated Group)
• 8% infused AAC content in other courses
 
• (Infused Group)
• 11% taught no course
 
• (None)

Intensive Group

• More AAC technical lab time

• Require more technical competence

• 50% of programs with multidisciplinary focus
 
• 59% SLPs
• 56% of all training grants
• Most favorable ratings for clinical competence

Similar to voice, fluency, and adult neurogenics

Intensive Group (con't)

• Largest faculties (9)
• 45% of students abtain AAC clock hours
• 44% of theses
• 44% of dissertations
• 52% of SLP students prepared for AAC caseload
• Less likely to add faculty

Concentrated Group

• 67% of total sample
• 48% of SLP students able to carry AAC caseload
• 41% of students obtain AAC clock hours
• 22% were multidisciplinary in focus
• 28% of theses
• 4% of dissertations

Infused Group

• 10% or less class time to technical learning
• Smallest faculty (6)
• 13% of students obtain AAC clock hours
• 0% of theses
• 0% of dissertations

Journals Used by Pre-professional programs
 

Journal	Special Education	SLP
AAC	34%	44%
JSHR	0%	17%
JSHD	35%	13%
SLHS in Schools	0%	11%
Seminars in Sp & Hrg	0%	5%

Koul, R. & Lloyd, L. (1994). Survey of professional preparation in augmentative and alternative communication in speech pathology and special education programs. 3, 13-22.