User:MTshepherdess/sandbox

Augmentative and alternative communication
Augmentative and alternative communication (AAC) is used by people who want to communicate more effectively, particularly if it is difficult or uncomfortable for them to communicate orally. There are many forms of nonverbal communication, e.g. sign language or morse code, which can augment oral communication or replace it, based upon speaker choice, receiver capabilities, and environmental conditions. Assistive technologies allow people of diverse communication abilities and language knowledge to communicate with each other. In the circumstance of acquired disabilities or developmental limitations, there are many AAC strategies that can preserve or enhance communication. The therapeutic benefits of communication devices can greatly improve a person's quality of life. For example, people who have undergone laryngectomy due to cancer can use an electronic device to increase the volume of adapted speech. In the USA, communication equipment may be a reimbursable medical expense, when billed as SGDs: speech-generating devices. The terms AAC and SGD are commonly used interchangeably, although they have some conceptual differences. People with autism or other medical conditions that prevent oral expression may learn to communicate to use other forms of communication, such as body language, computers, interactive devices, and pictures. A person with autism may have functional oral communication but prefer to use alternative communication strategies that they feel more comfortable with, e.g. texting instead of using the telephone. The Picture Exchange Communication System (PECS) is a commonly used form of augmentative and alternative communication with children and adults who cannot communicate well orally. People are taught how to link pictures and symbols to their feelings, desires and observation, and may be able to link sentences together with the vocabulary that they form.

Tangible Symbol Systems
Tangible symbol systems are another form of augmentative and alternative communication (AAC) that has developed to aid communication, especially for people who are concrete thinkers and have difficulty with abstract systems like oral speech or sign language. They are also helpful for people with visual or other sensory impairments. The symbols chosen for communication are iconic and concrete. Often they are tangible objects in a three-dimensional sense, such that they can be held and manipulated by the user and their communication partner in a shared physical world. Objects are selected based on features of permanence, familiarity, shape, texture and other tactile or sensory properties. Previous tangible symbol systems were personalized and adapted from unique interests and cultural experience of individuals. However, there has been an effort to identify a common set of tangible symbols that might have universal utility, intended to complement a person's individualized symbols. Tangible symbols can be used for organizing and communicating daily schedules in across home, work, and school settings. For example, in a school setting a child can see the teacher holding up a jump rope and know that it is now playground time. A miniature car can stand in for "time to go" when a worker is expecting transportation to arrive. Looking at a visual calendar on the teacher's desk, a student can see that the milk carton is set in the box for "lunch time". Some tangible symbols are strung on a cord or placed onto cards hung on a metal ring, for a person to touch sequentially, to feel prepared for "what is coming next" in their day.

Tangible symbol systems can be useful for people living with amyotrophic lateral sclerosis (ALS), also known as Lou Gehrig's Disease. May be indicated through a simple motor response: such as eye gazing, touching, or pointing

Hoarding as a Disability
Obsessive hoarding is a mental health condition that is recognized as a disability. In the United States it is covered under the Americans with Disabilities Act since 2013. While hoarding behaviors may be present with other co-occurring mental conditions, such as depression or ADHD, someone with hoarding disorder no longer has to prove that they have an additional mental health condition in order to receive reasonable accommodation in the United States. Although treatment is becoming more available, only about 5% of people with hoarding disorder actually receive care. Many people with hoarding disorder have poor insight into this condition and it is poorly understood by the public. Often this disorder is so severe that a person becomes socially isolated and estranged from family and neighbors. If untreated, this condition may end up causing conflict with local health authorities and emergency response workers, who may need to intervene for fire and other safety concerns. Many people with hoarding disorder may need advocacy for fair housing assistance. They also need professional support to access behavioral treatments, which could be essential for mental well being and improved quality of life. Comprehensive clinical guides are now available for professionals wanting to help people with this disorder. The International Obsessive Compulsive Disorder Foundation (IOCDF) has a professional resource library of assessment tools clinicians can use to evaluate the nature and severity of hoarding disorder. Support groups are available for both the hoarder and for families and friends who care about someone living with this disorder. The IOCDF Resource Directory lists over 200 support groups for hoarding disorder, obsessive compulsive disorder, and related disorders around the world.