Aac Speech Therapy Goals

AAC Speech Therapy Goals: A Comprehensive Guide

Author: Dr. Emily Carter, CCC-SLP, PhD. (Dr. Carter is a licensed and certified speech-language pathologist with a PhD in Communication Sciences and Disorders. She has over 15 years of experience working with individuals using augmentative and alternative communication (AAC) systems.)

Publisher: The American Speech-Language-Hearing Association (ASHA) – (Note: While ASHA is not publishing this specific article, it's used here as an example of a reputable publisher in the field of speech-language pathology. A real-world publication would have its own specific publisher.)

Editor: Sarah Miller, M.A., CCC-SLP (Note: This is a placeholder. A real publication would have a named editor with relevant credentials.)

Keywords: aac speech therapy goals, augmentative and alternative communication goals, speech therapy goals for AAC users, AAC intervention, AAC assessment, communication goals for AAC, functional communication, augmentative communication strategies, AAC therapy plan.

Introduction: Understanding the Significance of AAC Speech Therapy Goals

Augmentative and alternative communication (AAC) is a vital tool for individuals who experience difficulties with spoken language. These difficulties can stem from various conditions, including autism spectrum disorder (ASD), cerebral palsy, apraxia of speech, intellectual disabilities, and acquired brain injuries. Setting clear and measurable aac speech therapy goals is paramount to the success of any AAC intervention program. These goals are not merely about selecting an appropriate device or system; they are about empowering individuals to communicate effectively, participate fully in their lives, and achieve their personal aspirations. This article will delve into the multifaceted aspects of establishing and achieving aac speech therapy goals, exploring their significance, the process of developing them, and strategies for successful implementation.

Defining Effective AAC Speech Therapy Goals: SMART Goals

Effective aac speech therapy goals follow the SMART framework:

Specific: The goal should clearly define the target behavior. Instead of a vague goal like "improve communication," a specific goal would be "Independently request desired items using a picture exchange system (PECS) with 80% accuracy across three sessions."

Measurable: Progress towards the goal must be quantifiable. This involves defining specific metrics like accuracy, frequency, or latency. For instance, "Increase the number of different words used during a 15-minute interaction from 5 to 10" is measurable.

Achievable: The goal needs to be realistic and attainable given the individual's current abilities and the available resources. Setting overly ambitious goals can lead to frustration and discouragement.

Relevant: The goal should align with the individual's needs, interests, and overall communication goals. A relevant goal for a young child might be "Engage in conversational turn-taking using a speech-generating device (SGD) during playtime."

Time-bound: The goal should have a clear timeframe for completion. For example, "Master the use of 10 core vocabulary words on the AAC device within 8 weeks."

The Process of Developing AAC Speech Therapy Goals

Developing appropriate aac speech therapy goals is a collaborative process. It involves the speech-language pathologist (SLP), the individual using AAC, their family, caregivers, educators, and other relevant professionals. This collaborative approach ensures that the goals are person-centered, reflecting the individual's unique needs and priorities.

The process typically involves:

1. Comprehensive Assessment: A thorough assessment is the foundation for effective goal setting. This includes evaluating the individual's current communication skills, cognitive abilities, physical limitations, and social environment. Assessment methods can include standardized tests, informal assessments, observation, and interviews.

2. Identifying Communication Needs and Priorities: This stage focuses on understanding what the individual needs to communicate in various settings (home, school, community) and what is most important to them. This might involve discussions with family members and caregivers to identify daily communication challenges.

3. Selecting an Appropriate AAC System: Choosing the right AAC system is crucial. The choice depends on the individual's cognitive abilities, physical capabilities, and communication needs. Options range from low-tech systems like picture cards and communication boards to high-tech systems like speech-generating devices (SGDs).

4. Establishing Functional Communication Goals: The focus should be on functional communication— enabling the individual to communicate effectively in real-life situations. This could involve requesting items, expressing needs, participating in conversations, and engaging in social interactions.

5. Prioritizing Goals: Given the limited therapy time, it's essential to prioritize goals based on their importance and potential impact on the individual's overall communication and quality of life.

6. Writing SMART Goals: Once the priorities are established, the SLP works with the team to write specific, measurable, achievable, relevant, and time-bound goals that directly address those priorities.

Strategies for Achieving AAC Speech Therapy Goals

Successful implementation of aac speech therapy goals requires a multi-faceted approach:

Consistent Practice: Regular and consistent practice is critical for skill development. This might involve incorporating AAC use into daily routines, engaging in structured therapy sessions, and providing opportunities for practice in natural communication contexts.

Environmental Modifications: Adapting the environment to support communication can significantly enhance progress. This can include providing visual supports, simplifying language, and creating opportunities for successful communication.

Communication Partner Training: Family members, caregivers, and educators play a crucial role in supporting AAC use. Training them on effective communication strategies and how to interact with the individual using AAC is essential.

Data Collection and Monitoring: Regularly monitoring progress is important. Data collection helps to track the individual's performance, identify areas needing further attention, and adjust goals as needed.

Collaboration and Teamwork: Continuous collaboration among the SLP, family, caregivers, educators, and other professionals ensures a consistent and supportive approach to intervention.

Addressing Challenges and Obstacles: Individuals using AAC may encounter various challenges, including physical limitations, cognitive difficulties, and social barriers. Addressing these challenges proactively is crucial for maintaining motivation and achieving long-term success.

Addressing Specific Challenges in AAC Therapy

Several common challenges arise during AAC intervention. These include:

Resistance to AAC Use: Some individuals may resist using AAC, particularly if they have previously experienced unsuccessful attempts at communication. Building rapport, addressing anxieties, and focusing on the positive aspects of AAC are crucial.

Cognitive Limitations: Individuals with cognitive impairments may require adapted strategies and simplified AAC systems. Using visual supports, breaking down tasks into smaller steps, and focusing on functional communication are key elements.

Physical Limitations: Physical limitations may necessitate the use of adapted access methods for AAC systems. This might involve switches, eye gaze, head pointing, or other assistive technologies.

Social Barriers: Social acceptance and understanding of AAC are essential for successful communication. Educating others about AAC and promoting inclusive communication practices can mitigate these barriers.

Conclusion

Establishing and achieving effective aac speech therapy goals is a dynamic and collaborative process. It requires a comprehensive assessment, careful goal selection, consistent practice, and ongoing support from a multidisciplinary team. By focusing on functional communication, adapting strategies to individual needs, and fostering a supportive environment, speech-language pathologists can empower individuals using AAC to achieve their communication goals and participate fully in their lives. The journey to effective communication is a marathon, not a sprint; with perseverance and a well-defined plan based on attainable aac speech therapy goals, significant progress can be made.

FAQs

1. What if my child resists using their AAC device? Resistance is common. Explore why the child resists; it might be due to discomfort, lack of understanding, or previous negative experiences. Start with small, achievable goals and make AAC use fun and rewarding.

2. How often should I work on AAC goals with my child? Consistency is key. Aim for regular practice, even if it's just for short periods throughout the day. The frequency will depend on the child's age, abilities, and attention span.

3. What are some low-tech AAC options? Picture exchange systems (PECS), communication boards, and simple sign language are examples of low-tech AAC options.

4. How do I choose the right AAC system for my child? Consult with a speech-language pathologist who can assess your child's needs and recommend the most appropriate system based on their abilities and communication requirements.

5. What role do parents play in AAC therapy? Parents are crucial partners. They should participate actively in therapy, practice with their child at home, and consistently use the AAC system in daily interactions.

6. How do I measure progress in AAC therapy? Track data on specific metrics, such as accuracy, frequency, and range of vocabulary used. This helps monitor progress and adjust goals as needed.

7. What if my child's goals aren't being met? If goals aren't met, re-evaluate the goals, strategies, and the support system. It might be necessary to adjust the goals, modify the intervention approach, or seek additional support.

8. Are there different types of AAC devices? Yes, there are low-tech (e.g., picture cards, communication boards) and high-tech (e.g., speech-generating devices) options. The choice depends on the individual's needs and abilities.

9. How can I find a qualified speech-language pathologist specializing in AAC? Contact your local school district, hospitals, or private practices specializing in communication disorders. ASHA's website can also be a resource for finding certified SLPs.

1. Developing Functional Communication Skills with AAC: This article explores strategies for enhancing functional communication using various AAC methods, focusing on real-world applications.

2. Assessing Communication Needs for AAC Implementation: This article details different assessment tools and procedures used to identify an individual's specific communication needs before recommending an AAC system.

3. Choosing the Right AAC System: A Guide for Families: This article provides a comprehensive guide for families navigating the process of selecting an appropriate AAC system for their child or loved one.

4. Strategies for Promoting Social Communication with AAC: This article discusses various social interaction strategies that can improve communication skills in social settings for individuals using AAC.

5. Overcoming Challenges in AAC Implementation: This article addresses common challenges faced during AAC intervention, such as resistance, cognitive limitations, and physical challenges, providing practical solutions.

6. The Role of Parents and Caregivers in Supporting AAC Use: This article emphasizes the importance of parental and caregiver involvement in supporting AAC use at home and in various settings.

7. Integrating AAC into Educational Settings: This article discusses the effective integration of AAC into the educational setting to ensure successful communication and participation in learning activities.

8. Data-Driven Decision Making in AAC Therapy: This article focuses on the use of data collection and analysis to monitor progress, make informed decisions about intervention strategies, and improve treatment outcomes in AAC therapy.

9. Augmentative and Alternative Communication for Adults with Acquired Brain Injuries: This article examines the specific needs and challenges of adults with acquired brain injuries who require AAC, focusing on goal setting and intervention strategies.

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aac speech therapy goals: Building Verbal Imitation in Toddlers Laura Mize, 2012-05-01 Laura Mize, pediatric speech-language pathologist and founder of www.teachmetotalk.com, details the hierarchy of imitation skills she teaches to therapists in seminars throughout the country and in her best-selling therapy manuals and DVDs. Many times therapists and parents don’t see success with late talking toddlers because the child needs an “in-between” step to help him learn the next component for expressive skill development. Our professional plans can also fail when we use techniques that are too clinical for parents to be able to remember and practice at home. This eight level approach is contained in Building Verbal Imitation in Toddlers.
aac speech therapy goals: Neurogenic Communication Disorders Linda E. Worrall, Carol M. Frattali, 2011-01-01 This book is the first to fully define and describe the functional approach to neurogenic communication and swallowing disorders. Featuring contributions from leading experts and researchers worldwide, this volume outlines diverse treatment and assessment strategies using the functional approach, also examining them from a consumer and payer perspective. These strategies are designed to improve the day-to-day life of patients, while providing third parties with the practical outcomes they seek. This outstanding book is ideal for SLPs and graduate students in speech-language pathology programs.
aac speech therapy goals: Professional Issues in Speech-Language Pathology and Audiology, Sixth Edition Melanie W. Hudson, Mark DeRuiter, 2023-10-06 This sixth edition of Professional Issues in Speech-Language Pathology and Audiology is intended to be a primary text for students in speech-language pathology and audiology, as well as a resource for practitioners, providing a comprehensive introduction to contemporary issues that affect these professions and service delivery across settings. It aims to provide a better understanding that day-to-day clinical work, as well as personal professional growth and development are influenced by political, social, educational, health care, and economic concerns. By instilling a big-picture view of the profession, future clinicians will be more prepared to make informed decisions as they provide services, engage in advocacy efforts, and plan their careers as audiologists or speech-language pathologists. The book is divided into four major sections: Overview of the Professions, Employment Issues, Setting-Specific Issues, and Working Productively. The information presented in each section provides the reader with a better understanding and a new perspective on how professional issues have been affected by both internal and external influences in recent years including technological advances, demographic shifts, globalization, and economic factors. Chapter authors are recognized subject-matter experts, providing a blend of both foundational and cutting-edge information in areas such as evidence-based practice, ethics, job searching and employment issues, interprofessional practice, service delivery in health care and education, technology, cultural competence, supervision, and leadership. Students reading this book will appreciate how the professions have evolved over time while acquiring a sense of where they are right now as they prepare to enter the professional world. Each of the topics covered in the book will continue to play important roles in the future of speech-language pathology and audiology, providing early career professionals with the requisite knowledge to achieve success in any setting. New to the Sixth Edition: * New information on issues related to the COVID-19 pandemic * Coverage of recent changes in technology * Updates to ASHA certification requirements, the Assistants certification program, and the 2023 ASHA Code of Ethics * New contributors: Nicole E. Corbin, Sandra Liang Gillam, Erin E.G. Lundblom, Christine T. Matthews, Shari Robertson, Rachel A. Ritter, and Jennifer P. Taylor * Updated list of acronyms used in the book Key Features: * Chapters authored by recognized experts in communication sciences and disorders * Each chapter begins with an introduction and ends with a summary of key areas * Critical Thinking questions for each chapter accessible online * Case studies related to child and elder abuse * Case studies related to advocacy Please note that ancillary content (such as documents, audio, and video, etc.) may not be included as published in the original print version of this book.
aac speech therapy goals: Bringing Words to Life Isabel L. Beck, Margaret G. McKeown, Linda Kucan, 2013-01-31 Hundreds of thousands of teachers have used this highly practical guide to help K–12 students enlarge their vocabulary and get involved in noticing, understanding, and using new words. Grounded in research, the book explains how to select words for instruction, introduce their meanings, and create engaging learning activities that promote both word knowledge and reading comprehension. The authors are trusted experts who draw on extensive experience in diverse classrooms and schools. Sample lessons and vignettes, children's literature suggestions, Your Turn learning activities, and a Study Guide for teachers enhance the book's utility as a classroom resource, professional development tool, or course text. The Study Guide can also be downloaded and printed for ease of use (www.guilford.com/beck-studyguide). New to This Edition *Reflects over a decade of advances in research-based vocabulary instruction. *Chapters on vocabulary and writing; assessment; and differentiating instruction for struggling readers and English language learners, including coverage of response to intervention (RTI). *Expanded discussions of content-area vocabulary and multiple-meaning words. *Many additional examples showing what robust instruction looks like in action. *Appendix with a useful menu of instructional activities. See also the authors' Creating Robust Vocabulary: Frequently Asked Questions and Extended Examples, which includes specific instructional sequences for different grade ranges, as well as Making Sense of Phonics, Second Edition: The Hows and Whys, by Isabel L. Beck and Mark E. Beck, an invaluable resource for K–3.
aac speech therapy goals: Special and Gifted Education: Concepts, Methodologies, Tools, and Applications Management Association, Information Resources, 2016-04-25 Diverse learners with exceptional needs require a specialized curriculum that will help them to develop socially and intellectually in a way that traditional pedagogical practice is unable to fulfill. As educational technologies and theoretical approaches to learning continue to advance, so do the opportunities for exceptional children. Special and Gifted Education: Concepts, Methodologies, Tools, and Applications is an exhaustive compilation of emerging research, theoretical concepts, and real-world examples of the ways in which the education of special needs and exceptional children is evolving. Emphasizing pedagogical innovation and new ways of looking at contemporary educational practice, this multi-volume reference work is ideal for inclusion in academic libraries for use by pre-service and in-service teachers, graduate-level students, researchers, and educational software designers and developers.
aac speech therapy goals: The Efficacy of Augmentative and Alternative Communication Ralf W. Schlosser, 2023-02-06 Provides the essential tools for appraising evidence and outlining steps for planning and implementing better efficacy research. This book aims to help researchers and practitioners develop the necessary skills for moving the augmentative and alternative communication field toward evidence-based practice.
aac speech therapy goals: A Therapist’s Guide to Neurodiversity Affirming Practice with Children and Young People Raelene Dundon, 2023-11-21 In this honest and practical guide, autistic therapist Raelene Dundon explores and demystifies how neurodiversity affirming principles can be easily applied to therapeutic practice. Covering essential considerations for working with neurodivergent clients such as presuming competence, promoting autonomy and respecting communication styles, and providing advice on the best affirming approaches in therapy including how to accommodate sensory needs and encourage self-advocacy, Raelene provides easy-to-implement ways to make your practice inclusive and empowering for neurodivergent children and young people. The deficit model is out. It's time to become neurodiversity affirming.
aac speech therapy goals: Who's Afraid of AAC? Alison Battye, 2017-08-04 Who's Afraid of AAC? is a clear and concise guide to Augmentative and Alternative Communication (AAC) in the UK and will be an essential resource for all Speech and Language Therapists, educators, parents and carers supporting children with non-verbal communication. This book sets out to demystify AAC by demonstrating that you already have the skills necessary to use AAC successfully. Key features include: an overview of the different types of AAC analysis of the best available approaches tools to give you the context you need to make specific recommendations and choices thorough sections on different settings including Home, Early Years, Primary, Secondary and Special Schools so that guidance is relevant to individual needs numerous practical examples, templates and activities to help you implement AAC in all settings summaries of recent research and hot topics including eye-gaze technology, using AAC in exams, and internet safety so that you have the most up-to-date guidance at your fingertips. Created by a Speech and Language Therapist who specialises in AAC training for therapists, educators, and individuals with communication needs, as well as parents and carers, this is the only book of its kind written for a UK audience.
aac speech therapy goals: Augmentative and Assistive Communication with Children Lesley Mayne, Sharon Rogers, 2020-05-21 This practical resource is designed to help the families and professionals who support children who use augmentative and assistive communication (AAC) to interact with the world around them. The research-based Hear Me into Voice protocol, presented at the American Speech-Language-Hearing Association Annual Convention in 2018, the California Speech-Language Hearing Association Annual Convention in 2017, and the International Society for Augmentative and Alternative Communication Conference in 2016, provides communication partners with a functional knowledge of the child’s communication skills and provides a practical intervention plan to carry forward. Through this protocol and intervention plan, communication partners can engage with the child’s personal voice, through their varying multimodal forms of communication; the child is given the space to grow into a competent and confident communicator. Key features include: Photocopiable and downloadable resources, including the Hear Me into Voice protocol, an AAC report shell template, an AAC report teaching template, and tools including how to make a communication wallet, and a Let’s Chat communication partner tip card template. Guidance for offering AAC intervention sessions, including an intervention plan supported by case studies Practical activities that can be used to engage children with complex communication profiles Engaging and easy to follow, this resource is not only essential for professionals and students looking to support children with complex language needs, but also families looking to understand their child’s unique communication style.
aac speech therapy goals: Handbook of Children with Special Health Care Needs David Hollar, 2012-07-15 Children with chronic conditions, developmental disorders, and birth defects represent a sizeable minority of American children—as many as one in five. Often their families have financial or other issues limiting their access to appropriate care, thus limiting their adult prospects as well. Compounding the problem, many valuable resources concerning this population are difficult to access although they may be critical to the researchers, practitioners, and policymakers creating standards for quality care and services. In response, the Handbook of Children with Special Health Care Needs assembles research, applied, and policy perspectives reflecting the range of children’s problems requiring special services. Widely studied conditions (e.g., communication disorders, substance abuse) and those receiving lesser attention (e.g., tuberculosis) are covered, as are emerging ideas such as the “medical home” concept of continuity of care. Its interdisciplinary outlook makes the Handbook of Children with Special Health Care Needs a vital, forward-looking text for developmental psychologists, pediatricians, early childhood and special education researchers and practitioners, disability researchers, policymakers, and advocates, and providers for children with special health care needs.
SBC AAC有什么区别？ - 知乎
AAC是杜比实验室为音乐社区提供的技术，是一种高压缩比的编码算法。实际体验上都认为同样的码率下面，AAC的听感比MP3好，Apple上面AAC的音频很多。所以现在的iPhone的音频传输 …

既然 AAC 要比 MP3 好，且体积差不多，为什么网上不流行 AAC
2、aac呢？强有力的支持aac的，目前最多可以认为是苹果公司，itune基本上能采用aac的都用了aac，但是他们同样也支持mp3.而其他的aac发明团队成员，包括sony等都在市场上说话分量 …

AAC 格式和 M4A 格式是什么？各自的优缺点有哪些？ - 知乎
现在的 aac-lc 就是以前制定的 mpeg-2 时代的 aac 的更名延续，而 mpeg-4 时代的 aac 叫 aac-he. aac-lc 可以用 aac (adts) 作容器也可以用 mp4 做容器，两者可以用 mp4box 的一个命令直接转 …

普通人耳能分辨出蓝牙协议SBC和AAC的区别吗？ - 知乎
aac有着不错的音质表现。一般来说，同样的码率下，aac的听感会好于mp3。apple上面acc的音频很多，所以苹果设备基本都采用这个编码格式。当蓝牙支持aac格式的文件，手机也支持aac …

LDAC和AAC听上去的差别大不大？ - 知乎
Feb 7, 2020 · 是因为aac删掉了注意不到的细节，把腾出的码率放到主体上。这里的细节不是单指高频，而是覆盖整个频段。删掉细节也不绝对是坏的。 aac听起来可能会比较"优美"。如果你 …

既然 AAC 要比 MP3 好，且体积差不多，为什么网上不流行 AAC
AAC (Advanced Audio Coding): AAC 是 MPEG-2 标准中的一种音频压缩格式，它在相同比特率下提供比 MP3 更好的音质。这意味着，使用 AAC 格式，可以在更小的文件体积下获得与 MP3 …

AAC-LC 是什么格式？和 AAC 有什么区别？ - 知乎
aac的版权和专利许可仅针对商业目的aac编解码器的厂商和开发者，所以ffmpeg和faac等包含aac编解码器软件以开源的形式发布。 aac的版权许可为5年一期，期满重新评估后可以继续5 …

iPhone 蓝牙连接耳机，音乐怎么开启AAC提高音质? - 知乎
iPhone无法手动开启，而且并非耳机支持aac，iphone就会使用 aac协议，只有当iphone的aac数据库中这个耳机的蓝牙芯片识别码时才会启用aac协议，其他时候都是sbc，而且苹果自家的 …

AAC音频解码器的选择，MFT、FDKAAC、FFMPEG？ - 知乎
May 10, 2023 · 当然，如果是编码，不同编码器相差得可就多了，目前质量最高的是FDK-AAC，可以在使用FFmpeg的时候，手动调用它的第三方编码库。发布于 2023-05-11 00:14 赞同 2 添 …

为什么 iPhone音频只能支持aac 买个其他家蓝牙耳机（索尼）还 …
可能苹果认为aac已经够用，其他都不够好用。 "AAC主要会根据心理声学模型来修改/优化你听到的声音" 听起来不会比320Kb .MP3差高通拿aptX变着法子收专利费，苹果是不可能交的，这 …

SBC AAC有什么区别？ - 知乎
AAC是杜比实验室为音乐社区提供的技术，是一种高压缩比的编码算法。实际体验上都认为同样的码率下面，AAC的听感比MP3好，Apple上面AAC的音频很多。所以现在的iPhone的音频传输 …

既然 AAC 要比 MP3 好，且体积差不多，为什么网上不流行 AAC
2、aac呢？强有力的支持aac的，目前最多可以认为是苹果公司，itune基本上能采用aac的都用了aac，但是他们同样也支持mp3.而其他的aac发明团队成员，包括sony等都在市场上说话分量 …

AAC 格式和 M4A 格式是什么？各自的优缺点有哪些？ - 知乎
现在的 aac-lc 就是以前制定的 mpeg-2 时代的 aac 的更名延续，而 mpeg-4 时代的 aac 叫 aac-he. aac-lc 可以用 aac (adts) 作容器也可以用 mp4 做容器，两者可以用 mp4box 的一个命令直接转 …

普通人耳能分辨出蓝牙协议SBC和AAC的区别吗？ - 知乎
aac有着不错的音质表现。一般来说，同样的码率下，aac的听感会好于mp3。apple上面acc的音频很多，所以苹果设备基本都采用这个编码格式。当蓝牙支持aac格式的文件，手机也支持aac …

LDAC和AAC听上去的差别大不大？ - 知乎
Feb 7, 2020 · 是因为aac删掉了注意不到的细节，把腾出的码率放到主体上。这里的细节不是单指高频，而是覆盖整个频段。删掉细节也不绝对是坏的。 aac听起来可能会比较"优美"。如果你 …

既然 AAC 要比 MP3 好，且体积差不多，为什么网上不流行 AAC
AAC (Advanced Audio Coding): AAC 是 MPEG-2 标准中的一种音频压缩格式，它在相同比特率下提供比 MP3 更好的音质。这意味着，使用 AAC 格式，可以在更小的文件体积下获得与 MP3 …

AAC-LC 是什么格式？和 AAC 有什么区别？ - 知乎
aac的版权和专利许可仅针对商业目的aac编解码器的厂商和开发者，所以ffmpeg和faac等包含aac编解码器软件以开源的形式发布。 aac的版权许可为5年一期，期满重新评估后可以继续5 …

iPhone 蓝牙连接耳机，音乐怎么开启AAC提高音质? - 知乎
iPhone无法手动开启，而且并非耳机支持aac，iphone就会使用 aac协议，只有当iphone的aac数据库中这个耳机的蓝牙芯片识别码时才会启用aac协议，其他时候都是sbc，而且苹果自家的 …

AAC音频解码器的选择，MFT、FDKAAC、FFMPEG？ - 知乎
May 10, 2023 · 当然，如果是编码，不同编码器相差得可就多了，目前质量最高的是FDK-AAC，可以在使用FFmpeg的时候，手动调用它的第三方编码库。发布于 2023-05-11 00:14 赞同 2 添 …

为什么 iPhone音频只能支持aac 买个其他家蓝牙耳机（索尼）还 …
可能苹果认为aac已经够用，其他都不够好用。 "AAC主要会根据心理声学模型来修改/优化你听到的声音" 听起来不会比320Kb .MP3差高通拿aptX变着法子收专利费，苹果是不可能交的，这 …

Aac Speech Therapy Goals