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AACES- Educating Parents to Model AAC at Home

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Parent education in AAC has numerous benefits to children and their families, including reducing the likelihood of system abandonment. However, in-service style trainings rarely result in increased AAC use at home. The SMoRRES® Training Program is based on decades of research on best practices in adult education, can be implemented with parents with young children who use AAC, and is primarily conducted within naturally occurring family routines in the home. Participants will learn the many benefits of parent education, benefits of modeling AAC, elements of successful parent education programs, and how the SMoRRES® Training Program can be used to teach parents to model AAC.

Get a framework for effective caregiver coaching.

Learn strategies that consider adult and student learning needs around AAC modeling.

Improve outcomes with improved carryover.

Lay the groundwork for effective AAC practice at home to get long term success.

1. Identify three benefits of communication partner instruction.
2. List three benefits of partner-augmented input.
3. Describe at least 3 elements of successful communication partner instruction programs.

Learn more about CMH/PDH (versus CEU's or continuing education units) on your course syllabus and on our CEU Page. All learners are encouraged to confirm that this course meets the requirements of their licensing board before purchasing.

Dr. Jill Senner

Jill E. Senner, PhD, CCC-SLP has over 20 years of experience working with children with complex communication needs. She is the owner and director of Technology and Language Center where she specializes in providing augmentative and alternative communication (AAC) services via telepractice. Dr. Senner presents lectures on AAC topics online and around the world, has published research articles and textbook chapters on AAC, and is an adjunct professor of speech-language pathology at DePaul University.

Matthew Baud

Matthew R. Baud, MS, CCC-SLP, has been working with AAC for the over 15 years. He currently is the Assistive Technology Coordinator at Niles Township District for Special Education (NTDSE) performing evaluations, trainings and coaching communication partners. Matthew also has his own AAC private practice working with individuals with complex communication needs from birth through adulthood. He is an adjunct professor at Saint Xavier University where he teaches a graduate course in AAC and has presented at national and state conferences. Matthew has published research in the areas of AAC.Matthew R. Baud, MS, CCC-SLP, has been working with AAC for the over 15 years. He currently is the Assistive Technology Coordinator at Niles Township District for Special Education (NTDSE) performing evaluations, trainings and coaching communication partners. Matthew also has his own AAC private practice working with individuals with complex communication needs from birth through adulthood. He is an adjunct professor at Saint Xavier University where he teaches a graduate course in AAC and has presented at national and state conferences. Matthew has published research in the areas of AAC.Matthew R. Baud, MS, CCC-SLP, has been working with AAC for the over 15 years. He currently is the Assistive Technology Coordinator at Niles Township District for Special Education (NTDSE) performing evaluations, trainings and coaching communication partners. Matthew also has his own AAC private practice working with individuals with complex communication needs from birth through adulthood. He is an adjunct professor at Saint Xavier University where he teaches a graduate course in AAC and has presented at national and state conferences. Matthew has published research in the areas of AAC.

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AACES- Educating Parents to Model AAC at Home

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Parent education in AAC has numerous benefits to children and their families, including reducing the likelihood of system abandonment. However, in-service style trainings rarely result in increased AAC use at home. The SMoRRES®Training Program is based on decades of research on best practices in adult education, can be implemented with parents with young children who use AAC, and is primarily conducted within naturally occurring family routines in the home.

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Since 1989, ATP has been helping Nebraskans of all ages use technology for a variety of purposes at home, school, and work. Whether you are a consumer with a disability, a family member, educator, employer, or service coordinator, we hope you will find the services and resources on our site helpful.

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This session provides participants with a variety of options to train parents on supporting their child that uses AAC. Both in-person and virtual options are shared as well as topics to cover. Learning Outcomes ● Participants will obtain at least 5 methods for training parents both virtually and in person. ● Participants will learn creative ways to coach parents to increase their modeling and partner skills with their child.

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Since 1989, ATP has been helping Nebraskans of all ages use technology for a variety of purposes at home, school, and work. Whether you are a consumer with a disability, a family member, educator, employer, or service coordinator, we hope you will find the services and resources on our site helpful.

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If you're looking for ideas for how to support AAC learning at home, today's post will be a real treat. AAC SLP, Jeanna Antrim, co-author of our TELL ME About It series, created a set of short instructional videos with prAACtical ideas for modeling AAC at home.

Bedroom & Closet

Backyard Bubbles

Backyard Garden

In the Sandbox

Board Games: Sequence for Kids

Board Games: Pop the Pig

If you like these wonderful suggestions, check out more from Jeanna:

Filed under: Video of the Week

This post was written by Carole Zangari

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If you're looking for ideas for how to support AAC learning at home, today's post will be a real treat. AAC SLP, Jeanna Antrim, co-author of our TELL ME About It series, created a set of short instructional videos with prAACtical ideas for modeling AAC at home.

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This is a great site to find switch actives activity. I use the books on a regular basis gauging receptive language from my cues.

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Welcome

Welcome to the Tar Heel Reader, a collection of free, easy-to-read, and accessible books on a wide range of topics. Each book can be speech enabled and accessed using multiple interfaces, including touch screens, the IntelliKeys with custom overlays, and 1 to 3 switches. Click here to learn more about alternative access methods.

You may write your own books using pictures from the huge collection at Flickr or pictures you upload. All books should be complete, edited, and revised to the best of your ability before publishing them to the site. While you are working on them, please save them as drafts.

Note the little well icon in the upper left corner of the page; clicking it will allow you to access the main menu. You can also click the settings icon to change settings on some pages.

Your browser is unsupported. The site should work for finding and reading books but you will not have switch access or the ability to write books. We recommend that you upgrade to a modern browser or install Chrome Frame.
You are in Classic mode. You will not have access to all of the features of the site but it may work better on older computers and web browsers. Click this text to leave Classic mode.
Ready to get started?

This site is also available in other languages. To help with translation, contact us.

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Welcome to the Tar Heel Reader, a collection of free, easy-to-read, and accessible books on a wide range of topics. Each book can be speech enabled and accessed using multiple interfaces, including touch screens, the IntelliKeys with custom overlays, and 1 to 3 switches. Click here to learn more about alternative access methods.

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Since several low-tech AAC strategies may be used, it is important for the speech-language pathologist to be able to identify and educate the IEP team regarding the various low-tech strategy options. Although students may have a main speech-generating device, they may use one or more of the following low-tech solutions depending on time constraints, setting, and level of fatigue due to neuromuscular status. The following 10 examples, which include names of specific solutions are practical ideas for various school activities.

1. Arrival

Yes/No questioning-regarding hot or cold lunch option for the day.

Live voice scan-regarding who children want to be their “helper” for the day or who they want to sit by at circle time.

Single message units can be used to greet staff or peers.

A sequential message unit can be used to allow for communication regarding arrival topics, such as requesting assistance with removal of outerwear or items in a backpack.

The student can use a multiple location device to make comments or respond to questions.

2. Pre-Literature Activity

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According to ASHA, approximately 2 million people in the United States have difficulty or are unable to communicate using oral language (see the AAC page). For a large number of these individuals, an augmentative/alternative communication (AAC) system may be a tool to either supplement or replace their limited oral communication attempts. Although many equate AAC with high-end technology and high expense, for some potential users the most ideal AAC systems are often low-tech solutions with a minimal price tag. The key to implementing low-tech options in the classroom is identifying appropriate low-tech strategies and pairing them with motivating classroom activities that are rich with communication prospects.

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Beautiful Speech Life | Inspiration, tips and products for the smart SLP

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Augmentative and alternative communication (AAC) refers to a range of methods and tools that can be used to help people who have difficulty speaking or communicating effectively. (For more, read ). But getting started with AAC can feel daunting. If you're looking to help a child to get started with AAC, here are a few strategies to consider:

#1 Identify the child's communication strengths and needs: It's important to assess the child's communication abilities and needs before choosing an AAC system. You should, if at all possible, work with a speech-language pathologist (SLP). SLPs are trained language experts and will be able to provide a full assessment. If you are somewhere where this isn't possible, The Communication Matrix is an online assessment tool created to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication.

#2 Explore different AAC options: There are many different types of AAC systems available, including low-tech options like communication boards and high-tech options like speech-generating devices. It's important to explore different options and choose one (or more) that are appropriate for the individual's needs and abilities. If you are getting funding through Medicaid or insurance, it is common for these providers to require AAC trials on a minimum of three devices. Here are a few options to explore:

1. Quicktalker Freestyle has a very informative website and they will help check if your insurance provider covers AAC.

2. You can try low tech core communication boards. Pop over to download my guide to core boards which includes links to popular AAC core boards. Additionally, here is a core board and farm themed activities.

3. You can try the TouchChat app for free for 30 days:

4. Many AAC apps are on sale for ½ price in October for AAC Awareness month

#3 Involve the child in the decision-making process: It is important to involve the child in the decision-making process when selecting an AAC system. This can be as simple as using an AAC app during an activity, then trying a different app and then offering a choice between the two. This can help to ensure that the system chosen is one that they are motivated to use.

#4 Start small and build up: It can be overwhelming for both the individual and the communication partner to try to learn an AAC system all at once. It is often helpful to start with a few core words or phrases and gradually build the child's communication skills over time. Choosing core words to use during activities that occur everyday is a great way to get started. A few examples:

1. Brushing teeth: PUT on the toothpaste

2. Getting dressed: PUT on your socks

3. Going to school: let's GO, time to GO to school

#5 Model, model, model: What is modeling? It's you as the communication partner, using AAC to help the child learn AAC. You can learn all about it . It takes time and practice to become proficient at using an AAC system. Think about how many times a baby hears the word "mama" before they say it. We're building an understanding of language and a new way to communicate.

#6 Seek support, don't do it alone: There are many resources available to help individuals and their families learn how to use AAC effectively. These may include speech-language pathologists, support groups, and online resources. Don't be afraid to reach out for support if you need it.

If you would like ongoing support then come and join us in the AAC Academy. This membership-stye group AAC "coaching" program will build your SLP skills, increase your confidence, and allow you to help ALL of your students strengthen their communication skills.
Pin to read later:

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6 Strategies for Getting Started with AAC from the Very Beginning | Beautiful Speech Life

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6 simple strategies for getting started with AAC that will help you to support a child who is having difficulty communicating to communicate effectively

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Tennessee AT and AAC Information and Resources

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SMoRRES® Training Program | TALC Technology & Language Center, Inc.

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SMoRRES® Group Parent Education Webinar

Group parent education webinars are appropriate for all family who have children using AAC living in their homes. Learn to model AAC at home. Our next session is September 22nd, 2022. Register online at https://py.pl/2DVQMq . This 3-hour, web-based family education opportunity introduces parents and other family members to parts of our SMoRRES® Training Program. During this class, parents will set goals for the training, learn why modeling is so important, verbally rehearse the steps to successful modeling, see videos of other families modeling AAC at home, and practice modeling their child's communication board, book, or device. NOTE: A communication board, book, emulation software or device is required for participation exercises.

Bring the SMoRRES® Training Program to your school district, clinic or home! Half-day, full-day and two-day options available.

Level 1 Trainings are appropriate for all communication partners including speech-language pathologists, teachers, instructional assistants, and other professionals who work with children using AAC, as well as for parents and caregivers of children using AAC. In these interactive workshops, participants set goals for the training, learn why modeling is so important, verbally rehearse the steps to successful modeling, see videos of modeling in the classroom and home, and practice modeling on communication books, apps and devices.

Level 2 Trainings help teams bridge the gap between research and practice in their facilities. A manual, DVD, and slide show are provided to all participants to provide staff with the materials they need to implement the SMoRRES® Training Program in their clinics or school districts. These trainings are appropriate for speech-language pathologists, AAC/AT specialists, and team leaders who have completed a Level 1 training and want to learn how to

Our next public Level 2 training is Friday & Saturday, February 24-25, 2023 - Download the brochureorclick here to register online

Level 3 Training is an intensive, individualized program appropriate for speech-language pathologists, AAC/AT specialists, and team leaders who have completed a Level 2 training and want to become a SMoRRES® presenter.

Contact us for course descriptions, timed agendas and estimates.

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SMoRRES® Training Program | TALC Technology & Language Center, Inc.

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Group parent education webinars are appropriate for all family who have children using AAC living in their homes. Learn to model AAC at home. Our next session is September 22nd, 2022. Register online at https://py.pl/2DVQMq . This 3-hour, web-based family education opportunity introduces parents and other family members to parts of our SMoRRES® Training Program.

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If the address matches an existing account you will receive an email with instructions to reset your password.

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AAC Parent Coaching Videos - Language During Mealtime

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Welcome to my AAC Parent Coaching Page!

What is AAC? AAC is stands for augmentative and alternative communication. AAC is used for individuals with complex communication needs that have difficulty using speech for communication. To learn more about what AAC is, check out ASHA's website

I began this playlist to support and educate parents, caregivers and educators of AAC users. My goal was create short videos that target specific concepts in the field of AAC and assistive technology.

I have been a speech language pathologist since 2002 and have been working in a field of Augmentative and Alternative Communication since being a graduate student in 1999 at Teachers College, Columbia University.

AAC is one of my passions and my love for this field has only grown over the years. Part of what I love about being with a speech language pathologist is working with families and training others in the field of AAC.

These videos began as an Assistive Technology Project that I was working on during my assistive technology certificate program with Bowling Green University. At the same time, I was also virtually training parents of AAC users with my colleague during the pandemic.

How can we describe these strategies in a fun and visual way that can begin some meaningful discussions? Creating videos with Powtoons became a passion of mine!

I have also created a page of recordings to make these videos accessible for everyone. Check out the recordings page here.

I hope you enjoy these videos and share with others!

To join my AAC Parent Coaching Facebook page, click here.

Here's a description of video 1.

And another description of Video 2.

Let's make this one longer to see what happens if it's a lot of text. Like a lot of text and then some more and even more.

Like even a third line.

All about video 3.

And some more.

And about video 4.

More text.

And even more.

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AAC Parent Coaching Videos - Language During Mealtime

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Welcome to my AAC Parent Coaching Page! What is AAC? AAC is stands for augmentative and alternative communication. AAC is used for individuals with complex communication needs that have difficulty using speech for communication. To learn more about what AAC is, check out ASHA's website here.

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Activities
More about stages
Activities are easy to find, fun games and activities that can be done with a variety of students, no matter what their language level. These activities were developed to engage students and are easily adaptable for different learning objectives. This section is also a great place to come to find activities to do on the fly when you find yourself with a little extra time. You can choose an activity based on a specific objective or choose one from the 'All Levels' section to use with all students.

Activity Filters
Clear Filters

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More about stages Activities are easy to find, fun games and activities that can be done with a variety of students, no matter what their language level. These activities were developed to engage students and are easily adaptable for different learning objectives.

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My name is JoEllen Heydon. I am a practicing Speech Language Pathology Assistant (SLPA). I have been working in the Steamboat Springs School District for almost 10 years, in multiple capacities, the last 3 as a SLPA. 

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My name is JoEllen Heydon. I am a practicing Speech Language Pathology Assistant (SLPA). I have been working in the Steamboat Springs School District for almost 10 years, in multiple capacities, the last 3 as a SLPA. 

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This guide is geared towards helping staff with a quick resource guide for AAC training.

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Understanding the Relationship Between AT, AAC, and SGDs - NWACS

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Assistive Technology (AT). Augmentative and Alternative Communication (AAC). Speech Generating Devices (SGDs). How are they all related?

Assistive technology is any piece of equipment, software, or product that helps improve, maintain, or increase the ability of a person with disabilities to participate in activities or complete daily tasks. AT can be a temporary solution to increase the functional abilities as someone recovers from an illness or injury (such as crutches or a wheelchair for a broken leg), or a long-term need (such as glasses to improve poor vision or AAC to improve communication for individuals who are not able to meet all of their communication needs through verbal speech).

As this infographic illustrates, speech generating devices (SGDs) are an example/type of augmentative-alternative communication (AAC). And AAC is a type of assistive technology (AT). AT encompasses all forms of AAC, including SGDs.

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Understanding the Relationship Between AT, AAC, and SGDs - NWACS

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What are the relationships between Assistive Technology (AT), Augmentative and Alternative Communication (AAC), and Speech Generating Devices (SGDs)? Check out this infographic.

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What is Modeling Without Expectation? [AAC resource]

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What is Modeling Without Expectation? [AAC resource]

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Modeling without expectation is when communication functions are demonstrated without requiring the individual to respond. Related to AAC, it refers to demonstrating the use of AAC systems to individuals.

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Augmentative and Alternative Communication (AAC) systems can be either aided or unaided. Aided forms of AAC require some sort of external tool. This tool can be electronic (high-tech) or nonelectronic (low-tech).

Examples of some high-tech AAC systems are speech generating devices, with AAC software, such as Proloquo2Go, TouchChat, LAMP (and many more) which can be used on a tablet, computer, or phone, and recordable or digitized devices.

Examples of low-tech systems include pictures, objects, writing, and communication boards or communication books, such as PECs.

Unaided forms of AAC are considered to be no tech systems, as they do not require an external tool. Some examples of unaided AAC are gestures, manual signs, facial expressions, vocalizations, verbalizations, and body language. Many students use a combination of aided and unaided AAC systems to maximize their communication abilities.

There is NO prerequisite when making the decision to implement an AAC system. It has not been proven that children must have an understanding of cause and effect before introducing an AAC system. In fact, current research shows that the child does not even need to have an intent to communicate prior to using an AAC system. The introduction of an AAC system can help to foster these skills and abilities, while promoting cognitive development, providing a foundation for literacy, and improving social skills (Drager et al., 2010).

Have a great day!

Jill

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Prerequisite Skills for AAC: Who Can Use an AAC Device?

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Prerequisite Skills for AAC: Who Can Use an AAC Device?

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What are the Prerequisite Skills for AAC Devices? In short, there are no prerequisite skills for AAC! But let me explain why: This is the most common question I get from parents and therapists working with non-verbal children who are considering augmented or alternative communication (AAC) systems or devices for a child.

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Picture Exchange Communication System (PECS)

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What is the Picture Exchange Communication System?

The Picture Exchange Communication System (PECS) is a way for autistic people to communicate without relying on speech. To communicate, people use cards with pictures, symbols, words or photographs to make requests or comments and answer questions.

Who is the Picture Exchange Communication System for?

Any autistic person can use the Picture Exchange Communication System (PECS). There's no age limit, but most research has focused on children. Some children might use PECS for a short time while their speech is developing. Others might use it for longer.

This therapy is also suitable for anyone who has a problem with spoken language, including people with developmental delay and traumatic brain injury.

What is the Picture Exchange Communication System used for?

The Picture Exchange Communication System (PECS) gives people without spoken language or with limited spoken language skills an alternative way to communicate. PECS can also increase people's communication skills. For example, autistic people can learn to use the cards to ask for what they need, make comments and answer other people's questions.

Where does the Picture Exchange Communication System come from?

The Picture Exchange Communication System (PECS) was developed in the United States in 1985, as part of the Delaware Autism Program. It's based on the principles of Applied Behaviour Analysis (ABA).

What is the idea behind the Picture Exchange Communication System?

The Picture Exchange Communication System (PECS) is based on the idea that learning happens because of the consequences of a particular behaviour and the events that lead up to it. If a behaviour leads to something people want, the behaviour will keep happening. If the behaviour doesn't result in what people want, it's unlikely to happen again.

In PECS, when children use the picture cards, they're rewarded with the objects or action they've asked for. Supporters of PECS say that this reinforces children's behaviour. In turn, it increases the likelihood that children will keep using the cards for communicating needs and desires.

What does the Picture Exchange Communication System involve?

Because it's a method of communication, the Picture Exchange Communication System (PECS) is taught and used on a daily basis.

To begin with, a child's preferences for things like food and toys are identified. The child is then taught to exchange pictures of these items for the actual items.

Later on, the child can use the cards to make requests, to ask and answer questions, or to do more advanced tasks like making comments. The child moves from exchanging single cards to learning to build short sentences using several cards at a time.

It's important that parents, teachers and others know how to use PECS properly. Parents and teachers can learn how to use PECS at workshops. Some families learn how to use PECS in speech pathology sessions. Speech pathologists or teachers who have been trained in PECS might also run PECS workshops at schools.

Cost considerations

Initial costs for the Picture Exchange Communication System (PECS) are high, but ongoing costs are low.

PECS training workshops are available through Pyramid Educational Consultants. In 2020, the two-day PECS basic training workshop cost $695 for professionals and $440 for parents. The workshop fee includes a copy of the PECS Training Manual with Data Forms CD, which contains information to guide parents and practitioners who are using the system.

You can buy resources for creating PECS cards from Pyramid Educational Consultants. There are also some free resources online.

You might be able to include the cost of using the PECS system in children's NDIS plans. You can contact the NDIS to find out.

Does the Picture Exchange Communication System work?

Research has shown positive effects from the Picture Exchange Communication System (PECS), particularly for the early stages of PECS, which teach children how to make requests.

More high-quality studies are needed to investigate the effects of using PECS for more complex communications and to work out which children respond best to PECS.

Research also shows that PECS doesn't stop children from developing speech.

Who practises the Picture Exchange Communication System?

Many speech pathologists, occupational therapists, psychologists, physiotherapists, social workers, parents and teachers have been trained in the Picture Exchange Communication System (PECS). When you're making an appointment with a new professional, you can ask whether the professional has experience with PECS.

Parent education, training, support and involvement

If you're interested in using the Picture Exchange Communication System (PECS) with your child, it's recommended that you do a two-day PECS basic workshop before beginning PECS. Even if you're taking your child to a professional to learn PECS, you're still encouraged to do the training so you can do PECS with your child at home.

After completing this training, you can often do PECS at home independently. You can get more training and support if you need it.

You can expand your PECS card library as your child's needs and interests develop.

Where can you find a PECS practitioner?

Pyramid Educational Consultants is the only organisation certified to train people in the Picture Exchange Communication System (PECS). To find a certified PECS practitioner or to find out about training for yourself, contact Pyramid Educational Consultants.

You could also talk about PECS with your NDIA planner, NDIS early childhood partner or NDIS local area coordinator (LAC), if you have one.

There are many therapies and supports for autistic children. These range from behaviour therapies and developmental approaches to medications and alternative therapies. When you understand the main categories that these therapies and supports fall into, it'll be easier to work out the approach that will best suit your child.

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Picture Exchange Communication System (PECS)

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The Picture Exchange Communication System (PECS) is a way for autistic people to communicate without relying on speech. To communicate, people use cards with pictures, symbols, words or photographs to make requests or comments and answer questions. Any autistic person can use the Picture Exchange Communication System (PECS).

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What is AAC?
AAC (Augmentative and Alternative Communication) is a set of tools and strategies that an individual uses to solve everyday communicative challenges. Communication can take many forms such as: speech, a shared glance, text, gestures, facial expressions, touch, sign language, symbols, pictures, speech-generating devices, etc. Everyone uses multiple forms of communication, based upon the context and our communication partner. Effective communication occurs when the intent and meaning of one individual is understood by another person. The form is less important than the successful understanding of the message.
Credit to Linda Burkhart for text, https://www.isaac-online.org/english/what-is-aac/

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Parent Coaching for All Forms of Augmentative and Alternative Communication ￼(AAC)

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Parent Coaching for All Forms of Augmentative and Alternative Communication ￼(AAC)

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This is a wonderful resource giving you basic information about AAC in general.

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Download the Learn AAC Guide (PDF)

Setting up for AAC

Presume competence
We presume competence. Presuming competence affects how we make choices around Augmentative and Alternative Communication (AAC), and how we provide opportunities and access to words, communication functions and the alphabet. Presuming competence also means that there are no prerequisite skills or age requirements to start using AAC.

Select a balanced AAC system
Select a balanced AAC system, based on core words with quick access to fringe vocabulary, and the alphabet

Choosing a grid size
Choose a grid size based on what the AAC user can see and touch, not based on cognitive skills, receptive language or what we think the AAC user can do.

Personalize vocabulary and system
Personalize the vocabulary so the AAC user has access to important words. Customize the system settings to meet the AAC user's needs.

Make AAC always available
Make every environment set up for instant access to AAC. AAC should always be available. Consider cases, straps, paper-based copies as well as having the device charged and turned on.

Get the team on board
All members of the team know about AAC and are ready and willing to be a part of AAC learning.

Plan for AAC throughout the day
Look at routines and make a plan for where, when and how AAC can be integrated in the day.

Starting communication

Start modeling
Point to words on the AAC system as we talk to the AAC user. Model regularly throughout the day. Model different reasons to communicate - not just requests. Model in conversations and natural interactions.

Activity-specific vs using balance vocabulary
Use core words and fringe folders, rather than creating activity specific boards for everything.

Consider communication functions
When we consider communication functions, we can plan and then model words that will build language and meaningful communication. We can expand an AAC user's world beyond choice-making!

Build Communication Partner skills
Communication Partners will model words on the AAC system. We wait, prompt & respond to the AAC users attempts at communication. We make comments, rather than ask questions and accept all forms of communication.

Engage and Interact
Choose engaging and interesting activities, that give the AAC user motivation to communicate. Create opportunities for communication. Model on the AAC system during conversations and everyday interactions.

Building language and communication

Learn about core word teaching strategies
Strategies for teaching core words can include: planning core words based on activities or communication functions, teaching using the Core Word of the week, or using the Descriptive Teaching Model.

Teach Grammar
Consider ways to teach combining words and grammar to AAC users who are ready.

Integrating comprehensive literacy instruction
Integrate communication learning alongside comprehensive literacy instruction for AAC users. This includes providing opportunities for learning sounds/letters, reading, spelling and writing.

Get practical ideas for building language
We need to have bank of ideas and materials that support continued modeling and AAC learning. These ideas will build language and communication for AAC users.

Review and reflect
Review and monitor progress. Reflect and make changes. Take videos. Try new things and continuing to push AAC without giving up!

Potential Roadblocks to success

NOTE: Every AAC user is different! Be flexible at each phase of the journey!

Download the Learn AAC Guide (PDF)

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Download the Learn AAC Guide (PDF) Presume competence We presume competence. Presuming competence affects how we make choices around Augmentative and Alternative Communication (AAC), and how we provide opportunities and access to words, communication functions and the alphabet. Presuming competence also means that there are no prerequisite skills or age requirements to start using AAC.

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What is Low Tech AAC?

Augmentative and alternative communication (AAC) is a term referring to all communication other than natural speech. Low-Tech AAC comprises tools and strategies that do not involve electronics and do not require batteries. Examples of Low-tech AAC are PECS (Picture Exchange Communication System), symbol charts, communication boards, communication books, etc.

Get free communication boards for food, emotions, and shared reading here

The user selects letters, words, or phrases from the communication charts to convey their message. Users can use a body part such as their finger or toe, a head pointer, eye gaze,  mouth stick, light pointer, or a hand-held pointer for the selection.

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Previous blog posts have provided an introduction to Augmentative and Alternative Communication (AAC) and talked about no tech AAC. Here, we explore low tech AAC a bit more. Low tech AAC devices are arguably the most popular type of AAC because there are so many different forms.

Low tech AAC is essentially any sort of communication method that is not "electronic" but does require some sort of equipment outside one's body. It is a type of aided AAC system. It can be as simple as a pen and a piece of paper, or as involved as a communication book made up of many pages. Many individuals who use low tech AAC devices for communication also use other types of AAC.

Low tech AAC Examples

Pen and paper:

An individual can write or draw their messages. A portable whiteboard or Boogie Board (LCD tablet) is another option.

Alphabet board:

An individual can point to letters/numbers to spell their message for their communication partner (i.e. someone an individual communicates with on a regular basis, whether it be a parent, caregiver, nurse, etc.).

Core words board:

A few basic symbols an individual can point to in order to communicate their message. Core words boards are typically laminated pieces of paper.

Pictures/symbols:

A few symbols (similar to those on a core words board) on different cards or laminated squares that an individual can hand to their communication partner to communicate their message.

Communication book:

Multiple pages of symbols, often grouped by category (e.g., food, toys, places) with familiar vocabulary to the individual to whom it belongs to.

Who Uses Low Tech AAC Devices?

Anyone who is unable to communicate effectively (taking developmental milestones into consideration) would benefit from some form of low tech AAC. In the world of speech-language pathology, individuals with autism, down syndrome, intellectual disabilities, and/or developmental disabilities may benefit from "low tech" AAC. Individuals with brain injuries, aphasia, or progressive/degenerative conditions may also use a low tech AAC device. As you may have gathered, the scope is broad.

Low Tech AAC vs Other Forms of AAC

Sometimes, a no tech AAC system (head nods, gestures, etc) is not enough to communicate effectively. A low tech AAC system consisting of pictures, symbols, or a core words board provides more ways for an individual to communicate.

High tech AAC devices (think tablets, iPads) can be incredibly effective for individuals in most situations, but what if an individual is in a pool? It is probably not wise to have an electronic device that could sustain water damage next to the pool, but a laminated communication book could be used for this situation. Individuals with high tech AAC systems may benefit from having a low tech AAC system as well.

Some individuals may not be a proper candidate for a high tech AAC system, secondary to physical and/or cognitive impairments. They may not be able to communicate more than a few messages, so a few symbols (more, finished) or choices may be adequate for them. Some individuals also prefer to use low tech AAC over high tech AAC.

Low Tech AAC: Additional Considerations

It is important to remember that these types of AAC systems may be temporary. An individual may change, and their communicative needs may change as well. For example, their ability to communicate may improve, and they are able to use spoken language; or their ability to communicate may decrease. This may happen if they have a degenerative condition and it progresses. In this situation, a more robust AAC system may be necessary for effective communication.

Additional AAC Resources

1. High Tech and Mid Tech AAC

2. No Tech AAC (Unaided)

3. How to Write AAC Goals

4. AAC Group Games and Activities

5. Core Word of the Week Activities

6. Comprehensive AAC Goal Bank

Citations/further resources
https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589942773&section=Key_Issues

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Want to know more about "low tech" Augmentative and Alternative Communication (AAC)? Read about different types of "low tech" AAC, how they can be used, and why someone would use one.

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Parents' and Teachers' Guide to Getting Started with AAC

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*** AAC Guide for speech-language pathologists can be found here: https://www.speechandlanguagekids.com/introduce-take-data-new-aac-systemdevice/

One of the hardest parts about using alternative and augmentative communication or AAC devices with children, is knowing what to do with it once you have it. AAC devices are any device that allows a child to use language to communicate other than spoken speech. Some children use sign language, others use AAC devices that will speak when a button is pushed.

No matter what the child is using, it can be tricky to figure out how to incorporate it into a child's everyday life, either at school or at home. Well here's the trick, are you ready for it?

Teach a child to use AAC devices and systems in the same way you would teach them to speak.

Ok, I know it sounds simple but it's much harder in practice than it sounds. Here are my ideas for how you can implement this at home or at school:

1) Have Someone Who Specializes in AAC Devices Find a Good Fit

Obviously, the first thing that needs to happen is for the child to get fitted for an AAC device. This is something that should be done by a good AAC evaluation team. These teams are usually made up of a speech-language pathologist who specializes in AAC as well as an occupational therapist who can give input about the motor components of using AAC devices. There are many ways for children to activate AAC devices and they will know which one is right for the child.

Some children will activate the device by pushing a button with their finger. This is the most common method. However, there are children who have significant motor problems and this may not be a reliable way to use their device. For these children, you will need an alternative means to activate the device, such as a switch that when pushed will stop a light that is scanning past the buttons. When the light is stopped, it will speak whichever message it is on. Other systems have the ability to track your child's eye gaze and will speak whichever button the child looks at for a few seconds. There are other ways to activate the device as well so speak with the evaluation team about the best method for your child

2) Get Everyone Familiar with the Child's AAC Device

How Typically-Developing Children Learn to Talk: Typically-developing children learn to talk by being around adults and older children who have a good mastery of their language. These adults and communication partners are familiar with their language and know how to use it. In other words, they are comfortable speaking and talking to the child.

How Children with AAC Learn to "Talk": Each child should have gone through some sort of therapy or evaluation to determine what means of communication is best for him and his family. Regardless of what method that was chosen (sign language, picture communication, picture board, speech output device), the adults who are going to be communicating with the child need to be comfortable with it. Just as a family that speaks only Chinese would have a hard time teaching their children English, the child you're working with will have a hard time learning to use his AAC device if you don't know how to use it either.

Take some time to get familiar with the AAC device or system. If it is sign language, take time to learn as many signs as you can. If it is a device that speaks when buttons are pushed, take it home for a weekend and practice creating sentences with it. Can you hold a conversation with your partner or a friend using your child's AAC device? You should definitely try.

3) Model Using the AAC Around the Child

How Typically-Developing Children Learn to Talk: Typically-developing children hear their native language being spoken around them constantly. They hear language being used for an entire year before they start to speak their own words. They hear adults use their language to communicate with them and with each other.

How Children with AAC Learn to "Talk": Children need to see their AAC device being used around them. If they never see anyone communicating with the AAC device, why would they be motivated to use it themselves? If your child is using sign language, sign along when you speak to your child or to other adults when your child is around. You don't have to sign every word (especially at first when you don't know all of the signs), just sign the ones you know.

If your child is using pictures, show him the pictures as you say those words. For example, if you're asking your child if he wants a cracker, show him the picture for cracker as you say it. If your child has a speech output device that talks when you push a button, push the buttons along with whatever you're saying. Again, you don't have to push a button for every word you say, just hit the important ones.

Just as children with typical speech need to hear their language A LOT before they are able to begin using it, the child you're working with needs to see his AAC device being used a lot as well. Use the system when you are talking to the child, talking to other adults, talking to other children, etc. Just make sure that you are leaving the AAC device or system near the child (not taking it away) so that he or she can use it as well.

4) Encourage The Child's Attempts to Use the AAC Device

How Typically-Developing Children Learn to Talk: As a parent of a baby, I can tell you that I am constantly praising my child when he does anything that could possibly be seen as intentional communication. If I'm walking out of the room and my baby says "ba", I immediately smile at him and say "bye! Yes, I'm going bye bye!". Now, as a SLP, I know my 7-month-old isn't really saying "bye" and that was probably just a coincidence, but that's what we do as parents. And it works! When we reinforce our children's accidental speech acts, the child learns that communicating is powerful and will create meaningful interactions with the adults around him.

How Children with AAC Learn to "Talk": At first, the child you're working with will probably not be using his AAC device meaningfully. He may just push buttons randomly to hear what they sound like. But whatever you do, don't say "he's just playing with it" and take it away. You wouldn't take away a baby's voice box because he's babbling instead of saying real words. This is all a part of the learning process.

If the child pushes a button, even if it's accidental, you can still respond as though it was meaningful. If he pushes "potato" when you're playing in the bedroom, you can say "Potato? We don't have any potatoes in here. There may be some in the kitchen though." This may seem silly, but it helps the child understand that the words he is creating using his AAC device have real meaning.

This phase of exploration won't last forever. The child will eventually become more meaningful with his use of it. But for a while, you're going to have to be ok with the child "playing" with it to see what it does, just like a baby playing with his voice.

5) Have the AAC Device Present at All Times

How Typically-Developing Children Learn to Talk: This one's pretty straight-forward. A child always has his voice with him. He doesn't turn his voice off or leave it at home on accident. It doesn't run out of battery and need to be charged. The teacher doesn't take it away when he's talking over her. She just teaches him not to talk when she's talking.

How Children with AAC Learn to "Talk": Just like you shouldn't (and can't) take away a child's voice, you shouldn't take away a child's AAC device. If the child is using sign language, you don't need to worry about it because his hands are always there. However, if the child is using pictures or a device of some kind, you will want to make sure the device is with him and functioning at all times.

If the AAC device needs to be charged, charge it during times when he won't need it, like while he's sleeping. Or, get an extra battery and switch it out.

Even if you're annoyed that the child is pushing buttons on the device instead of listening or paying attention, you still can't take it away. Instead, do what you would do with any child and teach him that he has to have a quiet voice or quiet talker during ____ situation.

6) Set Up Opportunities for the Child to Use the AAC Device

How Typically-Developing Children Learn to Talk: As parents and educators, we tend to set up situations for our children to be successful at communicating. For example, we may sit our child down in his high chair and hold up some grapes and say "do you want grapes?" Then, we pause to see if he will say it on his own. We give him a situation to say what he wants. We are even more likely to provide these opportunities when we know it's a word that our child is able to say. For example, we probably wouldn't say "what's that" when pointing to an animal that our child has never seen before, but we would probably ask him the same question when he sees a dog (or whatever his favorite animal is). We do that because we know he can say "dog" so we know he'll be successful.

How Children with AAC Learn to "Talk": Set up situations during the day that will allow the child to use his AAC device to communicate. In the classroom, this may be during a structured repetitive task like snack time. Present items that you know the child will be motivated to communicate for and that the child knows how to find or use with his AAC device. For example, have some snacks that the child knows the signs to or can find the buttons for on his device.

Show the child the item and then model the word using the child's AAC device. Then, pause to see if he will use the AAC to communicate. If he's having trouble, you can always take his hands and help him. Just make sure that the child is receptive to being touched and doesn't seem upset by your help. Some children will be just fine with this and others will become very upset. You don't want this to become a negative experience and you don't want the child to feel like he has no control over what happens to his body. Be respectful of the child's wishes if you decide to try helping him use the device and never force it.

7) Get All Adults On Board with the AAC Device Use

It is very important to make sure that everyone in the child's life is approaching the AAC system or device the same way. Explain these methods to other adults in the child's life. Or, download the pdf handout that summarizes these points here:

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Parents' and Teachers' Guide to Getting Started with AAC

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Download The PDF of This Information Here *** AAC Guide for speech-language pathologists can be found here: https://www.speechandlanguagekids.com/introduce-take-data-new-aac-systemdevice/ One of the hardest parts about using alternative and augmentative communication or AAC devices with children, is knowing what to do with it once you have it.

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What is AAC Modeling and 3 Tips to be More Effective - JDB SPEECH

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And 3 Tips to be More Effective

The average 18-month-old child has been exposed to 4,380 hours of oral language at a rate of 8 hours/day from birth. A child who has a communication system and receives speech/language therapy two times per week for 20-30 minute sessions will reach this same amount of language exposure in 84 years."- Jane Korsten, M.A. SLP

Children who communicate verbally typically have access to so many models of how their language could be used. Why should it be any different for children who use their language through alternative means? Modeling via AAC (Augmentative and Alternative Communication) isn't any different from modeling verbally.

It's important to remember to begin by just beginning. You still model those same commonly used core vocabulary words, just combined with visuals depending on each child's specific needs. Think of any time you've played with a child under the age of 3. You naturally tend to narrate everything you do. "The car is going! She goes up the stairs. Uh oh, you fell down." While using an AAC system, look at the setup and look at the words in front of you, and find the easiest way to convey what you are trying to say. Maybe instead of "the car is going" you may say "it go"; the meaning is still the same and you used core vocabulary. "Core vocabulary" refers to the small set of basic words in any language that are used frequently and across contexts (Cross, Baker, Klotz and Badman, 2006).

A few tips to help you get started with modeling:

1. Just begin! Start with the home page and try not to be afraid you will mess it up. You won't do anything that can't be undone.

2. Model without requiring a response: Showing them how to use their communication system to convey what they want to convey. When you verbally say "The car is going" during play, do you stop playing and make a child repeat you? No; you are just there to expose them to language and attach words to their actions, modeling with AAC is the same.

3. Practice by yourself and get siblings involved: Put yourself on vocal rest for a while and try using their communication system, you will find ways to say things that you may normally not think about, but will be important for your child.

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What is AAC Modeling and 3 Tips to be More Effective - JDB SPEECH

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And 3 Tips to be More Effective The average 18-month-old child has been exposed to 4,380 hours of oral language at a rate of 8 hours/day from birth.

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Augmentative and Alternative Communication (AAC)

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Introduction to AAC

AAC is used by people who, some or all of the time, cannot rely on their speech. AAC incorporates the individual's full communication abilities and may include any existing speech or vocalizations, gestures, manual signs, and aided communication. AAC is truly multimodal, permitting individuals to use every mode possible to communicate. Over time, the use of AAC may change, although sometimes very slowly, and the AAC systems chosen today may not be the best systems tomorrow.

By recent estimates, well over 2 million persons who present with significant expressive language impairment use AAC. AAC users encounter difficulty communicating via speech due to congenital and/or acquired disabilities occurring across the lifespan. These conditions include but are not limited to autism, cerebral palsy, dual sensory impairments, genetic syndromes, intellectual disability, multiple disabilities, hearing impairment, disease, stroke, and head injury.
Bottom Line:
Unaided Versus Aided Communication

Typically, AAC includes unaided and aided modes of communication. Unaidedmodes of communication include nonspoken means of natural communication (including gestures and facial expressions) as well as manual signs and American Sign Language (ASL). These modes of communication often require adequate motor control and communication partners who can interpret the intended message. Aided modes of communication include those approaches that require some form of external support, such as a communication boards with symbols (e.g., objects, pictures, photographs, line drawings, visual-graphic symbols, printed words, traditional orthography) or computers, handheld devices, or tablet devices with symbols that generate speech through synthetically produced or recorded natural (digitized) means.

For individuals with severe disabilities, it can be helpful to encourage (and teach) both unaided and aided modes of communication. Individuals may need to be taught when it is appropriate to use different modes of communication. For example, the individual may sign when interacting with parents at home but may use a picture-based system or speech generating device (SGD) with other communication partners. Individuals with very complex needs and a limited communication repertoire can learn to use different systems in different contexts.
Bottom Line:
Decision Making About AAC Systems and Interventions

The currently accepted evidence suggests that there are no specific prerequisites (e.g., age, cognitive, linguistic, motor) for getting started with AAC. A number of AAC options are available to begin the intervention process. Ideally, the decision to introduce AAC should be made in consultation with the consumer, family, and a team of professionals. However, no individual should go without communication, and all individuals should have access to AAC systems that promote effective communication.

AAC should also be considered for individuals who have some speech or speech that is unintelligible to unfamiliar listeners. These individuals may use AAC to augment their communication. Other individuals may use speech in low-demand contexts but choose to use AAC to augment their communication in high-demand contexts. The presence of speech should not preclude the consideration of AAC as a support.

Decisions When Choosing Aided AAC

Choosing an aided AAC system requires careful consideration of an individual's current skills, strengths, and needs, but it is important not to restrict the individual's potential. Assessment strategies can lead to an understanding of:

Options for different symbols, systems, and access modes

The contexts where the individual must communicate

The skills and supports available to partners

The profile of the individual including: vision, hearing, sensory-motor, motivation, cognitive, linguistic, literacy skills, and current modes of communication

Dynamic assessment processes allow for this to happen while individuals are learning.
Bottom Line:
Resources

Beukelman, D. & Mirenda, P. (2013). Augmentative and Alternative Communication: Supporting Children & Adults with Complex Communication Needs 4th Edition. Baltimore: Paul H. Brookes Publishing.

ASHA Practice Portal's Augmentative and Alternative Communication webpage

ASHA's information for the public about Augmentative and Alternative Communication (AAC)

Return to the National Joint Committee for the Communication Needs of Persons With Severe Disabilities (NJC) topic areas list.

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Augmentative and Alternative Communication (AAC)

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AAC is used by people who, some or all of the time, cannot rely on their speech.

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The student can demonstrate a battery-operated toy using a switch with a battery device adapter.

A multiple location overlay on a voice output device can be used for a student to direct peers in a multiple step recipe or experiment.

A student can ask peers questions or make comments using a multiple location communication device.

8. Lunch

Students can use a customized lunch tray, lunchbox, or placemat with picture symbols to make comments or requests in the lunchroom setting.

The student can use any multiple location voice output device to order lunch items.

9. Recess

Wristbands can be created with digital photos for choice making between recess activities (i.e., swing, slide).

The student can wear a fanny pack or a janitor key ring with photos or picture symbols representing choices for recess activities, peers to play with, or general comments and requests.

The student can use a play mat for indoor recess. For example, place picture symbols on a placemat for a bubble-blowing activity (pop it, blow a big bubble, blow a small bubble).

A device with a series of sequential messages can be used to direct peers during a game situation (Simon Says).

10. Departure

The student can use a single-message device to relay a message about events of the school day to the home setting.

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Use of a two choice communication system

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Use of a two choice communication system

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A two-choice communication system to allow the student to participate in pre-reading activities such as making a choice of books, selecting a reader, or selecting the type of voice used to read the story.

An aided language-stimulation approach can be used regarding set up activities (i.e., book choice, reading location, and reader).

3. Literature Activity

A single message device can be used for the student to request that the page of a book be turned or the repetitive line of a story be read.

The student can use eye gaze to identify vocabulary words upon request.

An aided language-stimulation approach can be used regarding repetitive topics in the book (i.e., Brown Bear-icon choices can be a brown bear, blue horse, goldfish, and eyes for “I see a...“)

4. Post-Literature Activity

A picture communication board can be used for the student to comment on a story or to make requests. For example, the student’s communication options might be “That’s scary,” “That’s funny,” “Read it again.”

Yes/no questions or live voice scan can be used to assess the student’s comprehension of the book.

5. Social Studies

The student can activate a sequential message device to call on peers or identify a state and have a peer name the corresponding capital.

The student can use a switch-activated spinner to select a picture symbol of a state and activate a single message device to request the name of the state.

Picture symbols can be sequenced to represent events of a trip.

A multiple location overlay can be used on a voice output device to direct peers to move from location to location on a map.

6. Math

The student can use a switch-activated spinner to select numerals to create math calculation problems for their classmates to compute.

A multiple location overlay can be used on a voice output device for the student to identify values of mixed groups of coins.

7. Sharing

Velcro can be used to attach a souvenir onto a single message device. Students can activate a prerecorded message to give details about their souvenir to the class.

The student can demonstrate an electrically powered toy with a switch, activated with an AAC device.