# data[].attributes.headline
Check with your insurance if an AAC device is covered. 

# data[].attributes.subject
Check with your insurance if an AAC device is covered. 

# data[].attributes.attachment_link.readable_text
AbleNet works with ALL speech-language pathologists (SLPs), regardless of their experience with speech devices, to allow everyone an opportunity to be heard. Our proprietary process ensures everyone can start their communication journey quickly. Once a QuickTalker Freestyle speech device is delivered, our ableCARE Product Success Team supports the device user for 5-years.

# data[].attributes.attachment_link.description
Everyone has a voice that deserves to be heard. Help them speak up and speak freely with the QuickTalker Freestyle speech device.

# data[].attributes.attachment_link.readable_text
Do you have students who use AAC? I found the most tremendous online adapted literature resource and I cannot wait to share it with you.

Teaching Literacy to AAC Users

It can feel overwhelming to teach literacy skills to students who don't read via decoding. But every student deserves access to books. Books help students learn functional vocabulary about their home, school, and community. They also help students make and reinforce connections about topics presented in class. Literature also help students increase their background knowledge.

Additionally, many students who do not use AAC benefit from adapted books. That's because the adapted books highlight important vocabulary and sentence structure in easily digestible ways. Those students include:

non-reading students

students with communication disorders

autistic students

How to Adapt a Book for an AAC User

Traditional books are often modified to make them more accessible for AAC Users. It takes a lot of time and effort to make an adaptable book. Once I took Brown Bear, Brown Bear, reviewed it for relevant vocabulary words, added Velcro to each page, searched Boardmaker for the appropriate images, printed them out in color, laminated them, cut them out, and then applied Velcro dots and placed them inside each page. Not only was it a lot of work but it left me with a bulky book that was hard to store and cart around from school to school.

A Free Library of Adapted Books

Another educator shared a ready-made library of resources with me and I knew I wanted to share that with you. It's called the Resource Library from the Paul V Sherlock Center on Disabilities at Rhode Island College. Here are a couple examples of what they offer:

You can see that the Boardmaker-type images are already on each page. Here is the catalog of all of the books they have adapted and that are ready to download as a PDF. You can decide to present the adapted book PDF on your laptop or iPad or you you can easily print it to use with your students. Then you could send home the print out for students to review the book at home with their families.

Free List of Adapted Literature

Rhode Island College put together a comprehensive list of every book they have adapted: PDF Catalog of Printable Adapted Books. There are a variety of books included for ages from preschool to all ages. Additionally, for some of the books they have made multiple different versions for you to use with your students. View and download the books on their website. Those include:

4 Types of PowerPoints for students with visual impairments

PDF guides to the books

PowerPoint shows about the books

Speech Therapy Goals Targeted with Literature

Literature-based speech therapy is popular right now and it's no wonder why. Using books reinforces skills skills that students are learning in the classroom. Here are some IEP goals for speech therapy that you can target with books:

Answering Yes/No Questions

Answering Wh Questions

Increasing vocabulary

Using correct sentence structure

Following directions

Increasing phonological awareness skills

Making inferences and predictions

Anyway, now that you have found 400 Printable Adapted Books, you have adapted literature for the next school year and more! Look up a favorite book and add the PDF to your personal library to extend your lesson. If this is helpful to you, please share this blog post with your SLP friends.

# data[].attributes.attachment_link.title
400 Free Printable Adapted Books for AAC Users

# data[].attributes.attachment_link.description
Creating adapted books is a lot of work. I found this wonderful website with over 400 free printable adapted books you can download. Read more...

# data[].attributes.headline
Different ways to describe progress using AAC

# data[].attributes.subject
Different ways to describe progress using AAC

# data[].attributes.headline
AAC Activities for Gestalt Language Processors

# data[].attributes.subject
AAC Activities for Gestalt Language Processors

# data[].attributes.attachment_link.description
Welcome to our YouTube Channel, full of helpful tips, recorded webinars, how to videos plus much more awesome AAC content! Liberator Ltd was established in 1991 and is a subsidiary company of the PRC-Saltillo (Ohio, USA) who also own Liberator Communications Canada. As well as operating in the UK, Liberator Ltd provide AAC solutions and support around the World through our subsidiary companies in Germany (Prentke Romich Deutschland) and Australia (Liberator Pty Ltd) along with distributors in many other countries. We are always looking for ways to make this channel even better so do let us know what you’d like to see here! “The way we communicate with others and with ourselves ultimately determines the quality of our lives.” Anthony Robbins

# data[].attributes.attachment_link.title
A beginner guide to LAMP Words for Life - iOS

# data[].attributes.attachment_link.readable_text
There are many reasons that someone may start using Augmentative and Alternative Communication (AAC).

We are often asked: Will AAC stop a person from learning to speak? Different team members are concerned about introducing alternative forms of communication. They worry it will reduce speech attempts. They wonder if it stop the person from learning to speak or even trying to speak.

Research and clinical experience demonstrates that using AAC does not stop an AAC user from learning to speak.

Each person responds to AAC in different ways. A few may have reactions to AAC that are not consistent with research. However, we can be confident that for the great majority of people, AAC has no effect on speech development. Instead, people who use AAC may make gains and improvements in their speech. AAC provides a way to communicate more clearly. Using AAC can reduce frustration and help language development.

The research

Here are two of the most often cited articles:

"The Impact of Augmentative and Alternative Communication Intervention on the Speech Production of Individuals With Developmental Disabilities: A Research Review" by Diane C. Millar, Janice C. Light and Ralf W. Schlosser in Journal of Speech, Language, and Hearing Research, April 2006, Vol. 49, 248-264. doi:10.1044/1092-4388(2006/021)

This article presents the results of an analysis to determine the effect of AAC on the speech production of individuals with developmental disabilities. They conducted a comprehensive search of the literature published between 1975 and 2003. They looked at data on speech production before, during, and after AAC intervention.

"The present research review provides important preliminary evidence that augmentative and alternative communication interventions do not inhibit speech production; instead, AAC may also support speech production."

"Effects of Augmentative and Alternative Communication Intervention on Speech Production in Children With Autism: A Systematic Review" by Ralf W. Schlosser and Oliver Wendt in American Journal of Speech-Language Pathology, August 2008, Vol. 17, 212-230. doi:10.1044/1058-0360(2008/021)

This systematic review aimed to determine the effects of AAC intervention on speech production in children with autism. They searched for studies written between 1975 and May 2007 using various sources and searches. They analysed participant characteristics, treatment characteristics, and outcomes.

"Results indicated that AAC interventions do not impede speech production. In fact, most studies reported an increase in speech production. However, in-depth analyses revealed that the gains were rather modest."

Multimodal communication - Speech and AAC

All AAC users rely on a variety of ways to communicate. They will use their AAC system, facial expressions, vocalizations, signs, and gestures. They will also use whatever speech they are able to produce. They use what works best to get their message across clearly and quickly.

In practice, we know that speech is a faster and more efficient means of communication than an AAC system. This means that when an AAC user can use speech for a message, it is likely that he or she will use speech.

Use of speech is often more successful when it's supported with an AAC system. For example, if the speech is unclear, the AAC system can be used to clarify the message. This can provide a more positive experience for the AAC user than using speech alone.

Most importantly, we want people with limited speech to be able to express themselves successfully, by whatever means available to them. We should value and respect all their ways to communicate. The power of AAC is that it can give a person with limited speech more words and language. It makes it possible to communicate far more than they can with speech alone.

Overcome the Roadblock

Giving someone AAC will not stop them from learning to speak. There is so much to be achieved when we give a voice to AAC users!

Take the test: Check the Learn AAC Guide to see where you are in establishing AAC for an AAC user. This may help you overcome any roadblocks stopping you from success!

Links & References

The following are additional research articles supporting this position:

Baumann Leech, E. & Cress, C. (2011). Indirect Facilitation of Speech in a Late Talking Child by Prompted Production of Picture Symbols or Signs. Augmentative and Alternative Communication, 27 (1), 40-52.

Blischak, D. M. (1999). Increases in natural speech production following experience with synthetic speech. Journal of Special Education Technology, 14, 4453.

Blischak, D., Lombardino, L., & Dyson, A. (2003). Use of Speech-Generating Devices: In Support of Natural Speech. Augmentative and Alternative Communication, 19 (1), 29-35.

Cress, C., & Marvin, C. (2003). Common Questions about AAC Services in Early Intervention. Augmentative and Alternative Communication, 19(4), 254-272.

King, A., Hengst, J., & DeThorne, L. (2013). Severe Speech Sound Disorders: An Integrated Multimodal Intervention. Language, Speech, and Hearing Services in Schools, 44, 195-210.

Millar, D., Light, J., & Schlosser, R. (2006). The Impact of Augmentative and Alternative Communication Intervention on the Speech Production of Individuals With Developmental Disabilities: A Research Review. Journal of Speech, Language, and Hearing Research, 49, 248-264.

Romski, M. & Sevcik, R. (2005). Augmentative Communication and Early Intervention: Myths and Realities. Infants and Young Children, 18(3), 174-185.

Romski, M., Sevcik, R., Adamson, L., Cheslock, M., Smith, A., Barker, R., & Bakeman, R. (2010). Randomized Comparison of Augmented and Nonaugmented Language Interventions for Toddlers With Developmental Delays and Their Parents. Journal of Speech, Language, and Hearing Research, 53, 350-364.

Sigafoos, J., Didden, R., & O'Reilly, M. (2003). Effects of Speech Output on Maintenance of Requesting and Frequency of Vocalizations in Three Children with Developmental Disabilities. Augmentative and Alternative Communication, 19(1), 37-47.

Schlosser, R. & Wendt, O. (2008). Effects of Augmentative and Alternative Communication Intervention on Speech production in Children with Autism: A Systematic Review. American Journal of Speech-Language Pathology, 17, 212-230.

# data[].attributes.attachment_link.title
Will AAC stop a person from learning to speak? - AssistiveWare

# data[].attributes.attachment_link.description
Augmentative and Alternative Communication (AAC) won't stop someone from learning to speak. This article, based on research, explains why.

# data[].attributes.attachment_link.readable_text
Featured Post

Here in the US, we're getting ready for Turkey Day. If you're celebrating Thanksgiving, these resources may be of interest.... [Read More...]

Video of the Week

How can we support AAC users who struggle with executive function? In today's featured video, we learn from Kansas-based SLP... [Read More...]

# data[].attributes.attachment_link.description
Hello! My name is Stephen Kneece, MA, CCC-SLP. Welcome to my channel! I am a certified Speech-Language Pathologist working and living in Aiken, SC. I write, perform, and record speech therapy songs. I will be adding a new song every Monday at 5:00pm EST. Subscribe to stay up-to-date with all o…

# data[].attributes.attachment_link.keywords[]
speech language kids learning "mister clay" child "at home speech therapy" "clay hadden" "sing a long" "super simple songs" "simple songs" "nursery rhymes" b...

# data[].attributes.attachment_link.description
Mister Clay's videos center around Augmentative Communication and literacy, but really are for anyone who wants to have fun and learn. These language based videos cover everything from letter sounds to parts of speech. Updated monthly, come back again and again to this fun and funny channel.

# data[].attributes.attachment_link.description
Welcome back to Instagram. Sign in to check out what your friends, family & interests have been capturing & sharing around the world.

# data[].attributes.attachment_link.description
Welcome back to Instagram. Sign in to check out what your friends, family & interests have been capturing & sharing around the world.

# data[].attributes.attachment_link.description
Welcome back to Instagram. Sign in to check out what your friends, family & interests have been capturing & sharing around the world.

# data[].attributes.attachment_link.readable_text
Our popular Core First Books & Lessons are available to special education teachers and parents in print format. Discover these 36 beautifully illustrated books designed to support you in teaching your students specific core words. Each of the 12 core words is supported with 5 unique lessons designed to be used over the course of a week. You have the flexibility to use the Books and Lessons in any way that is most supportive of your student.

# data[].attributes.attachment_link.description
Our popular Core First Books & Lessons are available to special education teachers and parents in print format. Discover these 36 beautifully illustrated books designed to support you in teaching your students specific core words. Each of the 12 core words is supported with 5 unique lessons designed to be used over the course of a week.

# data[].attributes.attachment_link.readable_text
What is Modeling AAC?

Modeling is a strategy that falls under the broader category of Aided Language Stimulation. This technique draws from the research on natural language development. When an infant is born, we model language, but don't expect a response for at least a year. That doesn't stop us from talking to our babies. We have entire conversations. When a baby coos, the parent coos back. We establish a conversational give and take in a relaxed, socially reinforcing manner. What we don't do is to ask tons of questions and demand responses. We do not drill. When a baby vocalizes, we infer their intent and respond.

There are teaching methodologies that focus on drilling information with lots of repetition. AAC modeling is quite different. Building language is about building relationships. We don't use "drill" because we don't want learning to talk to feel like work. When communication becomes a task demand, we risk an increase in task avoidance behaviors. We don't want the communication to become associated with feelings of anxiety.

Modeling can be done with light tech or high tech systems. We use the system to communicate, too. We show our students where vocabulary is located and we activate key words. This helps teach the location and meaning of the icons. We also strive to do this in meaningful communicative contexts.

Instead of drilling picture cards, we find a topic that the student wants to talk about. We might use a little environmental sabotage to give them a reason to initiate communication. And we respond to all of their attempts. Just as during natural language development, we infer intent. Even if the student pushes a button that might appear to be random, we still respond. We learn words by pairing their use with the context and the response they receive.

Some Keys Practices

model one step ahead of the AAC learner. If they use single words, model 2-3 word combinations

Give the learner time to respond. Count to 20 and model again

Use a least to most prompt hierarchy (see the posters below)

Don't force the learner to respond. If you are modeling, they are learning

Model comments, greetings, and questions. Not just requests

Also be sure to leave words in the same location on the device! We don't move them around to "test comprehension." When we learn to communicate, we need to develop consistent motor plans for the production of words. This is how communication becomes faster and more efficient.

Modeling has been the subject of research and has been demonstrated to support language acquisition. In a nutshell, research has shown that modeling can...

increase symbol comprehension and production

increase responsiveness and use of AAC

facilitate the comprehension of vocabulary items

improve syntactic performance

Increase the consistent production of multi-symbol messages

The evidence shows that modeling works. Use language to teach language.

Resources
Least to Most Prompt Poster High Contrast Least to Most Poster Link to MODEL poster High Contrast MODEL poster Link to Go the Distance Poster High Contrast Go the Distance Poster

# data[].attributes.attachment_link.description
Modeling is a strategy that falls under the broader category of Aided Language Stimulation. This technique draws from the research on natural language development. When an infant is born, we model language, but don't expect a response for at least a year. That doesn't stop us from talking to our babies.

# data[].attributes.attachment_link.title
Modeling AAC at Home: A Beginner's Guide for Parents

# data[].attributes.attachment_link.description
Want to learn about Augmentative and Alternative Communication, or AAC? This brief introduction will provide you with the basics. We’ll define AAC and who uses it, describe AAC systems, and address the question about when we should begin using AAC.

# data[].attributes.attachment_link.title
Incorporating AAC into Daily Routines form - QuickTalker Freestyle by AbleNet

# data[].attributes.attachment_link.readable_text
We've teamed up with Laura Hayes, Meaningful Speech team member, AAC specialist and instructor of our AAC for Gestalt Language Processors course, to bring you important information during AAC awareness month about attention and AAC systems. We often hear from professionals and parents/caregivers that a child doesn't seem to be attending to their AAC system when they're modeling or when they're using it because they're not at the device when they model or when the child presses a button. Eye contact or looking at the device does not mean they're uninterested or not attending to your modeling.

Just Because they Aren't Looking Doesn't Mean they are Not Interested

Research shows that autistic individuals respond to eye contact differently than allistic, non-autistic, individuals. They may find it difficult to focus on simultaneous spoken language and other visual input. This can include difficulty focusing on both communication partners AAC systems. Eye contact can also be a very intense and overwhelming sensory experience. If an AAC user is not looking at the device, it does mean they are not processing when you model. It also does not mean that it isn't meaningful if they don't look and touch a symbol/icon at the same time.

Instead of Forcing Eye Contact/Looking at the Device...

Model language on the system/device in different contexts in the language stage the individual is in (based on language sampling). Presume the individual is listening.

Offer wait time and silence to encourage return to the device and opportunities to communicate.

Consider taking data on how they respond before, during, and after language models on the device. This can show they are responding and absorbing the language.

Honor ALL communication forms (e.g., gestures, vocalizations) and acknowledge by affirming the message through models on the AAC system. (e.g., I hear you saying "let's go.")

Want to see AAC in action?

Here are some suggested resources and accounts to follow to learn more about AAC and gestalt language processors.

Consider our AAC for Gestalt Language Processors course, taught by Meaningful Speech team member and AAC specialist Laura Hayes. It will teach you how to identify, evaluate and support gestalt language processors who use AAC or who you think might benefit from AAC.

Consider following these accounts on Instagram. They often post examples of AAC in action:

Want to dive into the research behind this?

Hirsch J, Zhang X, Noah JA, et al. Neural correlates of eye contact and social function in autism spectrum disorder. PLoS One. 2022; 17 (11): eo265798. doi: 10.1371/journal.pone.0265798

Hirsch J, Zhang X, Noah JA, et al. Neural correlates of eye contact and social function in autism spectrum disorder. PLoS One. 2022; 17 (11): eo265798. doi: 10.1371/journal.pone.0265798

Lauttia J, Hlminen TM, Leppanen JM, et al. Atypical pattern of frontal EEG asymmetry for direct gaze in young children with autism spectrum disorder. J Autism Dev Disord. 2019; 49 (9): 3592-3601. doi: 10.1007/s10803-019-04062-5

Sennott, S.C., Light, J., & McNaughton, D. (2016). AAC modeling intervention research review. Research and Practice for Persons with Severe Disabilities, 41, 101-15

Dada, S., & Alant, E. (2009). The effect of aided language stimulation on vocabulary acquisition in children with little or no functional speech. American Journal of Speech-Language Pathology, 18, 50-64.

Want to learn more in-depth information about how to support gestalt language processors?

1. There are many free podcasts, webinars and articles to get you started. A comprehensive list of resources can also be found on our website and Communication Development Center's website.

2. Consider taking the to learn more about how your child or client processes language, how you can help support them from echolalia to self-generated (original flexible) language, child-led therapy, and neurodiversity-affirming practices. Looking for something shorter? We have a Meaningful Speech course 1-hour introductory course perfect for extended family, daycare or school staff.

3. Consider taking our AAC + Gestalt Language Processing course . It will teach you how to identify, evaluate and support gestalt language processors who use AAC or who you think might benefit from AAC.

4. Look for a speech-language pathologist (SLP) who "gets it" and can help you in supporting your child's language development. Check out our registry for SLPs who understand gestalt language processing and child-led therapy.
5. Are you a school-based or private practice clinician looking for intake forms for new clients/students or creative visual reminder posters for your space? Check out the Meaningful Speech Marketplace.

# data[].attributes.attachment_link.description
We often hear that a child doesn't seem interested with their AAC system because they're not looking at the device when adults model or when the child presses a button. Looking at the device does not mean they're uninterested or not attending to your modeling.

# data[].attributes.attachment_link.keywords[]
"music with ms marlowe" "swingset mamas" "listen and learn with lizzie" "sing along with aac" "special education music" "preschool music" "swingset mamas" "m...

# data[].attributes.attachment_link.description
The SWINGSET MAMAS have been sharing their original award winning music to families and school communities for over two decades. Their energetic live shows, workshops, story books and videos combine visuals and movement to engage and connect people of all ages and abilities.