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How to use TouchChat with WordPower - The Basics (iPad)

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Modeling Language Using Augmentative Alternative Communication (AAC)

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Modeling language is something we do naturally as children are developing their communication skills. However, for children who are non-speaking or minimally speaking, and who are learning to use paper-based communication or speech generating devices to express themselves, it can seem overwhelming to know where to start. We may be just as unfamiliar with their new communication systems as they are! Fortunately, modeling language remains a key language stimulation technique to use with children who are learning to use or are using AAC. The primary difference is that we are modeling language visually as well as verbally, using their AAC systems, or perhaps with our own AAC system (which we may have for the purposes of modeling). When modeling language using AAC, it is important to point to pictures as we say words (on communication boards) or press buttons on speech generating devices as we speak (on a speech generating device). When we model language using the same mode of communication that we want our children to use (oral language, core word board, speech generating device etc.), they are much more likely to express themselves in the same way. So, the more people in their environments modeling language using AAC the better! Children need to see AAC being used for a variety of communicative purposes (e.g., commenting, describing, asking/answering questions, greeting, requesting) within many different situations, across a number of different settings in order to develop and expand their expressive communication and social language skills. Below, you will find a curated collection of materials which explain some of the ins and outs of modeling language for students who rely on augmentative alternative communication (AAC) to express themselves

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This is a complete TouchChat Training broken down into different video chapters. You can watch them in sequence or just choose a video by topic.

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 Emily Diaz | AAC Speech Therapist on Instagram: "Model 👏🏼 more! 👏🏼

Without expectation means you might be having a one sided conversation for a while. That’s ok. It doesn’t mean the student “isn’t interest” or “isn’t motivated.”

When you’re looking for a word on the device it’s helpful to model something like “hmmm I can’t find ____ so I’m looking for it...”

If you make a mistake on a device you can model something like “oops made a mistake!”

Hopefully you’ve seen the quote about it taking a child 84 years to receive the same language input as an 18 month old if they only have access to modeling 30 minutes 2x a week in speech therapy.

Model morphology! Speech doesn’t have to be telegraphic when you use AAC. Plurals, past tense -ed, and present progressive -ing can be really important.

Even if they aren’t looking includes even if they get up and walk away from you to the other side of the room. Keep on modeling.

Core is cool, but have you tried modeling social phrases yet?!

Spread the word. Share this post 💌"

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488 likes, 9 comments - emilydiazslp on March 25, 2021: "Model 👏🏼 more! 👏🏼

Without expectation means you might be having a one sided conversa..."

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How to Get Started Modeling Language on AAC

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Learn how to attribute meaning with your AAC user

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Modeling AAC at Home: A Beginner's Guide for Parents

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If your child or loved one uses an augmentative or alternative communication (AAC) device, you probably want to support them in the best way possible. However, it can be difficult to know what to do. There is no clear handbook on where to begin and there are a ton of AAC systems/softwares out there. We know that it can be overwhelming, which is why we're here to help!

Continue reading to learn about 5 ways to help support your child's AAC use.

Augmentative and alternative communication (AAC) is an umbrella term for different communication methods. AAC is often used by individuals with complex communication needs, i.e., individuals who may not be able to communicate most effectively through speaking.

There are many different types of AAC, from no tech, to low tech, mid tech, and high tech. AAC is highly customizable and can be modified to align with the user's needs and preferences.

AAC can also be overwhelming for those who are not familiar with it. We get it - we were once there, too! Through our educational and career experiences, we have learned a lot about AAC and are eager to share our tips with everyone.

1. Become Familiar with the AAC System

Take some time to get to know how the AAC system works! Scan through the vocabulary, learn some of the operational functions (e.g., power and volume), and familiarize yourself with the overall layout and organization. If your child is using a low tech system, such as a communication board or book, you can get familiar with what vocabulary is included and where it is on the board or in the book.

If your child has a mid tech AAC system, such as a BIGmack button, you can learn how to turn it on and off, how to adjust the volume, how to change the message on it, and how to position it in a place where it can easily be accessed by your child.

If your child has a high tech AAC system, such as a speech-generating device, you can learn about all of the vocabulary on the device, where to find certain words on the app, how to charge and care for the device, and how to troubleshoot any difficulties.

Beyond learning the language on the AAC systems, there are also other things to learn about AAC!

We often refer to learning how to use AAC systems as operational competencies. We believe it is important for both you and your child to develop operational competencies. This may include how to adjust the volume, how to turn the device on and off, and how to manipulate it effectively.

There are often accessories that come along with AAC devices; it can be helpful to become familiar with those as well!

Access methods may be adjusted to best fit the needs and abilities of your child; this may be something to discuss with your team, which leads us to the next tip...

Your child's care team likely includes a speech-language pathologist, a pediatrician, YOU, and other professionals. Remember that you are a valuable member of the team and collaboration is important! Collaboration can help with the carryover of AAC use, which means it is used in speech therapy sessions, at school, at home, in the community, and more!

You know your child best and can advocate for their needs, abilities, and preferences better than anyone else. You may provide input on key vocabulary to add to their AAC system, what access methods are working well, and what challenges you have faced.

3. Model Language Using AAC

Typically-developing children learn language through their exposure to it. Children who use AAC benefit from exposure to AAC systems (and their robust vocabulary within them)! This can help them learn how to use these systems to communicate successfully.

Spending a dedicated amount of time each day actually using the AAC system with your child to demonstrate how to use it is excellent (another reason why tip #1 is so important)!

We know that a "dedicated" amount of time may be 5 minutes some days, 30 minutes another day, and 90 minutes on a really great day. Rather than feeling pressured to model AAC for an X amount of time each day, try to use it as much as you are able.

There are many ways to model language through Aided Language Stimulation.

Modeling Language Examples
Before a meal:

Pointing to a symbol of food

Pressing the button "eat"

Saying "eat" while pointing to the symbol/pressing the button

Moving around the house or going to a new location:

Point to "go"

Press the button "go"

Say "go" while pointing to the symbol/pressing the button

4. Keep the AAC System Around

Your child will learn how to use their AAC system faster if they have more opportunities to use it and are able to use it immediately! As humans, we do tend to take the path of least resistance, so consider this by keeping the AAC system near them as much as possible. This can increase the probability that they will be more inclined to use it. If they're playing on the ground, have it next to them on the ground. If they're brushing their teeth, have it on the bathroom counter. If they're riding in the car, have it on their lap or next to them.

5. Encourage, but do not Force, AAC System Use

It's important that your child is encouraged to use their AAC system(s)! Any attempts they make to use it, even if they don't point to or press the "correct" button, is great. Language use for anyone requires a lot of learning and trial and error.

Respond to their communication attempts, provide praise, and acknowledge what they say. We do discourage forced use of AAC, though. An example of forced use may be grabbing your child's hand to press a message/phrase on their device of something you may want them to say - even if they haven't demonstrated any interest in pressing that button.

Some days your child may not want to use AAC as much as other days, and that's okay! Each day may look different.

Having a sense of AAC ownership can also be key! By encouraging, but not forcing, AAC use, AAC ownership may be developed more quickly.

Bonus Tip for AAC:

Presume competence! This means that you assume that your child is able to communicate and will learn how to use their AAC systems to communicate effectively. It may take time, and you may explore different vocabulary sets, but believing they can do it can make a big difference in your (and their) mindset!

Looking for More AAC Information?

AAC Products and Resources

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AAC tips are strategies that can help parents best support their children in learning how to communicate more effectively. We discuss ways to help parents and caregivers support AAC users using no tech, low tech, mid tech, and high tech AAC systems.

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Strategies for AAC apps to reality

Without a doubt, the key strategy that is discussed and promoted as best practice for AAC is Modeling or Aided Language Stimulation. We can all understand the concept that AAC users may not learn how to effectively use their AAC system for communication if they do not see it used regularly and reliably by others in their world.

However, although we talk frequently about the importance of modeling, there is often not as much discussion into the "nitty-gritty" of HOW we model.

The first part is always to boldly step in and have a go, remembering that any modeling is better than none!

Modeling augmentative and alternative communication

When we are just starting to model AAC with individuals, how you model words and language is important. So consider today's DO and DON'T....

Do focus on key words when modeling AND

Don't think you need to always model grammatically complete sentences

When we focus on modelling the key words in a sentence, it makes us target the most important words needed to convey the meaning of the message. If I model this sentence : " I GO SHOP GET BANANAS", even though it is not grammatically complete, the general message of my sentence can be understood. Especially if it is modeled in context as I am telling my friend about what I had done this morning.

Key words is a powerful way to demonstrate how we start combining words to build sentences and language, without the demands of having to know/understand the grammar. Unfortunately many of us are grammar warriors. We hate seeing incorrect grammar all around us and the idea that we might model sentences that are not actually grammatically correct, makes us feel anxious! But it is okay - we all need to let that go!

Logically, modeling key words before full grammatical sentences should make sense - this is probably how the AAC user will develop their language. They are likely to say and communicate to us in key words, before they start composing sentences, much the same as all children develop language! Everywhere I have ever been, we have always celebrated an individual's success at combining key words and not stopped to criticise their incorrect grammar.

There are a few problems with focusing on modeling fully grammatically correct and complete sentences on an AAC System:

We can get so hung up on getting all the grammar right and all the little words in there, that that small window, that wonderful teachable moment can be lost.

It can also lead to frustration for us; especially when we can't find the right words on the AAC system to make the sentence correctly. Modeling every word is overwhelming!

And often that is not real life - does everyone have to time to fully compose a long complex sentence every time? Often we say one or two words in an effort to get our message across quickly and efficiently, which is super important for AAC users too.

These can become barriers to us becoming good modeling communication partners! We give up! We feel that we are no good at modeling! We think modeling is too hard! Now if we take away the pressure to model grammatically, and instead think about the key words, we can make a start now and build our language modeling as we get more familiar with the AAC system and as the AAC user starts using it more.

Key things to remember for augmentative communication apps:

When you are modeling on the AAC system, it is totally okay to use the AAC system to model 1-2 words (or however many are needed), whilst saying verbally the complete sentence. For example, I could model on my AAC system "I GO SHOP GET BANANAS", while saying verbally "I went to the shops to get the bananas".

It is also okay to model the correct grammar at the right time for the individual. For example, if the individual uses his AAC system to say "I GO SHOPS" when asked what he did, then this may be a perfect opportunity to model and show him how he can use grammar supports to find the word "WENT", or to model little words like "TO" and "THE" on his AAC system.

How many words should we model?

As a good rule of thumb, it is often recommended that you model words and language that is one step above the AAC learner's current skill level. So if the AAC learner is not yet using the system to communicate in single words, model at the single word level. For example, if you're leaving the classroom to go to the library, you can verbally say "It's time to go to the library" and press the "GO" button on the AAC system when you say the word "go". Once the AAC learner is at the one word level, you can step up your game - add a word when you model. So if you're leaving the house to go to see grandmother, you can verbally say "Let's go see Nanna" and press "GO" and "NANNA" while you're speaking these words. Keep building your modelling of word combinations to match the language of the AAC user.

What kinds of words should we model?

It is important to provide lots of modeling of the core building blocks of language - those core words. Showing individuals how they use these core words in different ways, in different word combinations to communicate different things is very powerful!
It is important to model that we use different words for different reasons - it is okay to model how to request things ("I want"), but it is really so important to model the language needed to make comments, ask questions, give opinions, describe things, tell news and stories, start conversations and much more.

Your turn

Think of an activity that you like doing with your AAC user/s... what are the KEY WORDS that can be said and modeled during that activity? What kinds of ways will you combine these words when you are modeling? Do you know how to find them in your core word vocabulary? What different kinds of communication reasons (functions) can you model? If they are ready, is there specific grammar that you would like to model and/or teach during the activity?

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Do's and Don'ts of AAC - Modeling - AssistiveWare

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We all know that the best practice for teaching AAC is Modelling or Aided Language Stimulation. We can all understand that AAC users will learn how to effectively use their AAC system when they see it used regularly and reliably by others in their world. So how do we model?

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What to do when a child uses a word over and over again

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What to do when a child uses a word over and over again

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 Sarah Cruz, M.A. CCC-SLP on Instagram: "What do you do when a child is repeatedly using the same words on their communication device?

The answer is really more simple than you may think - MODEL! 

Model what? Okay let’s expand on this.. imagine I’m using AAC myself to engage with the child.

💬 expansions; recast AND expand on what they said 
💬 add specificity (descriptive words)
💬 simply comment on what they’re doing during their play routine
💬 ask questions about what they’re doing and their interests; model the WH- words

The bottom line is, you are simply demonstrating uses of communication during the activity! As my friend @carolineramseymusselwhite always says “increase invitations, decrease demands”

Above everything, always remember that communication is connection, not a test.

If you found this helpful, please like and share ✨❤️"

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12 likes, 0 comments - sarahcruzslp on January 13, 2023: "What do you do when a child is repeatedly using the same words on their communication device?

Th..."

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 Sarah Cruz, M.A. CCC-SLP on Instagram: "Wait time - so crucial when communicating with an AAC user AND emergent communicators. I do it with my infant. If I wait, it’s sort of like a nonverbal cue - “go ahead, I’m listening! Your turn” ❤️ She makes a vocalization almost every time I wait it out. For AAC users, conversation moves so quickly that if we don’t pause and advocate for them - “wait, she’s has something to say”, the topic will change and they will have missed the window of opportunity. Wait time is a simple concept that makes a huge impact. It also speaks volumes to that AAC user. They really appreciate it. 
What are some other benefits of wait time? 
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#AAC #speechpathology #communication #language #waittime #communicationstrategy #augmentativeandalternativecommunication"

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19 likes, 1 comments - sarahcruzslp on February 8, 2022: "Wait time - so crucial when communicating with an AAC user AND emergent communicators. I do it wi..."

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