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Using just the words on this board:

Could you actively participate in your virtual meetings? What is missing from this?

What barriers would you face related to communication?

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Explore the list of AAC apps on Canvas

Report back on features of apps. Ease of Use? Options for symbols / words? Organization of Language?

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How does the focus on communicative competencies lead to greater independence of use?

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What type of prompting leads to independence versus those that create prompt dependency?

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Share two key takeaways that you could utilize to be a better communication partner to an AAC user.

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This AAC board does not allow someone to fully participate in an online meeting because it is very limited in terms of what vocabulary it has. Specifically, this board is lacking opinion words like "agree" and "disagree". It would be difficult to participate in online meetings because a lot of what we discuss in class involves personal experiences and opinions. It would be very difficult to participate in a productive discussion without being able to easily express your opinion.
- Cassidy

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It would be difficult to participate in virtual meetings while only using this board. Although there are ways to communicate with it, there are many words and phrases that would be difficult to communicate. For example, there is no way to say you have a question or you do not understand something. I think this board would help someone respond to other's ideas/thoughts, but it would be difficult to express your own ideas and thoughts while only using this board. -Alyssa Evanik

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The first app I explored was "Flashables 50 English Audio" This app was created to help children with autism who have delays in speech development. The child is given a set of pictures of favorite foods or toys, when the child wants one of these items, they show the picture to communicate. The app was easy to use, it had a list of activities and when you click on one it shows a drawing of someone doing that activity. For example, if you click on "drawing" it shows a picture of a child drawing. The app is available in English, Chinese, and Japanese. The second app I explored was "Talk To Me 100" This app was also easy to use. It had a board of simple words and little visuals to go along with it. When you tap on one of the squares, a child's voice says the word. This app was created to help children who are learning to talk or who have difficulty with verbal expression. Both of these apps are simple, easy to use, and can be very helpful to someone who struggles with expression. -Alyssa Evanik

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The focus on communicative competence leads to greater independence because individuals are able to express their thoughts and feelings even if they have trouble with verbal communication. In the video it was mentioned that independence does not only mean if someone can use their device, but it is about where the message is coming from. Regardless of age or communication development, AAC should help the individual to be able to say what they want to say, to whomever, and whenever they want to say it. Independence is not just about being able to push buttons, but being able to express what you want to say to others. -Alyssa Evanik

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Physical prompting can create a dependency, rather than lead to independence. You should not be physically moving the child’s hands to prompt them. Prompting that can lead to independence includes pausing in between to give the individuals opportunities, gesture towards or light shadow and pause, and point or light to 2 items and pause. Physical cues such as hand under hand leads to more dependency rather than independence. -Alyssa Evanik

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One takeaway that I could utilize to be a better communication partner to an AAC user is to give descriptive feedback. Rather than just saying “great job!” it is important to acknowledge what they communicated and say it back to them if possible. For example, you can respond to something by saying “Great, you asked for more food, here it is.” Another takeaway I had is not to have low expectations. We need to have high expectations and give the individuals opportunities to show what they can do. You must allow for mistakes, allow independent thoughts, and not over correct the individual. -Alyssa Evanik

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Using the board would be a challenge in virtual meetings, but not impossible.  It would entirely be based on what is discussed in the meeting.  While the board is designed is offer generalized responses, rather than anything specific,  and even though there is a SPELL/NUMBER key, it may still be difficult to use even if it provides all letters and numbers.  The board is designed for nonverbal people, who may not have a fully developed vocabulary, creating further issues.  If the board were to be used in a meeting, all participants need to be aware that someone is using it and need to be aware of potential delays or limited responses. - Dave B

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The first app I explored was Grid Player.  Grid Player is an AAC board designed for low or nonverbal people.  What separates Grid Player is that the board and the images can be edited and personalized.  Though you need an account to use the AAC, there are over 24,000 symbols available for use, male and female voices, word prediction and the ability to copy completed sentences.  There are also over 1,000 talking photographs that can be used to convey actions on top of thousands of words.  Finally, instant phrases are also available. Despite the benefits, the app appears to be available in English only.

The second AAC I explored was Dialogue AAC.  The app is designed for more customization, particularly in more specific and professional settings. The app works like other AAC boards, but allows the user to create their own language system by personalizing their own words, saving them for different occasions and even recording their own words, or someone else's, voice.  This allows the user, if able, to potentially use their own voice in specific settings, providing applicability to topic-specific meetings.
-Dave B

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Prompting that nurtures independence include waiting for responses, rephrasing or repeating questions, and engaging in an "I do, you do" model.  Furthermore, having a social interaction/communication with someone can help fuel independency.

Prompting that can hinder independence include guiding or moving the person towards specific responses, being impatient, or answering for the person.

-Dave B

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A focus on communicative competencies lead to greater independence by incorporating the user's own words, voice and personal preferences into the AAC.  When using generic AAC, the user is using someone else's predetermined vocabulary and syntax.  AAC that can incorporate personalization, such as personalized vocab, as well as digitized and synthesized speech can allow the user to express themselves as an individually as possible.  Additionally, the AAC needs to have proper accessibility and opportunity in order the foster adequate independence.
-Dave B

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The first takeaway is to be familiar with the AAC.  I need to be 100% aware of what the AAC is capable of. Can the user answer specific or complex questions, or are they limited to simple and generalized phrases?  Can the AAC be personalized for specific discussions?  How does the device integrate with the environment the user is in? I would need to be aware of all considerations with the device in use. The second takeaway is to be more aware of the individual's communicative competencies, such as syntax and grammatical knowledge. By knowing the individual, I can better help understand what the user intended with their AAC assisted speech as well as help personalize questions, and the AAC itself, for the user.

-Dave B

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An online meeting with just this board will be possible but incomplete. It does not have all the required components for a meaningful communication. For example, the body language aspect of communication is missing, which is the range of nonverbal signals that people use to communicate feelings and intentions. These include posture, facial expressions, and hand gestures. The ability to understand and interpret other people's body language can help communicators to pick up on unspoken issues or feelings, which is impossible using the AAC board alone in online meeting.

Lucy

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The app Talk For Me -translates text to speech in an amazing way. It was designed and engineered by someone who lost the ability to speak. This app allows you to type in the main text area or tap one of the six main custom buttons and your iOS device will talk for you by saying the words that you have typed. Great tool for children with developmental and speech delays.
Lucy

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THE FOCUS ON COMMUNICATION COMPETENCE allows a communicator to center the individual. It permits the speaker to adapt to the needs and be reactive to the feedback from the listener. By focusing on communicative competence,  people can enhance conversations with ELLs and the conversation often becomes more meaningful to both the listener and the speaker.

Lucy

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Prompt dependency is the situation where the child is limited to being told what to do.  For the child to perform the task , instruction must be given by a second party, otherwise, the child will not know what to do on it's own, but depends on the prompt. In essence, the child can be said to be dependent because the child must be told or modeled what needs to be done in order for the child to respond accordingly.
Lucy

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Take-away 1: To be a great communicator, you must choose your words and communication tools well, understand your audience, and connect with the audience in the right way, the right time and place. It requires some practice to master the skills and learn how to be an effective communicator to a particular person, according to their individual needs or limitations.

Take-away 2: Successful communication usually requires the two or more parties to be active in the conversation. Therefore, the other party is not active because of a personal limitation, the speaker has to look for ways to engage the audience.

Lucy

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I think it would be difficult to communicate with just the words on this board during a virtual meeting. There are many vocabulary words that are missing that would be required to be able to actively participate in the meeting. This board would not allow someone to talk about their own experiences, ask a question, or state their opinion.
- Gab Mahoney

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The AAC board would be difficult to use in an online setting because you would not be able to meet all four functions for communication. Social closeness and exchange of informations would be difficult because you would have to scan the pictures quickly, especially if there was more than 2 people on the call.  This would also limits what you can say and respond to as it is not meant to encompass our whole language, but just a short part of it.  Other limitations would be if you had to hold this up to the screen, that would be difficult for others to see and would get tiring fast.  Although you could participate in the meeting, it would not be as an active participant.
-Kristen S.

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The AAC board would be difficult to use in a virtual meeting because you wouldn't be able to converse everything that you may need to. There is also a wait time that comes into play when using an AAC board. There would be things that are not on the board that you need to say or explain to the people in the meeting. The board makes the conservation limited.
Niki

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I had trouble accessing some on Canvas, so I searched on my phone and found Spoken-Tap to Talk AAC.  This app learns the way you speak and helps fill in words that you are having trouble getting out.  It has a picture and word list for you to pick from.  It's easy to use and not a huge menu like a PECS board, but enough to get you what you need.
-Kristen S.

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Focusing on the communicative competencies allows the person to say what they want, to who they want, and when they want to say it.  You not only look at the linguistic aspect, but also the social, operational, and strategic functionings with the AAC device. These aspects allow the person to have an individual personality with their device. It allows them the freedom to communicate as everyone else does.
-Kristen S.

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Prompting in the video needed to be removed in order for the child to make decisions on his own and allow modeling and wait time.  Physical prompting is the most dependent and gestural prompting the least, but with all prompting you need to make sure you fade it out so that the person is independent.  Over use of any form of prompting leads to dependency.
-Kristen S.

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First takeaway: Make sure I am a model for the person and give enough wait time.  I need to make sure that I am not guessing what they want, but allow them enough time to get their thoughts across.

Second takeaway: The sad thought that there are many people who are older and have not been given a AAC device because others thought they did not have the skills to use them or that they had nothing to say.

-Kristen S.

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I think it would be difficult to participate in virtual meetings while only using this board. I think this board is a great tool for those that are non verbal. I have specifically seen this used in a preschool setting which allows the para professional and teacher to know whether a child is hungry, tired, or needs a break. As a college student, having a detailed conversation or asking questions could be very difficult to achieve with this board.

-Nicole Ponzio

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An app I explored was featured on Kate Ahern's Pinterest page. She had several apps that included assistive technology for special education. Piktoplus seemed like a great tool for students for communication. Although the app itself is in Spanish, I was able to tell from the images provided that it was a communication app to helps adults and others understand students who may not speak clearly or non are verbal.

-Nicole Ponzio

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The focus on communicative competencies leads to greater independence of use in several ways. Communication devices especially allow children to express there feelings and also allows children to express their feeling whether it was by doing, showing or physically.

-Nicole Ponzio

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Prompting that leads to independence includes showing/modeling and having the child try to complete the task on their own after. Modeling especially, helps children become independent but being sure to not prompt too much so that children can practice on their own is important too.

-Nicole Ponzio

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First takeaway: Modeling and being patient while the child is learning is especially important.

Second takeaway: Communication is extremally important. If a child does not have a communication device and only receives program such as speech, it can cause a delay in their learning.

-Nicole Ponzio

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Using this board to participate in virtual meetings would prove to be challenging. Relying solely on the board as a way to communicate would not offer a way to actively participate in the conversations. The board does offer a way for users to generate some general responses that they could use to others ideas but it does not easily allow users to offer their unique perspectives, questions, or comments. -Shannon Jordan

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Could you actively participate in your virtual meetings? It is something you can do but it is limited with the phrases you can create. I think this is on a very preschool/ kindergarten level
What is missing? It is missing emotions and feelings, as well as the phrases needed to agree with reasoning, beyond yes and no. It is missing question words such as how, why, when. Therefore you would not be able to ask your professor, " When is the article due in classroom?" It is missing the ability to ask detailed and elaborate questions, but it does provide basic options for someone who may be using a choice board on their ipad because they are non verbal and need to phrase something rather quickly and briefly.
What barriers would you face related to communication? The barriers I would face would again to be able to ask detail about a situation, infer, question, discuss emotions, give an opinion, or really state major observations. - Amanda Brown

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I had trouble with the links, but I researched this topic and found this site. https://www.educationalappstore.com/blog/communication-apps-for-children-with-autism/

I explored SayIt! It is a text-to-speech tool compatible with iPhones and iPads and includes phrase boards

I also explored Lil’ Requester, which was created by parents to help students who struggle with social communication challenges. The app helps children make decisions and feel independent as well as express themselves. Some of the phrases it includes are places, people, emotions,  and activities. I think both of these apps would help nonverbal children, children with speech delays, and others with communication impairments be able to communicate to their parents, teachers and peers. - Amanda Brown

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Augmentative and Alternative Communication (AAC) refers to the tools and strategies used to assist people who have little or no speech to communicate. AAC apps assist individuals in forming phrases and sentences using symbols and predictive keyboards. Augmented and Alternative Communication (AAC) apps for adults and children can be used for varied reasons from a temporary disability to a permanent one.

Much has been written about the potential of mobile technologies in supporting young people to communicate. This potential can most readily be seen in the area of communication and specifically Augmentative & Alternative Communication (AAC). Mobile devices along with applications such as Proloquo2go by AssistiveWare, My First AAC by Injini and Alexicom AAC has brought AAC into the mainstream, opening up a world of opportunity for those where expressive communication was limited.

The following apps help persons who struggle to speak due to conditions such as autism, brain injury, cerebral palsy, Down syndrome, and stroke. Here is the list of the best AAC apps for nonverbal communication that anyone can access and use.

1. CBoard (Android)

Cboard is an Augmentative and Alternative Communication (AAC) web app for children and adults with speech and language impairments, aiding communication with symbols and text-to-speech. This versatile application has been designed with the support of UNICEF and provides a unique voice for those who wish to communicate using the application's language platform.

Parents and Teachers could use the app for children who are struggling with communication. These applications could include children with special needs, visually impaired, hearing impaired, autistic and those who are recovering from illness.

2. Lil Requester (iOS)

Lil' Requester is a unique app that was founded by parents for parents and created to help children with socio-communication challenges express themselves and their needs effectively. This application will enable the user to communicate their needs and express themselves verbally enabling them to make decisions or choices easily.

The app is fully customisable and includes a range of communication topics such as places, people, emotions, activities and more.

3. TouchChat (iOS)

TouchChat is a symbol and text-based AAC tool available for both iPhone/iPod Touch and iPad. TouchChat HD is a full-featured communication solution that allows non-verbal individuals to create words, phrases, and messages using synthesised or digitised speech. TouchChat can be customised to suit individual needs, has a library of over 10,000 symbol stix, four pre-programmed vocabulary organisations, and uses spelling with basic word prediction.
Features:

Access to SymbolStix library, and easily add your own photos.

A LITE version (without the speech) feature is available to try the app out.

Pre-programmed, fully customizable vocabulary sets are available.

High-quality text-to-speech voices.

Share text in message window via email, Facebook, Twitter, Tumblr and text message or even copy and paste into other applications.

4. Proloquo2Go (iOS)

The Proloquo2Go is an AAC and text-to-speech app that is completely customizable and designed for a range of fine-motor and visual skills, making it useful for non-verbal people with a range of other diagnoses. Proloquo2Go lets people talk using symbols or text in a natural-sounding text-to-speech. AsssistiveWare presents Proloquo2Go, a symbol-based AAC platform that's ideal for people who don't prefer text-based solutions.
Features:

Access to 14,000 symbols and easily add your own photos.

Pre-programmed vocabulary sets (Research-based: core word and basic communication) which is fully customizable.

Share text in message window via email, Facebook, Twitter, and text message, or even copy and paste into other applications.

5. QuickTalk AAC (iOS, Android)

With Quick Talk, our AAC communication app, you can go anywhere with your child, friend, or client, easily take out your phone or tablet, and communicate at the speed of life. AAC app based on categories of pairs of buttons to select phrases and words (100 maximum). 11,000 images and symbols from the Smarty Symbols library. It uses a recorded voice or TTS. The Quick Talk AAC app is a comprehensive AAC application designed by educators, therapists, engineers, and parents to help individuals who are non-verbal to communicate through images, profiles, and symbols.
Features:

Easy to navigate, quick access to Yes/No, 11,000 Symblstix images.

Easy setup, create a profile and start using within minutes. Add buttons before the new event or on the go.

Navigate to speech buttons in 1-2 clicks.

High-quality text to speech or use your own voice.

Typing mode.

6. iCommunicate (iOS)

iCommunicate is a visual and text AAC app as well as task completion and audiovisual prompting. With iCommunicate app, there is a very large database to choose words and actions from, making speech available for every occasion. You can also record your own custom language to help improve communication across language barriers. iCommunicate app allows the user to print out their schedule they have made, making this application very diverse.
Features:

Allows you to create pictures, flashcards, storyboards, routines, visual schedules and record custom audio in any language.

Comes preloaded with 10,000 Symblstix pictures.

Can insert Google images, printable storyboards.

7. LetMeTalk (iOS, Android)

LetMeTalk is a free AAC (augmentative and alternative communication) app available for both Android and iPhone. This app supports communication in all areas of life and therefore providing a voice to everyone. LetMeTalk enables you to line up images in a meaningful way to read this row of images as a sentence. The image database of LetMeTalk contains more than 9,000 easy to understand images from ARASAAC. Additionally, you can add existing images from the device or take new photos with the built-in camera.
Features:

Supports several languages including English, Spanish, French, Italian, German, Chinese, Portuguese, Brazilian Portuguese, Dutch, and Arabic.

Synthesised Speech (Computer Generated)

Allows for switching back and forth between languages for families who are bilingual.

8. SonoFlex (iOS)

Tobii Sono Flex is an easy to use AAC vocabulary app that turns symbols into clear speech. It offers language to nonverbal users who are not yet in full control of literacy. The Lite version differs from the paid version in that there is a limit on the preprogrammed contexts available and reduced customisation settings.
Features:

A LITE version is available to try the app out.

Core vocabulary set provided, with some context/topic-based boards also included.

High-quality text-to-speech voices (US English).

Fully customizable buttons, grids and folders.

9. AutisMate

AutisMate is a unique AAC app that allows the creation and tagging of real-world "Scenes." Users can take pictures of surrounding environments and tag "hotspots," which, when pressed, open a menu containing common phrases associated with the area. Users can even create "visual schedules" comprised of images representing daily tasks and routines, shown in chronological steps.

Integrating AAC into Classroom

Familiarity with the device or AAC app can also help the teacher come up with creative ways to use the system. Since each child has his/her unique set of preferences and abilities, the teacher can play around with the features of the AAC system to best suit the needs of the child. We need to widen the scope of where and how we use these devices, not just for use within the classroom and therapeutic domain. The key is practice, practice, practice. In order for young children to be successful in the use of tablets as communication aids, we as 'Communication partners' also need to speak the language of AAC. Similar to learning a new language, we need to model and practice using the device alongside novice learners. Modelling and continual practice need to happen both at home and school in order for successful outcomes.

When first using the iPad as a communication device at our school, we soon noticed the potential it could bring to our pupils with expressive language difficulties. At a basic level, we could quickly find out basic wants and requests, using the device in a similar way to Picture Exchange Communication (PECS). Many of the children were already competent with PECS so effectively we were not making further progress. We needed to move on from labelling and basic requesting. We made similar mistakes as many back in 2011; we focussed too much on the learning of topic words used within lessons to the detriment of social language and the teaching of core words. While the English language has at least 250,000 words, about 200 words account for 80% of everyday language, teaching the children these core words on their devices, opened up new lines of communicative opportunities that previously would have seemed impossible.

How to use an AAC app?

It is important to remember when thinking of using an AAC app, that use of the app alone is not sufficient enough to lead to improved communication outcomes. A supportive environment that compliments the app is vital; the symbol system that a particular app uses should be incorporated into the wider environment that the child will come into contact with. This enables AAC users to generalise symbol/word recognition outside of device use, a common difficulty for children with communication. Collaboration with parents is also important ensuring a consistent approach to core word modelling outside of school. Many parents are reluctant to use devices as potential communication aids for their children in the hope that language may naturally develop down the line. A common concern is that the child may become over-reliant on the device to communicate, yet studies show that the use of AAC, both hi-tech and lo-tech (communication boards) can kick start speech. For those who may never speak due to language production difficulties, the AAC device can become their voice. The use of synthesised rather than digitised speech has come a long way over the last few years allowing AAC apps to be more natural sounding and personal to the particular child.

Many children with communication problems use associative rather than linear thinking, strong visual processing skills allow the child to associate symbols with words allowing them to make sense of the world around them, develop language competence and enable access to areas of the curriculum that they previously couldn't. If you have a minimally or non-verbal child in your classroom, AAC applications could have the potential to do this. Development of language competence for AAC users will not happen overnight, AAC learning takes time for both the child and their communication partner. Be patient and you will see the benefits in time.

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Augmentative and Alternative Communication (AAC) refers to the tools and strategies used to assist people who have little or no speech to communicate. AAC apps assist individuals in forming phrases and sentences using symbols and predictive keyboards. Augmented and Alternative Communication (AAC) apps for adults and children can be used for varied reasons from a temporary disability to a permanent one.

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I don't really understand the question, so I will make note of a few of my observations from the videos. I liked the clip of the little boy with the pacifier. Although, I find it interesting that he appears to not participate in speech, when he has a pacifier in his mouth. Pacifiers limit speech in children. I liked the model and wait method the therapist was using because it allows the child to hear to word, followed by what that word should look like in context. I love how he can use his prompts on the Ipad to say bye to important people and talk about his day, which gives him independence when his words are not available. The app gives this boy a voice. I learned that autonomous communication means that an individual can say what they want, to who they want, whenever they want. According to Janice Light, we should use the four aspects mentioned in the video in order to create competent communicators. The categories are linguistic, social, strategic, and I missed the 4th. It is sad to think that some children go years without the proper speech therapy or communication devices because they lost so many opportunities to express themselves. I like the clip of Mike Cole's baby daughter playing with food. He was introducing an ipad with four options. It was the first time she was using it. He was modeling what to do when a word was spoken, such as " eat" I think teaching babies multiple ways of expressing themselves is important. - Amanda Brown

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What type of prompting leads to independence versus those that create prompt dependency?
Any over prompting a child may lead to dependency and should be gradually eliminated as the child progresses in their speech development. Perhaps when we are looking for an action from the child, such as brushing their teeth, a verbal prompt can be eliminated since we are not asking them to say " brush your teeth" Prompts can be least and most invasive. With good intentions, we start with most to least. But people have to learn to remember to fade their prompts. Instead, when we work from most independence and start to scaffold their communication supports. The video said we should avoid physical prompting. For example, hand over hand may lead to a person reacting to the physical aspect instead of the task at hand. We should pause between steps of a prompting hierarchy so the individual has the chance to respond. We should be observational and react. The chain of cues includes least to most prompting. It replaces physical prompts with modeling. If someone truly does not understand you can touch the screen or flip a book, THEN you can physically prompt them and quickly stop. For someone not yet independently using AAC you can model and show them speaking on the AAC tool, provide wait time, give indirect cues, point prompting, and model behavior. For students that are more independent, you can utilize wait time, responding through modeling, and waiting. -Amanda Brown

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Share two key takeaways that you could utilize to be a better communication partner to an AAC user.

I agree with some of my classmates that it is imperative to know the technology well, give detailed praise and feedback, understand their communication difficulties and be familiar with the challenges that it entails.
A few things I learned were the importance of providing individuals with a voice and a way to communicate as well as not delaying the process. Understanding your child, or your students from the start is important so you can help them right away. I also learned that if prompting levels are not improving we can raise our expectations, re-evaluate functions that the child may need, or change how we use the tools. I really liked the part of the video that talks about giving descriptive feedback. It is specific to the communication behavior and an example might be, " Great job asking for more pizza, here is your pizza to eat!" Or " You asked for the glue, what do you need to glue?" We can make ourselves better communication partners by giving more feedback, rather than just confirming. It is also not asking, " did you mean more pizza?" It allows them the chance to expand on what they said and it shows that you heard AND understood them. - Amanda Brown

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The first type of prompting we saw from the video was modeling and waiting. In the video, we see Mike waiting for the child to utilize AAC to communicate what he wanted. Once he communicated that want, Mike was able to do what was asked, which was "go". He played for a little and stopped in an effort to motivate the child to utilize AAC once again to communicate. This prompting from Mike is a way to encourages independence from the user. A prompt that would lead to dependency from the user would be hand over hand prompting. -Shannon Jordan

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Takeaway #1: As Mike demonstrates in the video of the child he was working with, it is crucial to provide the user with enough "wait" time while using AAC to ensure that their wants/needs are being authentically met.

Takeaway #2: The general best practice of providing descriptive feedback is just as important when it comes to AAC. This allows users to be assured that their needs/wants were correctly interpreted. This gives them reassurance and also confidence in their ability to communicate effectively with others. -Shannon Jordan

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Focusing on communicative competencies can lead to greater independence by giving the user the confidence in their ability to communicate effectively through the means of AAC. Individuals who struggle with verbal communication can find it much easier to share their wants, needs, opinions, etc. Being able to not only properly physically use the device, but also create communication that is accurate and reflects what you intend creates the desired goal of autonomy while communicating. -Shannon Jordan