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5 Tips for Parents/Caregivers of AAC users

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5 Tips for Parents/Caregivers of AAC users

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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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Great handout that gives easy to follow steps and strategies.

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Presented by my colleague and AT/AAC Specialist, Casi Heartstrong, her brief (5-minutes or less) video tutorials are clear and educational. Wide range of topics are covered across her YouTube series.

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Welcome to AAC 5 Minute University! A series about Augmentative and Alternative Communication (AAC). All videos are 5 minutes or less! Learn with us!

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[ en Español]

Children and adults with severe speech or language problems may need to find other ways to communicate besides talking. There are many types of Augmentative and Alternative Communication (AAC) they can use. Speech-language pathologists, or SLPs, can help.

On this page:

About AAC

AAC means all of the ways that someone communicates besides talking. People of all ages can use AAC if they have trouble with speech or language skills. Augmentative means to add to someone's speech. Alternative means to be used instead of speech. Some people use AAC throughout their life. Others may use AAC only for a short time, like when they have surgery and can't talk.

There are a lot of different types of AAC. No-tech and low-tech options include things like

gestures and facial expressions,

writing,

drawing,

spelling words by pointing to letters, and

pointing to photos, pictures, or written words.

High-tech options include things like

using an app on an iPad or tablet to communicate and

using a computer with a "voice," sometimes called a speech-generating device.

A person may use different types of AAC because there are many ways that we all communicate. An AAC system means all of the tools of this type that a person uses.

Working With A Speech-Language Pathologist

An SLP can help find the right AAC system for you or your loved one. They also help you and the people you talk with learn how to use AAC to communicate. Not every tool works for every person, so it is important to find the right one for you. SLPs work with other professionals like occupational therapists and physical therapists if you have different physical skills that affect how you access your AAC system. Some AAC tools are covered by insurance, but some are not. Your SLP can help you understand your options.

Common Concerns

You may have questions or concerns about using AAC. Professionals have been studying AAC for years, so we've learned a lot about how AAC helps people communicate. Here are some of the areas that research has helped us understand.
Age, Skills, and Timing
Some people wonder if children need to be a certain age before they can use AAC. Research shows that AAC helps people of all ages (even those younger than 3 years old)! You can use AAC early. There are no thinking skills, test scores, or other milestones that you need to reach before AAC can help.
Talking and Motivation
A lot of people wonder if using AAC will stop someone from talking or will slow down language development. This is not true-research shows that AAC can actually help with these concerns! People who use AAC can also learn how to read and write.
Movement
You might wonder how someone can use AAC if they have trouble moving their arms and hands. There are many ways to use an AAC system besides touching it. Your SLP may work with occupational therapists (OTs) and physical therapists (PTs) to find the best way for each person to use their AAC system.

You probably have other questions. The best person to talk to about AAC is an SLP. A good place to find an SLP who specializes in AAC is ASHA's Profind.

Other Resources

This list does not include every website on this topic. ASHA does not endorse the information on these sites.

To find an SLP near you, visit ProFind.

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Augmentative and Alternative Communication (AAC)

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Children and adults with severe speech or language problems may need to find other ways to communicate. There are many types of AAC that they can use. Speech-language pathologists, or SLPs, can help.

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Nice PDF of a presentation highlighting examples of goals you can write for different profiles of AAC users.

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A resource for developing AAC IEP goals

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Explore a variety of resources made available by PRC-Saltillo (makers of TouchChat and LAMP). Some of my favorites come from previous years' calendars embedded with great ideas, including this one on the Senses and this one on Experimental Science with an associated Science Lab Book!

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Check out what’s new on AAC Language Lab

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The Communication Matrix is one of the most widely used assessment tools for individuals with complex communication needs (CCN) who are functioning at the earliest stages of communication. Developed by Charity Rowland, it is a criterion-referenced assessment designed to identify how a person communicates, why they communicate, and what skills are emerging next.

Unlike traditional language tests, the Communication Matrix was specifically created for individuals who:

Are non-speaking or minimally speaking

Use AAC, gestures, vocalizations, eye gaze, body movements, or other nontraditional communication forms

Have severe communication disabilities

Are at pre-symbolic, emerging symbolic, or early language stages

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Wecome to the Communication Matrix

Understanding what individuals are capable of today is the first step toward helping them reach their potential.

Assessment

The Communication Matrix is a free 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 or using forms of communication other than speaking or writing.

"I am very excited about using this Matrix as part of our assessment and treatment plan for students with ASD." - Special Education Teacher

Community

Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.

"I love a focus on complex communication needs. Frequently I look at sites or information that does not apply to my students. It is great to have a site that focuses on the students I work with." - Parent

Purchase Paper and PDF copies of the Communication Matrix Assessment here.

See who is using the Communication Matrix around the world

© 2023 Charity Rowland, Ph.D.

Site by State33 and Smith & Connors

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The Communication Matrix is a free 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 or using forms of communication other than speaking or writing.

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Dynamic AAC Goals Grid – Third Edition (DAGG-3)

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Dynamic AAC Goals Grid – Third Edition (DAGG-3)

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The DAGG-3 (Dynamic AAC Goals Grid, Third Edition) is a free, criterion-referenced AAC assessment and intervention-planning tool developed through Tobii Dynavox. It is designed to help clinicians evaluate an AAC user's current communication abilities, identify appropriate goals, and monitor progress over time. Unlike traditional language assessments, DAGG-3 focuses specifically on AAC competence and communication independence.

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Design an intervention plan for those using augmentative and alternative communication with DAGG-3, short for Dynamic AAC Goals Grid (edition 3). This tool helps speech-language therapists collaborate with their patients' support team (such as educators and family members) to assess and progress their current communication abilities.

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AAC Evaluation Genie is an iPad-based AAC assessment tool designed to help evaluate skills that are important for selecting and trialing AAC systems. It is not a standardized test and is not intended to recommend a specific device. Instead, it helps clinicians identify a student's strengths and needs related to symbol recognition, language organization, vocabulary, visual skills, and access methods that may influence AAC system selection.

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‎Are you looking for a fast and efficient process to streamline AAC evaluations? AAC Evaluation Genie is an informal diagnostic tool that is intended to assist speech-language pathologists and others with identifying skill areas that relate specifically to the language representation methods commo…

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Social Networks: A Communication Inventory 

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Social Networks: A Communication Inventory 

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Social Networks: A Communication Inventory for Individuals with Complex Communication Needs and Their Communication Partners

The Social Networks Communication Inventory is an assessment and intervention-planning tool developed by Sarah Blackstone and Mary Hunt Berg. It is designed to help teams understand who a person communicates with, how they communicate with different partners, and what supports are needed to improve participation across environments.

Unlike many AAC assessments that focus primarily on the student's communication skills, Social Networks focuses on the relationship between the communicator and their communication partners. It examines communication across the individual's social world and helps identify where AAC supports, partner training, and environmental modifications may be needed.

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Product Features: Helps professionals and family members work with individuals with complex communication needs
Professional’s Manual includes a disc with PDFs of reproducibles
Includes Inventory Booklet, Professional’s Manual, and Social Networks DVD

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Test of Early Communication and Emerging Language (TECEL)

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Test of Early Communication and Emerging Language (TECEL)

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Test of Early Communication and Emerging Language (TECEL)

The TECEL is a criterion-referenced and standardized assessment designed to evaluate early communication and emerging language skills, particularly in infants, toddlers, and individuals with significant language delays. It was developed by Mary Blake Huer and Lynda Miller and is a revision of the well-known Nonspeech Test.

For AAC evaluators, the TECEL is especially valuable because it can be administered to:

Verbal communicators

Nonverbal communicators

Emerging communicators

Individuals who communicate through AAC or other nonspeech modalities

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TECEL: Test of Early Communication and Emerging Language, Complete Kit

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Revision of the Nonspeech Test!Now you can assess the language abilities of infants and toddlers; or test older individuals who have moderate to severe language delays.Download PDF of Product DescriptionAges: 2 weeks to 24 months (normative scores); older

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Tool for Analysis of Language and Communication (TALC) is a language sampling and analysis tool

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Tool for Analysis of Language and Communication (TALC)

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Tool for Analysis of Language and Communication (TALC)

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The Tool for Analysis of Language and Communication (TALC) is a language sampling and analysis tool designed specifically for multimodal communicators, including students who communicate using speech, AAC, gestures, signs, vocalizations, eye gaze, and other communication methods. It was developed by Senner & Baud (2013).

Unlike many AAC assessments that focus on isolate skills, the TALC examines real communication interactions and helps clinicians analyze how a student communicates across activities, partners, and environments.

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The Augmentative & Alternative Communication Profile (AACP): A Continuum of Learning, developed by Tracy M. Kovach, is a criterion-referenced assessment designed to evaluate communicative competence in individuals who use AAC systems. It can be used for initial AAC evaluations, intervention planning, progress monitoring, and re-evaluations.

Unlike tools that focus on a specific diagnosis or AAC device, the AACP examines how well an individual uses AAC across a continuum of skill development and helps clinicians identify next instructional steps. It is appropriate for children and many individuals with developmental disabilities who use AAC.

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AACP: Augmentative & Alternative Communication Profile: A Continuum of Learning

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Ages: 2-0 through adultTesting Time: 60 to 90 minutes This profile includes everything you need to assess communicative competence and design intervention for the ever-changing needs of people who use AAC systems. The Profile has two functions: An assess

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The FCP-R is a criterion-referenced communication assessment designed for individuals ages 3 years through adulthood who have developmental disabilities, acquired disabilities, or significant communication impairments. Unlike many standardized language tests, the FCP-R evaluates communication across multiple modalities and is appropriate for individuals who use speech, sign language, AAC, or other forms of communication.

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Best-Selling Assessment of Developmental DelaysAges: 3-0 through adultTesting Time: 45 to 90 minutesAdministration: IndividualThe FCP-R lets you account for some of the unique aspects of communication and the diversity among individuals with developmental

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The Communication Supports Inventory – Children & Youth (CSI-CY) is an assessment tool developed by Charity Rowland, Melanie Fried-Oken, and colleagues to evaluate the communication supports available to a child or youth who has complex communication needs (CCN).

Unlike many AAC assessments that focus primarily on the student's skills, the CSI-CY examines the entire communication environment and identifies supports and barriers that affect successful communication.

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CSI-CY (Communication Supports Inventory - Children and Youth)

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Great resource for learning and implementation. The Project Core implementation model is aimed at helping teachers provide students with significant cognitive disabilities and complex communication needs with access to a flexible Universal Core vocabulary and evidence-based instruction to teach them to use core vocabulary via personal augmentative and alternative communication (AAC) systems.

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CALL Scotland

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Eye Gaze technology replaces the mouse or touching the screen so you can use your eyes to:

Control your computer, tablet or communication aid

Use environmental controls

Play computer games.

What is eye gaze?

The technology tracks your eye to see where you are looking. To click or select, you can hold your gaze steady for a short time (called the 'dwell delay') and the system will click for you; or you can blink your eyes; or you can use a separate switch to click.

Eye gaze is useful for people who:

cannot use their hands or other means to access the device;

find access to the device to be slow or difficulty using other methods, such as switches.

The technical bit...

The eye gaze unit directs infrared light towards the eye;

The infrared light is reflected off the retina creating a 'bright pupil effect' (similar to red eye on photographs);

A camera within the eye gaze unit tracks this 'bright pupil effect' as your eye moves;

The eye gaze unit works out where you are looking and converts that into 'mouse movement'.

Setting up an Eye Gaze unit

1. Attach the mounting bracket to the bottom of your monitor or screen;

2. Plug in the eye gaze unit to your device's USB connector and attach it to the bracket;

3. You will probably need to install software to make it work.

4. Position the equipment and yourself and calibrate the camera for your eyes.

If the eye gaze unit is built into your communication aid or device then it's already done for you.

Considerations in choosing eye-gaze technology

Different eye gaze cameras seem to suit different people, so it's helpful to try a few out. Most of the suppliers offer in-person or virtual assessments and demonstrations, or consult your local AAC or assistive technology service, such as CALL Scotland.

Cost of hardware, software and support.

Do you need a camera of a complete system with integrated eye-gaze? A camera unit may be cheaper, while a complete communication / computer system has more features such as a robust case, wheelchair mounting, longer battery life, louder speech, switch interface and facilities to control appliances and other devices in the home.

The weight of the device if it's to be mounted on a wheelchair, etc;

What Products are on the Market?

Most of the eye gaze systems work with devices running Windows, but there are a few that work with iPads.

Eye gaze cameras

Complete systems with integrated eye-gaze

Software Activities Recommended for Eye Gaze

CALL Scotland has produced an infograph signposting you to specific eye gaze software activities useful for building the progression of skills for eye gaze users.

The software curve ranges from early sensory level activities right up to fully featured computer access and communication tasks. Eye gaze hardware solutions are also matched to the skills of users at each stage of the curve.

The infograph is available as an A3 poster, and in PDF with clickable links that take you to sources of information on the internet.

There is also an archived webinar: Exploring the Eye Gaze Software Curve.

Some of the software listed in the infograph

Attention and Looking
These 18 fun and meaningful activities can be used with any child trying their first steps with eye gaze. Carefully graded and designed to assess and teach attention and looking skills, simple access skills and understanding of eye gaze.

Choosing and Learning
Designed to prepare eye gaze users for further communication and learning activities by developing choice making and access skills. Add your own pictures and sounds to extend the 18 activities to your specific communication and curriculum needs.

Exploring and Playing
18 fun packed games and exploring opportunities to play on your own and with friends. Assess and improve your targeting and access skills and progress from cause and effect to early choice making.

Eye Can Fly
Master control of your aircraft to become a fully-fledged pilot whilst learning Geography skills such as compass directions, landmarks and regions across the world as well enhancing your eye gaze skills.

Look to Learn
40 activities designed for adults and children starting out with eye gaze technology. The activities have been specially created to provide a fun way to improve access and choice making skills.

Sensory Lightbox
Light Box has 24 abstract interactive scenes which encourage exploration of basic cause and effect. A range of colours, contrasts and background options are provided.

Grid 3
Grid 3 software empowers people with disabilities across the world to communicate, control their environment and control their computer.

Tobii Communicator 5
An AAC software platform that converts text and symbols into clear speech, gives individuals computer access and more.

Useful Websites for Eye Gaze

Eye Gaze Pathway
Siz-step programme for introducing and developing eye gaze skills (requires a Tobii Dynavox device)

Helpkidzlearn

Fun, accessible games, activities & tools designed specifically for young children & those with learning difficulties.

SENICT Software

Ian Bean's SENict has free and paid-for activities for children and young people with additional support needs.

Gaze Project (Vision and Communication Research, UCL)

To devise a method in which a child's functional gaze abilities could be assessed.

Newsletter: join thousands of other people

Once a month we'll send you an email with news, research and thoughts, as well as training courses and free webinars you may wish to attend.

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Eye Gaze technology replaces the standard mouse so you can use your eyes to control your computer or communication aid.

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Handy chart to help guide you on your eye gaze journey

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Perfect for communication at home, school, on the road or in the medical environment, TTMT eye gaze cameras are among the most precise, portable and powerful eye gaze accessories available.

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Shop our state of the art assistive technology devices for AAC (augmentative and alternative communication).

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Explore eye tracking technology with Look® and VersaEye®—precision eye gaze devices that empower users to navigate, communicate, and connect using only their eyes.

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Accessible software to enable students with complex and additional needs to play, learn, and have an inclusive education.

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Data is at the heart of everything we do. It’s what allows us to create bespoke, accessible online services for your learners. For that reason, we take protecting your data very seriously.

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Accessible games for everyone

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The Apogee Project | Assistive Technology Specialists

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Life should be an adventure for everyone!

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Have fun making and talking about these fun recipes with visual supports.

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Use core vocabulary and descriptive teaching to dive into these science experiments!

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www.stormspeechtherapy.com - Science Experiment and AAC!

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Checklist of skills that supports learning and living for adolescents as they transition into and through adulthood.

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TALCAAC Provided Laundry Resource

Have your adolescent engage in doing the laundry. Use this helpful core board with relevant laundry fringe to support the process! Print out and laminate (or put in a clear plastic sleeve) to protect from wet laundry.

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Great source for bite-sized trainings to provide insights for our AAC users' communication partners.

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90 second Video Tutorials - digital version .pdf

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Core Word Learning using PCS symbols. Intended for adolescent and adult AAC users.

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In this new playlist, Let’s Learn About Core Words, I create age respectful videos to learn new core words that are essential to communication. Use this vide…

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A robust AAC app with 25+ languages to select from for a seamless bilingual AAC experience. Try out for free!

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Flexspeak | Multilingual AAC and Visual Supports

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Multilingual AAC and visual supports with fast customization. Trusted by educators and clinicians worldwide.

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An amazing resource of information and MATERIALS that support AAC users develop their literacy skills. Check it out!

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Welcome Teachers & Parents of Emerging Readers!
The free books and resources shared on this site have been created for teachers & parents to use with emerging readers with significant disabilities of all ages. You are welcome to make copies of the books & resources and edit to meet the needs of

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PCW is a fun and interactive weekly writing routine that is designed for a mixed-ability classroom.

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101 Ideas for Using a Single-Message AAC Tool

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101 Ideas for Using a Single-Message AAC Tool

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So many gems in here! Worth taking a look.

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Great overview full of resources on the use of switches.

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This page is all about switches and switching, from the introduction, through cause and effect and onwards to more advance skills such as scanning. There is still a lot of ill informed practice out there. This page seeks to improve knowledge of the implementation of switches for staff and Significant others working with people (children and adults) experiencing learning difficulties and or a physical disability. If you think anything is missing please form this section of the website, please use the form at the bottom of the page to make contact. Equally, if you disagree with any point made, please feel free to make contact and have your say. In such a way, we will be able to move forward to even better practice for the good of all Learners and their supporting staff.

This area of the web site details the steps involved in developing and grading switching skills in the novice Learner.

There are a number of downloads that are freely available for non-commercial use at the bottom of the page. They may not be re-posted on any other website without permission of Talksense.

Training for switching skills and switch development is available from Talksense. If this page inspires you and you would like everyone in your establishment to share in this knowledge, why not book a training day from TalkSense? Simply contact Talksense using the form provided at the bottom of the page and let us know where and when and who and we will get back to you as soon as possible. The PowerPoint from the Talksense training day is available for download at the bottom of this page.

On this page the images may lead to further information on the specific topic area. If the cursor changes to a hand when the mouse is over the image, then a link is available. Simply click on the image to move and discover more on a specific topic area. You will be able to navigate back to this page after any move away.

Try it with using image to the left. Hit the left arrow key on the new page to return to this page.

From time to time this page will be updated. So you will know when new information has been added the date counter below will be updated.

This page was last updated on:
28th March 2014

A switch is a device that enables an individual experiencing a learning difficulty and/or a physical disability to operate some part of a mains or battery-powered system through a single action.

The most common switch in use in special education is probably the Jelly Bean format originally designed and produced by AbleNet. These now come in a range of four interchangeable colours (the switch top unscrews to allow it to be chaned for one of a different colour). There are other similar switches produced by others companies, for example Unlimiter produces a switch known as an Access Switch that has a screw on switch cap. The AbleNet switches come in three sizes (small (Spec Switch), medium [Jelly Bean] and large [BIGred]). Typically the switch comprises:

- a coloured switch top (Red, blue, green or yellow for the Jelly bean range)
- that is attached to a black flanged base. The falnge has three circular holes to allow the switch to be attached
to a mounting system. Not all circular switches have a flange.
- a transparent switch cap whose purpose is to hold (and protect) an identifying symbol to the switch top.

The switch top is sprung so that it can travel up and down slightly to allow the operation of an internal microswitch when the surface is pressed. However, not all switches look or work in this manner. There is a plethora of styles designed to suit a wide variety of needs.

For some Learners a switch provides a necessary interface with the external world: a vital, and almost independent, link that would be difficult to achieve without it.

A switch simplifies the operational process involved in controlling the whole (or a part or function) of a battery or mains powered item which may otherwise be difficult to control for reasons involving cognitive processing or physical access.

While a toy or appliance may move, a switch can be mounted and provide a stable, fixed point of access with which an individual may work.

A switch can provide safe access to another system that otherwise would be unsuitable for personal use.

Switches are everyday phenomenon: we all use switches in at least one of the above ways every day. The switches we use may not look like the ones depicted above but they perform similar functions and our world would be inaccessible without them.

There is a huge range of commercially available switches and, while it is not the purpose of this area to detail them all (and, as there are new switches emerging into the market all the time, it would be impossible to achieve), the basic types are listed (alphbetical order) below. For a brief description of each type of switch please click on the wobble switch symbol to the left and you will be taken to the page dealing with this area of switching.

In the UK switches can be obtained from a number of companies the majority of whom are listed in the company links section of this web site. Included are the folowing companies (listed alphabetically) that all market switches from their websites:

Air Pressure Switches;Mercury Switches (Modern types contain no mercury!);Tongue Switches;Other Specialised Switches (Integra Switch, String Switch, Twitch Switch ...).There is no pretence that this is a complete list of every switch type on the market. There are a vast number of switches in all shapes, sizes, materials and colours that can be operated by hand, foot, head, indeed any part of the body over which the Learner has some control. A good place to begin to look at the range of switches available is the Ability World, Inclusive Technology, Liberator Ltd, QED,
Switch formats listing ...

Cushioned switches;
Eye Blink Switches;
Standard switches (Big Red, Jelly Bean, Access Switch, Buddy Button ...);

Grip Switches;
Lever Switches;
Plate switches
Proximity Switches;

Toy Switches;
Variable Pressure Switches;

AbleNet website.Even if the Learner has a severely restricted range of movements there is a switch that can sense and act upon it. There are a number of switches that are in the form of toys that make sounds and light up and even vibrate. There purpose is to encourage Learners to interact with them for their own intrinsic pleasure prior to their subsequent use as a switch. Such a range of switches can be seen on the Enabling Devices web site.

Wobble Switches;

Remote switching is not quite wireless switching but almost! There is an absence of wires between the transmitter and the receiver BUT the appliance will have to be connected to receiver and, if the Learner is using his/her own switch, then it will have to be connected to the transmitter. At least three types of technology are utilised in remote/wireless switching presently: Infrared, radio, and bluetooth. As infrared requires direct line of vision and can be temperamental its use for this purpose is rapidly diminishing.The majority of remote switching devices are either radio or bluetooth technology. Both technologies work on a similar manner. There are two basic components: a transmitter unit that send a signal to a receiver unit. Some units have additional features such as latching or timer capablities that permit a Learner to make a momenatry access of a switch and yet provide timed or continual control of the appliance.

The symbol depicts the transmitter unit of the Jelly Beamer from AbleNet. It comes complete with a similar receiver unit which can be pluged into a toy (for example). The transmitter unit can be operated from the red switch cap on its top OR a jack socket is provided so that another switch can be plugged into the unit to operate it. Both the transmiiter and receiver are battery operated. These may be standard or rechargeable batteries depending on the particular model purchased. The range of such devices far exceeds that which is needed for their use: many will operate from outside of a room, for example. Though, why you would want to switch an appliance from outside a room is beyond me! There are several such remote switching devices available: for a list of products please click on the symbol.

Please note that remote switching to toys and remote switching to computers will require slightly differing interfaces. Computers generally require a switch accessible USB interface. Such an interface typically resembles a memory stick with sockets for switches. Software is provided so that the switch inputs can be configured to behave as though they were any keyboard key. In remote versions, the USB interface is able to receive signals from a separate transmitter to which switches may be attached. Typically, such interfaces will work with up to 2 switches but there are more specialised systems available that can operate with 8 or more switch imputs.

In the image, an Unlimiter Wobble Switch has been plugged into an AbleNet Jelly Beamer that is transmitting to its receiver unit to operate the Excitim switch adapted bear toy. All these components are available from the companies listed earlier.

Why use remote switching?

There are a number of reason that include:

Safety - don't attach switches directly to boiling kettles, for example.
Learner behaviour - Learners that tend to pull on wires may need wireless switching.
Space - There is not room on the Learners chair to include all the equipment and the cables do not stretch far enough
Convenience - The Learner is laying in bed (for example) and wishing to operate a cd player on the other side of the room.

If we are using switches to enable a Learner to access the world, it will be necessary to set a number of targets: As the example given is a large target, it will need to be broken down into a number of (much) smaller quantifiable objectives that will allow staff to recognize when the target has been achieved. It is impossible for this page to set the exact objectives for every single Learner as each is an individual and so objectives have to be personalized. Thus, the objectives outlined on this page are but examples of possible objectives and may be adopted, adapted and rejected as is appropriate. The Learner, who has no vision, for example, will not be able to 'look at the switch' but nevertheless may be made aware of the (tactile) switch in a specific location in his/her personal space.

TARGET: The Learner will be able to control her/his environment through switch activation.

To view a listing of the objectives for the above target please click on the symbol.

At a later point on this page, TalkSense will attempt to produce a 'switch grading system'

There are at least ten rules that are relevant when working with switches. Of course, there are exceptions to most rules but, generally, these rules apply unless there is a good reason to ignore them. They are listed below. However, if you want a fuller explanation of each of the rules please click on the symbol in this section of the web page. The tenth rule concern safety; one should not assume that as it is last in the list that is not of great importance - it is! The is no real connection between position in the list and relative importance of any item within.

If you believe that there are items that are missing from this list please contact TalkSense using the form at the bottom of this page.

If you have serious disagreement with any of the items in the list please contact TalkSense using the from at the bottom of the page.
Click on the symbol to go to the switch rules page
Rule One Maintain the switch position
Rule Two Maintain the switch style
Rule Three Label the switch
Rule Four Focus on the POLE not the switch
Rule Five Mount the switch
Rule Six POLE should be proximal in space and time
Rule Seven Remove the switch when it is not in use
Rule Eight Provide sufficient response time
Rule Nine Maintain your goals
Rule Ten Safety First (although its the last rule)

All the above are detailed on the switch rules page. Please click on the symbol above if you wish to go there.

Toys are fun. Toys are motivating, Toys can be visually stimulating. Toys can produce sounds, Toys can be multisensory. Toys can be used to teach the concept of object permanence. Toys can be used to teach the concept of cause and effect. Toys can teach numeracy, spatial awareness, even some ealy concepts in historical awareness! Why would we not want to make use of toys in the classroom?!

Some toys can be adapted so that they may be controlled by a switch. Switch Adapted Toys are both motivational and, if used correctly, can provide a means to educate Learners. There is a whole section of this website dealing with Switch Adapted Toys and their use in the classroom with Learners of all ages. If you would like to go there, please click on the symbol to the left.

Toys and other battery operated devices that are NOT accessible by switches can be made accessible very easily using a Battery Device Adapter.(BDA) (sometimes called a battery interrupter). The BDA is a simple system composed of two (normally circular) thin copper plates separated by a thin piece of insulating material all sandwiched together. A wire is soldered to each copper plate which terminate in a jack socket into which a switch may be plugged.

In order to switch adapt a toy (or other battery driven system), the copper plates must be inserted between the battery and a terminal. As the copper plates are separated by a thin piece of insulation, placing them between the battery and its terminal breaks the electrical circuit: the current travels (via the first copper plate) down the wire, through the jack socket and to a connected switch. When the switch is activated, the current can continue to flow back to the jack along the second wire to the terminal - thus completing the circuit.

With the BDA in place and the toy switched on, the toy is prevented from working because the BDA breaks the circuit. Only when the switch is activated can the current flow and the toy begin to work. Thus placing the sandwiched copper plates between the battery and the terminal switch adapts the system.

There is one further thing to do and that is to file a small triangular notch into the toys battery cover to allow the BDA's cable to exit. As battery covers are generally made of plastic this is a typically a simple and quick procedure.

Not all toys and battery driven devices can be switch adapted in this way. If the toy (or device) has a simple On/Off switch which, when moved to the ON position, causes the device to operate immediately, the device can be adapted. If the device does not start operating immediately when the On/Off switch is moved to the ON position then the device may not be suitable for switch adaption. However most toys and other devices (such as radios, torches, fans, etc) can be switch adapted using a BDA with the method outlined above.

NOTE: BDAs will only work with normal (AAA, AA, C, and D) batteries and not with specialist batteries such as watch batteries.

Battery Device Adapters can usually be obtained from your special educational needs supplier for a few pounds each. They generally come in two sizes: a larger size copper plate for the D size batteries and a smaller size copper plate for the AA and AAA batteries as shown in the first image above left.

If you are out shopping and see a toy or other device that you believe to be great for switch adapting, Talksense advises that you purchase it immediately as toys such toys tend to come and go very quickly and may not be there when you finally decide to go back and make the purchase!

Toys that have an on/off button but are operated by pressing a particular part of the toy (such as a paw or hand or the stomach) are NOT suitable for switch adaptation in the way described above. However, such toys can be adapted if you have the necessary skills as described in the video below

Although difficult to get hold of these days, the bifurcated lead (sometimes called a split lead or a Y split lead) is a mono 3.5 mm jack plug that splits into two 3.5 mm sockets such that two switches can be plugged into a single device.

There are two types of such leads:

Type One: is where either switch will operate the toy or the device. Let's call this type a ' Two into One Cable'

Type Two: is where BOTH switches must be activated for the device to operate. If either switch is released then the device will cease functioning even if the other switch is still activated. Let's call this type a ' Co-operation Cable'. The uses of such a cable are detailed below.

Team-Switch is a bifurcated lead in a box available from Excitim and Ability-World. It will do everything that was outlined above for the type two co-operation cable and comes with the necessary cable (but not with the switches) to connect it to your appliance, device or toy. With Team-Switch, as with all bifurcated leads it is possible to concatenate systems: that is to plug one Team-Switch into the switch input port of another. Chaining Team-Switches in this way adds one extra switch input per added box such that three or more Learners now have to co-operate to operate any appliance of three parts of the body (two hands and a foot for example) have to be used in unison. In theory, there is no limit to the number of people that could be made to work in unison to operate a single device! Talksense recommends the Team-Switch device to you.

It is not normally possible to plug a switch directly into a computer; the switch has to be connected to an interface which typically connects to a free USB port. There are many such switch interfaces on the market and as they come and go it would be pointless trying to list them all here. However, if you search for "switch adapters and interfaces for disabled access to a computer" you should turn up a long list of web sites that offer current lists of such products. Typically the interface is a small box which has a USB connection that plugs into any free USB port. The box may have several sockets such that two or more switches can be connected.

Plugging your switches into the interface and the interface into the computer is not all that needs to be done. Software programs that work with switches require a specific input. Some work with the Enter key (from the keyboard) as a pretend switch, some work with the space bar, some with the left mouse key, others will use different key inputs to control what happens on the screen. The interface will generally come with a piece of software that permits you to ascribe a particular computer key to a particular socket on the interface such that, when a switch is plugged into that socket, it acts as though the key was being activated on the keyboard. Some interfaces have specific sockets performing specific functions (which can be adjusted through some system on the interface rather than using software. In all cases, it is possible to make a particular switch perform a particular function for the computer: this could be a mouse key, or the space bar, or the enter key or any other.

As has been already established, you will need:

1. A computer with free USB socket
2. An interface
3. A switch or switches
4. Software that recognizes switch inputs (or an interface that provides the necessary inputs required by the software)

Microsoft PowerPoint can be switch driven by a single switch (it can be switch driven by two switches too but is difficult to do and therefore is not advised). As we have seen in the section immediately above, a switch can act as a mouse button or the space bar and thus, as PowerPoint moves to the next slide using these inputs, a switch can move between slides in a presentation. Thus, PowerPoint can be controlled by a Learner to display items of interest frame by frame. As images, video, music and sound effects can all be added into a PowerPoint presentation, it can be a switch driven, multi-sensory, age-appropriate event customed for the particular requirements of any Learner. Each activation of the switch will move the presentation to a new slide and new stimulus. For example, here is a simple PowerPoint presentation using shapes and sounds designed for a person experiencing learning difficulties created by Talksense. It may be downloaded and used freely for non-commercial purposes:
DOWNLOAD POWER-POINT SWITCHING 1
When the switch appears on the screen activate an attached switch to move on the presentation to the next slide. If you do not have a switch attached a left mouse click or the space bar or the Enter key will work as well. The presentation loops so it will never end unless the escape key is selected.

As PowerPoint slides can be developed by almost any member of staff and can contain sounds, graphics, videos, and special effects, it is possible to build a customised age-appropriate switch-driven program for use in your training sessions. PowerPoint can contain the BEST (Best Ever Stimulating Things) to motivate and reward the Learner in use of the switch. Furthermore, the Learner will begin to recognise that activating the switch at the wrong time cause the BEST to be terminated. PowerPoint won't tire, it will not give up, and can be externally controlled by a single switch. Also PowerPoint can be projected and thus used on a Smart Board for teaching purposes with a group.

IN DEVELOPMENT ... more to come.

Resource: The Ace Centre (North) has a downloadable switch assessment framework.

Most establishments will carry out some form of initial assessment of a new Learner. This may be an internal assessment undertaken by staff or an external assessment provided by some external agency: for example, one of the specialised communication centres situated all across the UK (see the links section of this website for contact details). Such an assessment may provide:

- a baseline picture of the Learner's current abilities from which future progress can be measured;
- areas of particular concern;
- recommendations for areas of study;
- recommendations for therapy (SLT, OT, PT)
- recommendations for specific equipment, software, etc;
- recommendations for follow up.

Included in such an assessment may be the need for access through switch provision. This may detail a specific switch type and a suggested course of action. If so, the following stages should be read with this in mind...

Novice Learners will likely have little or no awareness of what a switch is or what it can do. Thus, there may be little or no motivation for them to interact with a switch when it is presented for the first time. Furthermore, for some individuals, their physical ability may (severely) restrict switch access. Thus, the first step is to make a decision as to which of the plethora of available switches may best suit a particular Learner.This decision is always something of a 'best guess'. However, as your experience grows, you will find that you have a good idea what might work best. You may, for example, have successfully used a switch in the past with an individual who had similarities to your present Learner. You may decide to try your present Learner therefore with the same switch.

The following may have some impact on the consideration of the choice of a suitable switch (in no particular order):

- Physical ability of the Learner: will s/he be able to access it? - Positioning of the switch.
- What part of the body will be used to access the switch (it does not have to be hands)?

- Mounting the Switch;
- Goal of switch: this may change with skill development;
- Type of switch;
- Colour of switch;
- Size of switch;
- Shape of switch;
- Switch texture;
- Number of switches to be used;
- Cost of switch (some specialized types of switches can be expensive).

While the initial objective for the Learner in relation to the switch may be as simple as encouraging Learner interaction, the switch selected may not be the best for this task. We may find that the Learner ignores the switch or, presently, finds physical access difficult. Thus, we might start with a different type of switch (or modify the existing switch) with the aim of 'progressing' to our selected switch type at some future stage. While, it would be desirable to use the same switch throughout, it is not always necessary.

If you still have no idea which switch may be suitable for your Learner and do not know who to ask (you can always ask me for advice using the form below), the most versatile switch that can be used in most instances is probably the Jelly Bean from AbleNet. The Jelly Bean comes in three sizes: small medium and large (strictly speaking the Jelly Bean is the medium size switch). Where a Learner may have problems targetting a switch with any part of his/her body a larger switch may be a better choice (it is not always the case however). All the Jelly Bean type switches come with interchangeable switch tops providing four colours: red, green, blue and yellow. I would recommend beginning with a Jelly Bean switch if you do not know what switch will work. They are very robust, guaranteed for life, easy to use and not expensive. There are many switches that are very similar in design to the Jelly Bean. Any of these will do equally as well, although they may not be as robust or have a life time guarantee. The other switch I recommend is the wobble switch from Unlimiter. This switch comprises a circular base unit from which sprouts a spring which is capped with a small plastic ball. Hitting the ball in any direction will activate the switch.

We may modify the switch in some way to make it more interesting to the novice learner. We can remove the modification later, if desirable. Modifications to switches include adding textures (unless we obtain a switch that already has a texture) or embellishing the switch in some way (See the section on switch awareness below) .

Switch textures can be easily achieved by modifying the switch cap rather than the switch itself. Big Red, Jelly Beans, and Access Switches are available with switch caps. Spray the surface of the switch cap with glue through a circular template and then sprinkle (or otherwise attach) the desired surface to the cap. In reality, it does not really matter what texture is used as long as:

- it is safe and does not cause injury to the Learner;
- it is used consistently;
- it can be 'sensed' by the Learner (little point otherwise!);

The next step is to develop an awareness of and a tolerance for the chosen switch. It has already been noted that it is possible to add a texture to a switch's surface. The texture could help provide additional haptic input for the Learner and thus increase switch awareness. It is important that the switch activates something that is going to be highly motivating (for the Learner). While the Learner may

NOTE: Switch, in the singular form, is used advisedly. While the goal may be to work eventually with multiple switches, don't be tempted to start in that way. Keep it simple!
make no connection with reaching out and touching the teddy bear with the sound of a piece of favourite music that follows, if,
every time the bear is accessed, the same response occurs, then there is every chance that the Learner will begin to make a
connection.What is needed (on the end of the switch) is the Best Thing In The World (for the Learner). "In some cases it will be difficult to find things or activities that are interesting for the individual. When this is the case
then measures must be taken to improve the situation: in such instances teaching should begin by creating interest
and awareness." ( Von Tetzchner S.&Martinsen H. 1992a)
What is the Best Thing In The World?
It will be different for each individual but it will be a POLE - Person, Object, Location or Event. Is it possible to put all the elements
of a POLE on the end of a switch? The simple answer is yes! Even a person! If the person is available during the Learner's interaction
with the switch, the switch can be attached to a BIGmack (or similar) that is programmed to call the person's name. As the name is That's no good! We haven't got a person who is available to do that. It is mum who is the favoured person and she isn't in school.It is possible to put images of the favoured person into a simple PowerPoint presentation (for example) and, on each activation of the
switch, a (different) picture of the person appears on the computer screen with an accompanying sound (for example the person
saying 'hello' to the Learner.) The Best Thing in the World for Sally is going outside in the garden, how can we put that on the end of a switch?
If a switch is attached to a BIGmack (or similar), it can request the provision of a 'place': "Garden please". In this instance,
a member of staff must be on hand to take Sally a walk once around the game before bringing her back and placing her in exactly Don't be silly, we haven't got the staff to do that!
Then, do it while staff are available and do something else while staff are not available. Never leave a Learner with a switch that makes
a request for a POLE that cannot be supplied. Obviously, some POLE items are easier to provide than others: playing a favourite
piece of music can be achieved repeatedly through switch use without any interaction from a Significant Other (other than the original
setup).
the same relationship with the switch as she was before (if the switch is not wheelchair mounted).
called (through the activation of the switch) so the person appears and interacts with the Learner for a short amount of time. It is
important that the interaction itself prevents the Learner from further access to the switch until the person has terminated the
interaction and left the Learner alone again. The length of the interaction should be kept short (perhaps a couple of minutes only).
The person should leave saying 'if you want me, call me!' and point to the switch and the BIGmack.

While the Learner may not be switch aware, or may 'choose' not to interact with the switch as selected, there may be something with which the Learner already interacts. For example, the Learner might have a fondness for teddy bears. If a small teddy can be adapted so that the stick part of a wobble switch will fit up inside its body (ouch!) (in such a way that it is not easily pulled off) then, a plain wobble switch can be made more motivating. In this way, a reluctant Learner, may reach out and interact with the teddy and, at one and the same time, activate the switch.

The Learner just pushes the switch away and is intolerant of it.
Great! If the Learner pushes it away, s/he is aware of its presence: progress has already been made! Furthermore, if the switch is
mounted sturdily and thus, secure in its position, the Learner's action will activate the switch!
Yes, the Learner's action activates the switch but s/he is becoming distraught at its presence.

Sometimes switch awareness may be a bit of trial and error. A red switch may provide more response than a blue switch for example and yet everyone thought that blue was the Learner's preferred colour.

Discovering the 'right' switch and mounting it securely in the correct position is an art in itself. However, once established, it is a platform on which further learning may be built and the Learner may progress.

Objective 1: The Learner will look at the switch when it is presented.
Objective 2: The Learner will tolerate the switch in his/her personal space.
Objective 3: The Learner will reach out and attempt to touch the switch;
Objective 4: The Learner is able to activate the switch (to create an effect).

It should be noted that there is, as yet, no claim being made that the Learner is making a connection between the switch and the POLE. No claim is made of understanding: we are simply establishing the switch's presence with the Learner.

Don't be stupid: this Learner has a GSCE in astrophysics. He understands the switch is controlling the pole. He's a bright fellow.We are not saying that all Learners will be unaware of connections between switch and POLE. We are saying that we need to
establish that this is the truth and not just an assumption on our part. Be wary of making early claims that are not justified.
Another question springs to mind: Just how did this Learner obtain a GCSE in astrophysics without a switch?!

NOTE: Part of this section is so tied into '2' above that it is very difficult to separate them.

In order to activate a switch, it has to be in the Learner's reach; positioned not too far away or too near, not too high or too low. The switch must be firmly mounted so that it does not move when accessed. Even with the switch in the optimum position, in order to activate the chosen switch, the Learner has to make some form of contact with it. This will require some physical effort and control over some part of the Learner's body. While some switches only require the minimum of movement, there are many that require the Learner to move a limb (for example) to press (or otherwise move)(some switches will operate on the release of the switch surface) a part of a switch. The Learner has to be able to target the switch, move his/her hand (or other body part) to the switch accurately and activate it by pressing or releasing (or other action). The range of objectives for this stage will vary considerably therefore, depending upon the type of switch in use and the physical abilities of the Learner.

Do not be tempted to move too far, too quickly at this stage. For example: - do not introduce two switches; - do not introduce a timing factor. The activation of a single switch at any time should cause a POLE (Person, Object, Location, Event) event. The POLE event in question, as has been outlined earlier, should be highly motivating for the Learner (the Best Thing In The World), such that there is a good chance that the Learner will want to cause the POLE event to occur again (and again). It is therefore important that a balance be struck between: - making the event too short such that the Learner is less aware and is less motivated.

- do not introduce scanning;

- making the event too long such that frequent repetitions of switch interaction are less

All this assumes that the Learner 'understands' that it is his/her action on the switch that is causing the POLE event (Cause and Effect). The Learner may have no such understanding. However, if, everytime that s/he activates the switch (even accidentally) the POLE event repeats then the Learner may come to make the connection (see Cause and Effect below) between the switch and the action of the POLE.

The objectives for Stage Three are:

Objective 3: The Learner will reach out and attempt to touch the switch.
Objective 4: The Learner is able to activate the switch (to create an effect).
Objective 5: The Learner will remove his/her hand (other) from the switch after activation is made.
Objective 6: The Learner will activate the switch once for each POLE event.

As you can see, Objectives 3 and 4 are repeated in this section as it is tied to item 2 detailed earlier. However, Objectives 5 and 6 draw our attention to further problems concerning removal of the hand (other) from the switch. There are a number of possible issues here:

- The Learner can activate the switch but cannot remove his hand from the switch so that it is being continually activated.
This may not matter initially depending on the POLE event. A BIGmack will only play its message once and stop until the
switch is released and activated once again, for example. However, the yapping dog will continue to yap until the switch is
released. This may not be a problem: the Learner may eventually release the switch by accident or the switch may be
connected to the POLE event by some 'timing interface' that will override any continual activation. It becomes a problem if the
yapping dog falls off the table each time and requires a continual staff presence or the Learner cannot get his/her hand off the
switch in order to make the next activation!
- The Learner continues to activate the switch repeatedly over and over again with little reference to the POLE event.
- The Learner moves the switch as it is accessed making it less accessible with each activation.

While these are indeed issues, we should not forget that the Learner has taken a step forward in interacting with the switch and, as such, progress has been made. Furthermore, such issues can be resolved:

- An inability to remove a hand or other body part from a switch is only a problem of switch orientation. While the switch is although they will need to be tackled at teach the Learner to be gentler in the
positioned such that the Learner has to place his/her hand on (top of) it to make an activation, there will nearly always be a
problem. If the switch is mounted upside-down, slightly above the Learner's hand, such that s/he has to raise her/his hand
(only slightly) to create the activation, gravity will release the Learner's hand from the switch after the activation has been made.
- Repeated activations of the switch need not be a problem at this stage of development
some later point. We need to ask ourselves 'why?'. Why is the Learner activating the switch over and over?What is motivating
about doing that? Can we remove such motivation without removing the POLE?Are there ways of training a Learner to stop
repeated interactions? The answer to the latter is 'Yes'. Discussed below.
switch interaction rather, make the switch mount more robust.
- Movement of the switch signifies that it is incorrectly mounted. We should not try to

An inability to remove a hand (other) from a switch is NOT a failing of the Learner but, rather, a failing of the tutor. It indicates that our original decision for the switch position was likely incorrect and that we need to re-evaluate the orientation and/or spatial position of the switch. (and perhaps the switch type itself).

Ensuring the best position of a switch may involve a multi-disciplinary process with advice from a Physiotherapist and an Occupational Therapist. However, a word of caution! The Physio or the OT may have additional objectives in mind: they may want to position a switch to exercise a particular body part or correct an incorrect posture. While, these will undoubtedly be laudable objectives, your objective is to make the switch as easy as possible to target for the Learner and, as such, this might conflict.

There are many switch mounting systems on the market some more robust than others. It will become obvious if the switch is mounted poorly as it will create access problems: it is clearly better to provide the 'appropriate' switch mounting solution from day one.

Not only might the mounting system move but also there may be changes in the Learner and the Learner's positioning. Younger learners tend to grow and their bodies change in size and often in physical ability. Some learners gain function and some loose function. Wheelchairs may be adapted or swapped completely; a new head rest or a new type of wheelchair tray may be purchased. The addition of a wheelchair pommel, for example, can prevent the once functional use of a knee-activated switch. It follows that both the mounting system and Learner switch access need regular monitoring and review. How regular? That is impossible to generalise but, as a rule, it should be at least termly.

Unwanted repeated switch actions can be addressed through, at least, four techniques: Access, Blocking, Changing, and Differential reinforcement. While, there is no guarantee that any will produce the desired result, it is our experience, that the latter is the most successful. These techniques are addressed fully in the TalkSense Switching To Communication course. Each is detailed, in brief, below:

Access - Change a component of the Learner's access to the switch: perhaps the switch angle or the switch position, such that
the switch becomes slightly more difficult to access. Does this have an effect on repeated activations? Blocking - Block access to the switch when switch activations are inappropriate. Either remove the switch or put something
between the Learner and the switch. This will stop repeat activations. However, when the blocking stops, does the Changing - What is it about the switch that causes the Learner to want to activate repeatedly? Is it the click? Then use a 'clickless'
switch. Is it the colour? Then change the colour. Is the feel? Then change the feel. Is it the shape? Then change the Differential - It is possible to set up a PowerPoint presentation such that it will ignore repeated switch activations and only activate
Reinforcement (play music, show a video, display a picture ...) when the switch activations cease. Thus, you can leave the Learner
activating the switch over and over. Eventually, the Learner tires and stops activating the switch and PowerPoint is
activated! The Learner perks up and probably will start to activate the switch, once again, over and over. PowerPoint
appears to stop and nothing happens until, once again, the Learner ceases to activate the switch. This should take a
lesser time than previously. Eventually, the Learner comes to 'realise' that only when s/he does not repeatedly activate
the switch that the reward appears within PowerPoint.
shape ... Do any of the these have any impact on repeated activations?
Learner return to repeated activation?

A cause is the reason something happens. An effect is that which happens as a result. If A causes B, we may or may not realise it depending on the circumstances and our level of understanding. We 'know' that sunburn is the effect caused by staying out in the sun for too long without adequate protection. There must have been a point in history when mankind made this connection. At some point, someone must have made the connection between walking out in the sun without clothing and the sore sensation that followed. However, if our cognitive capacity is severely diminished then we may have great difficulty in making such a connection.

In order that we might make sense of the world we experience there are a number of developmental milestones that we must reach and pass. One of these is the concept of Cause and Effect. For more on Cause and Effect click on the C&E symbol to the left.

Once we know that the Learner is able to access the switch, it is necessary to establish that the Learner has Cause and Effect cognition. It cannot be claimed, simply because the switch is activated and the yapping dog moves, that the Learner has understood the connection: the Learner's understanding must be made explicit.There are a number of criteria that, if met, would tend to suggest that the Learner has established cause and effect:

- The Learner tries to activate the switch only when the POLE event has terminated; all attempts until the POLE event in different settings demonstrates that
- The Learner keeps attempting to activate the switch until successful and then ceases

terminates; - The Learner goes out of his/her way to operate the switch and then, once successful,
- Observation of consistent use over time (days, perhaps weeks) with different POLES
- All other explanations for the Learner's behaviour have been eliminated.
the Learner has the concept of Cause and Effect.

Ensure that the sole explanation for the observed behaviour is the Cause and Effect skill sought. It is very easy to be fooled and make the assumption that the Learner has C&E when, in fact, there is an alternative explanation.

How do we establish C&E?What we are doing is consistently pairing an action (activating the switch) with an event (the POLE). It is hoped that, after a period of time (which will vary from Learner to Learner), the Learner will come to realise (eureka!) the action of the switch is causing the POLE event. It is also hoped that the Learner will come to the realisation that s/he has the power to control his/her environment in this fashion.

ceases when the switch is activated and the consistently over X days, in Y environments with Z different Objective 7: The Learner activates the switch only when the POLE event has terminated.
Objective 8: The Learner continues in the attempt to reach the switch and then
POLE event is enabled.
Objective 9: The Learner demonstrates awareness of Cause and Effect
POLE

There are instances where a Learner may have to access a switch in a specified time frame. This is particularly true for Learners who will be using a form of (computerized) scanning that is partially automated.Simply put, whilst scanning, a variety of options are presented to the Learner one by one. As the scan reaches and presents the required option, the Learner's task is to activate the switch and make the selection before the scan moves on. In nearly all instances, the scan rate can be altered to suit the ability of the Learner. Some Learners have a variable rate of access, sometimes getting excited and taking longer than normal.In this instance, timing has to be set to allow for the variety of access speeds.

If the Learner is only ever going to use a system that doesn't require automated scanning (for example: single switch direct activation, multiple switch direct activation, or two switch step scanning), timing of switch activation is not as crucial. In the majority of instances nothing will happen until the Learner makes an activation: as there is no automated scan and, thus, the system is slave to the Learner. However, one can envisage instances where timing is more important even to such a Learner: for example, if s/he was playing some game with a peer (or against a computer). Think of the old space invaders game, for example: the switch must be activated so that the gun can fire at the descending aliens when the alien aligns with the gun. Timing is a vital element. Therefore, while timing is less crucial for Learners working mainly with non-automated scans, it is not completely unimportant in every instance.

There are a number of ways to help a Learner develop such timing skills.We can begin away from switches altogether: or example, in making a choice in school, the choice items can be presented at a constant rate by a facilitator, one by one, until the Learner indicates a choice.

"Do you want orange Juice?" ... SHOW ORANGE & PAUSE
"Do you want apple Juice?" ... SHOW APPLE & PAUSE
"Do you want blackcurrant Juice?" ... SHOW BLACKCURRANT & PAUSE

Where the pause is governed by the Learner's ability to respond in a specific time. We can use real life drinks, the actual fruit, photographs of the drinks (or the fruits), or symbols for the drinks (as seen below). However, we should not assume that every Learner will have knowledge that orange juice comes from oranges and apple juices from apples ... and therefore the actual drinks or symbols for the actual drinks may be a better option.

There are, at least, two possibilities in the above example: the items are displayed one at a time and hidden away at other times OR the items are displayed in a row at the same time and the facilitator points to each to indicate the item currently being selected. The advantage to these approaches is that we can vary the time taken between presentations to suit individual need at any specific moment. Thus, if the Learner were suddenly to start coughing, we could halt the presentation until the coughing has ceased and then continue. In order to train the Learner to activate a switch to indicate a choice, a swtch should be attached to a BIGmack that is programmed to say "Yes" or "That one" or "That's the one I want" or something similar. Of course, the Learner could simply indicate 'yes' through a gesture or facial expression BUT that does not introduce the Learner to switch use.

There are a number of computer programs that will also offer some form of simple timed scanning option. Some are better than others but, as new ones are entering the market almost every week, it would be unwise to single out any particular program. It is also possible to create your own scanning access programs in PowerPoint: it is not complicated, each piece of the process is very simple.

The above is a copy of a scanning PowerPoint I created featuring the three example drinks choices above. It took about ten minutes to produce. The original PowerPoint version also speaks each drink name in turn (There is no sound in the example above) and continually loops through the three choices until the Learner selects an option with a switch. It is NOT complicated to do... why not book a
PowerPoint training course and find out for yourself?

Apart from using PowerPoint, there are also devices that allow for scanning training. The FL4SH unit from AbleNet, for example, used to allow (it is no longer available ) the activation of a POLE event on the selection of a particular cell from a group of four.

PLEASE NOTE: The FL4SH system appears to be no longer available as a product from AbleNet. That is a great shame. However, the principles embodied in the FL4SH unit are what is important: if other systems currently available (these will change over time) offer similar (if not even better features) then it will be a good system with which to teach scanning.

The FL4SH unit was specifically designed for scanning training and offers a really bright outline scan of each of the possible four items. Of course, you do not need to start with all four positions occupied. It may be better to start with one (favourite) item and three blanks such that the Learner is gradually eased in to the scanning process. More on this later. anticipation of a POLE event. -BUT do not inform the member of staff which one I asked the learner to pick out. (hide orange), Banana (hide Banana), Apple ...

Thus, we can envisage a set of objectives that cover aspects of time in addition to space. Objectives in which the Learner is required to access a switch on command or on an external prompt. The following objectives may not be applicable to all Learners:

Then we can step one pace forward to a multi-presentation scan...

Point to each in turn saying 'Do you want Apple ( Orange , Banana)'
Vary length of time on each according to need of Learner.

Then, the next stage is to introduce a switch (if this hasn't been already mastered). Once this has been successfully achieved, the Learner can be introduced to a single switch scan. A simple PowerPoint scan is a good way to begin: each activation of the switch moves to a new slide. Each new slide might show something that the Learner loves, combining music and pictures and even video. A few of slides should be boring however. The purpose of this is in the observation of the Learner's use of the switch: Does the Learner access the switch quickly on the boring slides to move it on to something more exciting? Does the Learner remain on the exciting slides for longer (not activating the switch)? This would suggest an excellent grasp of switch use.

Following this, introduce some simple scanning system such as the FL4SH from AbleNet (or the 4Talk4 from P&G). Leaving all but one cell blank (to keep the task relatively simple), ask the Learner to activate the switch as the target cell is reached. If successful, the target cell should operate some 'reward' for the Learner's achievement. (Note: The FL4SH unit has superior scanning lighting although the 4Talk4 has four output jacks to the FL4SH's one). The target cell should contain something that the Learner will find very rewarding.

Gradually increasing the number of symbols on the FL4SH or the 4Talk4 makes the task a little more complex and, as such, demands more of the Learner. We can progress the Learner from a choice of one out of one (other areas blank) to a choice of one from four (all locations symbolized) as each stage is mastered.
Objective 10: The Learner will activate the switch within X seconds of being
instructed by a Significant Other
Objective 11: The Learner will activate the switch appropriately in response to an automatic scanning mechanism
Objective 12: The Learner will operate the switch in response to and

There is a rather big problem with some of what has been suggested however. Consider a scan through apple juice, orange pop, and a banana shake. The scan proceeds and, at some point, the Learner activates the switch to indicate a choice. The choice was banana. What are we to assume?

- The Learner knows how to operate a switch in time?
- The Learner has made a choice?
- The Learner understands 'banana'?

- The Learner is coping with scanning?
- All of the above Yes but my Learner forgets the one I picked out. That does not mean he cannot do the task. No, as has already been stated, it doesn't but it tends to suggest it. However, there is a way to overcome the memory barrier. Find an old box and place a second, similar APPLE in the box such that the Learner can see it at all times BUT the assessing member of staff cannot. Now, memory is not an issue, the Learner's task is to tell the staff member which of the three fruits s/he can see within the box.
- None of the above

Actually, we can assume 'none of the above'. The Learner may have:

- simply hit the switch by accident;
- on noticing the shiny thing in front of him/her, reached out for it;
- been intending to go for apple but the scan was too fast and s/he missed it by a way;
- been intending to go for the (following) 'apple' but had come in too early;
- fly swatted the switch because it was there.

some of these indicate that the Learner is not understanding the concept of timing and did not made a conscious choice for a banana shake but rather got there by way of accident. However, as the Learner actually likes Banana shakes (indeed likes all three items) s/he does not complain when s/he gets a drink. The staff assume that the Learner has made a conscious choice and has been successful in the use of a switch and in scanning. None of these things may actually be true! Rather than claiming a Learner's understanding, staff should state they are TEACHING the Learner that a slection made in such a manner is what they will get ... choose banana ... get banana, choose orange ... get orange. However, if we want to assess the level of a Learner's understanding of the concepts involved, it is necessary to approach the Learner's switch choice in a different way.

In order to assess a Learner's level of understanding, we must ask a question to which we know the answer. Thus, in response to "which one is yellow?", 'orange' is incorrect. However, there is yet a problem with this approach! If I ask a question to which I know the answer, I can subconsciously give the Learner cues as to the correct response! Therefore, I need to ask a question where:

- there is a only one right answer
- I do not know the answer!

How can you ask a question when you do not know the answer? It's actually easier to do than it, at first, appears. I show a Learner a Banana: I hold it up, allow the Learner to smell it, to feel it, I say the name and then I replace it among the orange and the apple and move away. A second member of staff approaches, this staff member has not seen which fruit I picked out to show the Learner. The staff member asks the Learner to indicate which fruit s/he has been shown. Can the Learer pick out the banana? What does it mean if s/he picks out the apple instead?

- The Learner wants a drink of apple juice;
- The Learner simply forgot what was shown originally;
- The Learner knew it was banana but got the timing wrong;
- The Learner doesn't understand what is required;
- None of the above;
- Could be any of the above.

It actually tells us nothing. It could be any of the above. It does not mean that the Learner doesn't understand banana, or what is required. Failing to perform the task tells us nothing apart from the fact that the Learner did not perform the task. If we did ten such tasks and the Learner failed to get one correct it would still tell us nothing. However, on the other hand, if the Learner gets it correct, it tells us a lot! If the Learner gets it correct 8 out of ten times we would being to assume that s/he was cognizant of the choice and the scan and that the two incorrect answers were simply incorrect answers (we might assume a reason as to why two were incorrect but it would be an assumption - we would not know, from the range of possible reasons, why the Learner was incorrect). Therefore, it is better to concentrate on the positive than than the negative! We coud hypothesise a possible reason for an incorrect response and make an adjustment to our methodology and re-test to see if it had an effect but, even if it did, there would be no guarantee that this was the reason for the initial incorrect responses.

Thus:
- I ask the Learner to pick out the APPLE and to tell another member of staff this choice;
-I ask the other member of staff to watch and see what is selected;
If the Learner produces a correct selection, either it was a complete fluke or the Learner has the necessary skills. Repeated trials will eliminate the possibility of a fluke.

In summary, scanning can begin without the use of a switch or any electronic system: items can be presented in a 'scanning fashion' from which the Learner may choose. Initially, we would advise a single item presentation scan ...

Apple (hide apple), Orange

The above animated image depicts an early stage in using a FL4SH system with only one of the four avialale locations in use. That location depicts chocolate which is a particular motivator for this Learner. The scan proceeds automatically at a pre-selected rate and, if the learner can stop it on the 'chocolate location' (by activating the switch) the system says, "I want a piece of chocolate please". The Learner is rewarded with just half of a chocolate button!

The image below shows the same FL4SH unit, this time set up with four items in four locations. Again, the Learner is required to stop the scan on the chocolate symbol to obtain the reward. The scan can be set to announce each item as it reaches them. This is known as an auditory scan and is particularly useful for Learers with poorer visual acuity. You will note that the other three things have been chosen to be things that can be easily supplied, are safe (the key would have to be large so it could not be swallowed, for example) but are not very stimulating for this particular Learner. If the Learner stops the scan on the cotton reel, that's what the Learner is given! Once given the item, s/he is allowed to try again.

There might be individuals for whom a cotton reel is a stimulating object and therefore should not be used in this connection. If all items are stimulating then how are we to ascertain if the Learner has made an appropriate selection? Of course we could ask the Learner to 'find the chocolate' but, if they continue to stop the scan on the cotton reel what do we assume? Ass-u-me makes an ASS out of U and ME!

At some point we may have to deal with the introduction of a second switch. For some Learners, activation of a second switch may be a physical (or cognitive) impossibility. If this is the case then you should remain with a single switch and begin work on early froms of scanning access (this need not involved switches at all!). If the use of a second switch is a reasonable possibility then there should be a staged approach to its introduction. It is very likely that a second switch will eventually become a 'selection switch' (The first 'main switch' will move through a range of options: each activation moving to the next, highlighting each choice on the way; while the second 'selection switch' will be used less frequently to say 'I have finished. I choose this one.'). As there will be no time consideration involved with such a use of a second switch, we can select a position for the switch that the Learner can reach with any part of their body at leisure. For example, the Learner's hand may be used for the main switch and his/her knee to operate the second.

While it is generally our opinion that the use of a two switch step-scan is 'easier' than single-switch automated-scanning, there are exceptions to this:

- if there is absolutely no chance of a Learner's use of a second switch in any position then, remain with a single switch and requirement to hit the 'scanning' switch demonstrates that the learner is actually
(eventually) move to automated scanning.
- some Learners find the use of a step scanning approach extremely fatiguing. The

repeatedly (with any part of the body) can be a step too far. Automatic scanning cuts activations dramatically and therefore
reduces the physical demands on the Learner. - some Learners may find swapping scanning patterns/methodologies confusing.
- timing the access to a POLE using both one and two switch scanning systems
- the Learner prefers one switch: Learner choice.
quicker using a single switch approach.

No doubt, some will disagree but, generally, it is our belief that two-switch, step-scanning is easier and, normally, more accurate than single-switch, automated-scanning (although, as already stated, there are exceptions) for some learners. As such, the single-switching Learner needs to be given the opportunity to experience two new skills: second switch use and scanning awareness and ability.

The 'Null Switch' approach is one way to introduce a second switch. The Switch Rules (See Above) inform us that it is good practice to label all switches with an appropriate symbol. The Learner's initial switch (Switch One) should already be carrying a suitable POLE symbol. We now introduce a second 'Null Switch'. A Null Switch is a switch that doesn't do anything because it is not connected to any device. The switch can be completely different to Switch One in its shape, size and colour. These are the stages of introduction for the Null Switch: personal switch space such that the a distracter. However, as the Null switchCThe Null Switch replaces Switch One and takes its position. Switch One moves to one side. Does the Learner activate the switch does nothing. Don't bother with it!' in size, shape, colour and style. Learner activate the switch carrying the POLE

AThe Null Switch carries no symbol and is placed on the periphery of the Learner's

Learner appears aware of the switch but it doesn't interfere with the Learner's use of Switch One.
BThe Null Switch is gradually moved into the Learner's switch space so that it becomes

performs no function, the Learner comes to understand that the labelled switch (switch one) is the switch that provides the
POLE event.

Null Switch (no reward) or continue to access Switch One which provides the POLE event?
DThe Null Switch is now symbolized! It carries a Null symbol: a symbol that means 'this

(a red X for example). The Learner has to discriminate between the two switches: which is Switch One? If the two switches are
visually distinct then the task is easier (a blue and a green switch, for example). EThe Null Switch is changed, attribute by attribute, such that it approaches Switch One

Eventually, the only item that should differentiate the switches is the symbol they carry. Switch One carries the POLE symbol
and the Null Switch carries the Null Symbol. FThe Null Switch and Switch One are interchanged (position) at random. Does the

Note: A variation on this approach is to attach the Null Switch to something unmotivating or negatively reinforcing.
symbol (the active switch) or is s/he confused by the Null Switch? If the Learner is activating Switch One, as the only indicator of
activity is the POLE symbol, the Learner must be discriminating by symbol alone. Symbol recognition and discrimination is an
extremely important factor in future development. The Learner has made a significant step forward.

If the Learner is confused at any stage, move back to the preceding stage and slow down the progress between the two stages such that the Learner has more time to figure out (and come to terms with) what is happening.

Learner will continue to operate the Active Objective 13: The Learner will ignore a Null Switch placed on the periphery of the Learner's personal switch space.
Objective 14: The Learner will ignore a Null Switch as it approaches the position of the active switch.
from its normal position. Objective 15: The Learner will continue to operate the active switch when it is moved
Objective 16: Given the choice of both symbolised Active and Null switches, the
Switch.

Making choices between two (or more) items with switches can be achieved in (at least) three ways: - one switch that activates a scanning choice to select from an array of - two switches that activate a scanning choice to select from an array of
- one switch leading directly to each item/option (as depicted left);

items/options;
items/options;

What are some of the reasons for making a choice with switches?
- to identify Learner cognition;
- to provide control experiences for the Learner;
- to provide a choice of options for the Learner.

switches. Switch One (attached to a Truck)
Consider the following scenario:
-Two activities are set up such that they can be activated by two separate labelled

and Switch Two (attached to a Food Blender). - A teacher asks our Learner to choose a preferred activity.
-The Learner activates Switch One and the Truck moves.

What do we understand by this action?
A The Learner has chosen to work with the truck.
BThe Learner is capable of making choices.
CThe Learner has cause and effect skills.
DAll of the above.
ENone of the above.

Can we assume that the Learner has chosen to work with the truck? No we cannot! handed, always activates the right switch The Learner may have intended to activate Switch Two but did not have the understand the teacher's words but activates
- Switch One may be placed on the Learner's right side and the Learner, being right
first. Switch One is easier to hit than Switch Two.
physical control and accidentally activated Switch One.
- Switch One is red and Switch Two is blue. The Learner finds red more appealing than
- The teacher looked at the truck as she asked the question. The Learner doesn't
- The Learner finds the truck's colour more appealing

the switch s/he believes the teacher intends.
The Learner may indeed have chosen to work with the truck but we cannot know this from this one action.

Can we assume that the Learner is capable of making choices? No we cannot! Simply because a Learner activates a switch does not mean that s/he has made a conscious choice. It only means that the Learner was able to activate one switch out of two. Neither does repeating the task demonstrate choice making even if the Learner activates the other switch this time. No amount of demonstrations in this manner will confirm conscious choice making: attractive colour, teacher pointed at it,
- The 'choice' could be completely random;
- The activation could be dictated by the physical status of the Learner at that time;
- The Learner could be activating switches for a different reason than that stated; more
it was nearer, ...

Can we assume the Learner has cause and effect skills? After all, s/he activated a switch and moved the truck. No, we cannot! Simply because a Learner hits a switch placed in front of him/her within easy reach, it does not follow that s/he understands that the switch causes a POLE event.
- The Learner may have been attracted by the colour of the switch;
- The Learner may play with anything that is placed in his/her reach;
- The Learner saw the teacher point to the switch and reached out for it;
- The Learner was moving his/her arm and accidentally activated the switch.

Therefore the answer to the original question was 'E'; none of the above. We cannot assume any of the items listed to be true and we should not make claims for such an action without additional evidence. What can we claim? Is there a way of knowing that the Learner has made a conscious choice if s/he cannot vocalise?

We can claim that, through repetitions of this type of choice provision, the Learner may come to understand what is selected is what is provided.

We can prove (to a reasonable level of certainty) that a Learner is making a conscious choice if we ask a question to which we know the answer in a manner that doesn't give unintentional cues to the Learner: - Sam is always correct in informing us of what he had to drink.and does not comprehend that we are
- Sam had orange squash at break. He has a different drink most breaks.
- There was a choice of three drinks: orange, apple and blackcurrant.
- A person (who doesn't know what Sam had to drink) asks Sam what drink he had at
- Sam (scans and) selects orange.
- The questioner tells the teacher who confirms that Sam had orange.
- This is repeated over several days.

However, it may be that:
- Sam has the same drink (orange squash) every break.
- Sam thinks he is being asked to choose another drink (future - for an additional break)

asking him to state what he had previously (past).

If Sam has orange squash every break and he chooses orange when we question him after break, what can we deduce? It could be that he is simply indicating that he wants another orange; not what he had for break. However, we can say that he is very likely to be operating the switches with understanding as he is selecting 'orange' every time and not making a mistake and selecting one of the other choices.

- Sam had Apple juice at break and;
- Sam chooses Blackcurrant in our test and;
- the staff simply rationalize that choice as 'Oh Sam thinks we are providing a choice of drink and he's choosing blackcurrant'

... then no progress is made. The test is not proving or disproving anything. However, if, in this scenario:
- Sam varies his drink choice from break to break and;
- correctly identifies his drink post-break, each time he is questioned;

- is capable of making a choice as he is consistently providing us with evidence of understanding;
we can start to assume that Sam:
- has cause and effect as this action is a higher order cognitive process;
- is capable of understanding and using the provided switch system.

Objective 17: The Learner will select the correct response from a choice of two when working with a 'blind' facilitator over X days.
Objective 18: The Learner will select the correct response from a choice of three when working with a 'blind' facilitator over X days.
working with a 'blind' facilitator over X days. Objective 19:The Learner will select the correct response from a choice of four when

"Researchers and clinicians, as well as users, all agree that scanning is a complex task involving a variety of components, including motor, visual-perceptual, cognitive, and linguistic skills" (RATCLIFF A. 1994)

equipment." (RATCLIFF A. 1994) "Overall, the results of this study confirm the clinical practice of minimizing the cognitive, visual, and communicative demands on the initial trial tasks in assessing scanning access for AAC system use. This may mean using tasks and equipment other than the actual AAC

Scanning has to be taught. It is likely that the skills necessary will have to be progressed over time although some individuals may be able to 'jump in at the deep end'. Communication devices, environmental control systems, and computer access (through an on-screen keyboard) will all require advanced scanning skills. The nature of the skills required will be governed by the cognitive and physical abilities of the Learner. Therefore, the goal is to teach the required skills in a staged approach starting simply and moving forward, slowly, one step at a time.

Earlier, the section on timing looked at some simple applications of scanning. Some of that section is repeated below and taken further.

As we have seen, scanning can begin without the use of a switch or any electronic system: we can present items in a scanning fashion to provide a Learner choice. Initially, perhaps, a single item presentation scan ...

Apple (hide apple), Orange (hide orange), Banana (hide Banana), Apple ...

We need to note if the Learner is visually tracking our movements: an important and necessary skill for most scanning systems. If the Learner does not track, or fails to perform in any way, the reason for the failure must be ascertained and addressed before any further progression is attempted. If you have used the finger pointing method, it may be that this is not sufficient a cue for the Learner: we may need to highlight each item with a laser pen (as suggested above) or a torch or in some other way to assist the Learner follow our movements and the location of the scan. Objectives for visual tracking have not been included. However, they may form a necessary part of skill set required for successful switch use and may be addressed separately. In the same way, other sensory and cognitive deficits have not been addressed but may impede progress in some manner. Each problem area must be addressed before attempting further progress. For example, a movement from real objects to symbols may be an issue for some Learners. In such an instance, symbol awareness will need to be taught.

The next stage is to introduce a switch to control the scan. For real objects this seems to pose some problems! However, if you were to use two BIGmacks: one red with a symbol for NO on the left and one green with a symbol for YES on the right, the Learner could control your finger scan. For example, stop at the apple and wait for a response. 'No' means to continue the scan to the orange and then wait for another response. 'Yes' means the apple has been selected. Apple, orange, and banana are used as an example of objects but are not meant to suggest that the Learner is rewarded with small treats of fruit all day! There will probably be other motivating items that can be used in the scan. Indeed, there only needs to be ONE item that is motivating for the Learner, the other two can be boring red herrings. This is actually a better option as we will see. In using two BIGmacks in this way, the Learner is in complete control over the scan. The 'staff member involved is simply doing as instructed.

What if the Learner doesn't access the BIGmacks? Then this needs to be addressed. Why do you think that the Learner is doing this? What can be done to address it? It may be a simple solution such as prompting with a laser pen or it might require a specific area of learning to be addressed.

What if the Learner always says 'Yes'? It is one step on from the above problem. At least the Learner is aware of the BIGmacks. However, it highlights a fundamental problem of understanding of the task and strategies will have to be developed to address this specific issue.

What if the Learner always says 'No? As abiove.

Gradually increasing the number of symbols on the FL4SH or the 4Talk4 makes the task a little more complex and, as such, demands more of the Learner. We can progress the Learner from a choice of one out of one (other areas blank) to a choice of one from four (all locations symbolized).

Generally speaking, after a simple linear scan we might move to a simple Row/Column scan of perhaps two or three rows. Again, this can be practised away from switches and computers. Consider the following task: Where is the apple?

It is the third item in row two. We can point to each row and ask 'Is the apple in this row?' Then we can scan the chosen row. We are teaching scanning skills without any switch or any device: just a few objects, symbols or pictures. You will note that there are other objects that are round like an apple, and some that are green, and one that is round and green. We can vary the difficulty of the task according to the ability of the Learner. Working with a novice, for example, we may have no other foods, round items, or green items in the set.

We can do other things to teach the concepts of rows and columns. We can play games with grids of symbols. We can play battleships which is a game of rows and columns. We can play Connect Four. In this and other simple ways, it is possible to begin the introduction of rows and columns away from the switch and the scan.

Scan patterns have not yet been mentioned. In English, we read from the top down and from left to right. Most scan patterns follow this same pattern. However, it does not have to be thus and we should not assume that the Learner thinks and works in this way. However, if this is the scan pattern that has been chosen for the Learner to use then we should ensure that work with the Learner both teaches and reinforces this approach. In the 'apple' example above, the facilitator should always begin with top row and cycle down and up until a selection of row is made. Then move from left to right along the chosen row.

One way of teaching a scan pattern and highlighting the part of the scan on which you want the learner to focus is to make a set of highlighter masks. These are basically (as depicted in the photographs above):

- a coloured cardboard rectangle with a 'window' to highlight the row being scanned.
- a coloured cardboard square with a window to highlight each item in the selected row.

The colour chosen for the card should ideally be the colour of any future scan on any future system. How will you know? Make an educated guess! Most systems are likely to have the basic primary colours as scanning options. Don't use white or black card! Red, green and blue are safe bets.

The card cutouts also help to focus the Learner's attention onto a specific area of the page as well as teaching a basic scanning pattern. It should be seen that it is not necessary to start with computers or devices but, rather, with simple pictures on paper and a home-made crad frame.

We now need to move this skill to the computer or a device so as to allow the user to practice it in real time on an external system. Clicker 5 (from Crick Software) (example screen shot left) offers one choice for such an activity on the computer. While it is possible to set up such an activity within PowerPoint, it is more complex.

There are a range of AAC devices that offer 8 locations with scan: TalkSense offers a number of such systems. The least expensive is the SpringBoard Lite System pictured on the right (shown in 32 location). As the SpringBoard has a dynamic screen the number of cells can be varied and thus, the Learner can be tasked with a greater challenge on mastery of the 8 location scan.

With both Clicker and SpringBoard (as well as other systems) the number of displayed cells (symbols), as well as their configuration, can be varied. Thus, the Learner can be tasked, from within the same program or device, with a slightly more challenging scan, once mastery of the prior scan has been achieved. There will come a point, however, when a maximum level is reached; either for the Learner or for the capabilities of the system. If one goal for the Learner is fast and effective communication then (generally speaking), the more locations available, the more speedy and powerful the system. If language is squeezed into a lesser number of locations then you have to have less language or more activations per item of vocabulary output.

It should be noted that working with switches, scanning, and selecting symbol sequences is both a physically and cognitively challenging task and, as such, will come later in the development of skills for the Learner. Scanning at 8 locations then should begin simpler with perhaps scans to specific locations perhaps to play a tune or achieve some other motivating reward (ask for a sweet for example!).

Objective 20: The Learner will select the 'correct' response from a 6-location (2x3) grid when working with a 'blind' facilitator.
Objective 21: The Learner will select the 'correct' response from an 8-location (2x4) grid when working with a 'blind' facilitator.
when working with a 'blind' facilitator. Objective 22: The Learner will select the correct symbol from his 8 location system

Note: No mention has yet been made of auditory scanning. As its name implies, auditory scanning provides an additional auditory prompt element to the scan. Each item that is scanned on a selected row (for example) can be named as it is scanned. Most auditory scans allow customization such that a different voice may be used for the scan to that used for any spoken output. While the auditory output can be identical to the spoken output, it is typically a shorter phrase or just a single word, For example: if, under the 'apple', was stored the phrase 'Can I have something to eat please?', the auditory prompt might be 'eat' or 'apple' or 'something to eat'. Auditory prompts allow people who may have poor visual acuity to make better use of voice output communication aids and are also useful in assisting those with lower cognitive abilities.

"If children don't learn the way we teach,
We must strive to teach the way they learn."

Thus far, we have concentrated on helping the Learner to develop the necessary switching skills to be able to be in control of his or environment. However, we have neglected to mention a very important factor: establishment/staff attitude, expectations and practice!

An initial point, which we must all acknowledge, is the fundamental right of the switch user to be included in all that happens in the classroom. In 2001, the Special Educational Needs and Disability Act changed the 1995 Disability Discrimination Act to be inclusive of schools and colleges. Thus it became unlawful to discriminate against a Learner experiencing a disability in all aspects of school life without proper justification. Thus, real inclusion has taken yet another step forward.

However, inclusion does NOT equate with integration. They are not synonymous:

"We seem to use integration and inclusion as synonymous. This is not helpful and it would be useful is we could agree what we
mean by each of these." (http://www.diseed.org.uk)

Indeed, integration can mean further segregation: the child integrated into a place where s/he is not accepted and included can feel more segregated than the child who was not integrated. While we might be integrated into a whole series of lectures by Stephen Hawking, the authors would undoubted feel lost with the level of knowledge required to participate; therefore, we would be integrated but not included. To be included, the tutor, and the rest of the class would have to change their practice. Simply providing an additional (part-time) member of staff to work alongside the authors in the series of lectures and 'translate' Stephen's language into the 'English' that we might understand is insufficient and not inclusion.

Integration + Translation≠ Inclusion

Including the Learner (who happens to use a switch or switches to participate) may be daunting for many staff. Even in 'specialist' establishments, the switch user may still be marginalised and under tasked or segregated. Staff may find the Learner very challenging: they may find that s/he:

- is at a completely different level to the rest of the class;
- does not understand staff communication;
- uses equipment with which they are unfamiliar;
- requires additional help from other specialist staff which means that they miss significant parts of lessons;
- is too slow and holds up the progression of the others in the class;
- finds the level of work inappropriate and is constantly failing to achieve;
- cannot use his/her communication system to answer class questions;
- begins to behave in a challenging fashion after a short period in the group.

On the other hand, staff might naively claim that the Learner is understanding and following all that is happening within the class when in fact most it is flying over the Learner's head at an incredible rate! The supporting member of staff (LSA) is the one who is, in fact, completing most of the work on the Learner's part, for which the Learner is being credited.

All scenarios are clearly unacceptable and none is inclusive.

Generally speaking, teaching staff at all levels are already fully tasked with work. They work long hours and put in a great deal of effort to deliver the school curriculum. Therefore, the suggestions that follow obey the '30 Second Rule' (Caroline Musselwhite); that is, they can be delivered in thirty seconds or less by almost any member of staff. While some may take a little longer to prepare, once preparation is complete - the materials can be used again and again. They should take no longer than 30 seconds to implement. They can (and should) be used with the whole class such that the Learner is included as a part of the 'system' of the classroom and does not feel that 'special' measures are being adopted on his or her part (and only on his or her part). Such 'special measures' may, in fact, mark the Learner as different from the other children and set him/her apart in an alternative form of segregation.

Several studies show the benefit (for both those with and without disabilities) of the integration of Learners experiencing severe disabilities into general education settings particularly in relation to the social aspects of learning (acceptance, self-esteem, and social skills) (see for example - Kennedy, Shukla, & Fryxell, 1997; Mu, Siegel, & Allinder, 2000). Although some studies indicateacademic gains, generally, teachers find the inclusion of Learners with severe disabilities in the 'academic' curriculum much more challenging (Heller, 2001). The authors' classroom experience reinforces this notion. Staff are often unable to articulate why Learners are using switches in a particular way or why the Learner is performing a particular task with a switch (making a toy move for example). In some instances, Learners have been observed following what appear to be completely distinct activities to the rest of their peers in the class and, on many occasions, have been removed to a separate section of the school or college. Learners may spend an inappropriate amount of time on variations of a basic activity (making the dog walk to making the cat sing) because staff are unsure how to proceed.

Not all the suggestions that follow will work in every classroom on every occasion; readers must feel free to pick the ones that make sense to them and adapt them for their own needs. If there are other didactic approaches that are not covered, the authors will gratefully accept (acknowledge and disseminate) any further suggestions received for other successful practices.

Many classroom don't really engage the learners cognitively. They are there but not included:

We program a BIGmack to say good morning and then cycle the class to let every Learner take a swipe at it. They learn that if it is placed in front of you ...'hit it' but little else.

We provide 'choices' and we believe that is inclusion. No one ever stops to think that the choices are errorless: the Learner can choose anything and can 'coast' through the day without really being engaged cognitively.

We make assumptions of understanding based on very scant evidence: 'he smiles', 'she seems to respond appropriately', 'his body language says that he is aware', 'her intelligence is trapped inside' ... the list goes on. While, in some cases, these are indicators of understanding, they should not be taken as such. The reverse is also true, simply because a Learner does not respond does not mean that s/he has not understood.

Cognitve Engagement is the antidote to the flyswatting syndrome and to passivity of which flyswatting is a feature. Planing for cognitive engagement ensures that staff are promoting real learning and not just assumptions of learning, The movement towards evidence-based practice (EBP) that first appeared in the 1970s but didn't really make any significant impact until the 1990's has spread from the field of Health and Medicine to education. We are encouraged to believe that practice should be based on 'evidence' which comes from sound research. While not wanting to enter the debate over such practice here, it seems to me that there needs to a greater degree of evidence of understanding in the special needs classroom and not simply assumptions of such. Research need not always be external, proof of understanding can be evidenced quite simply in real time situations to the benefit all of all involved.

' It is not possible to establish that a Learner hasn't grasped a concept but it is possible to prove that they have.'

In other words: if John just sits there and does nothing, it does not mean he hasn't taken in the intended learning. If John fails all the tests, it still would be incorrect to say 'John cannot' or 'John does not know that ...' - all one really knows is that John failed the tests. However, if John performs in some way or passes post learning tests then we can say for certain that he has grasped the concept, has learnt the lesson, has understood. The problem is that so many staff accept almost anything as 'evidence of understanding'.

We need to engage learners cognitively. There are various techniques for doing this, the better ones have in-built indicators of success and are in themselves self-contained EBF.

Listen and Learn. The Learner is tasked to listen to what is being said and perform some task when a particular 'thing' occurs. For example: John is asked to activate his BIGmack every time the word 'elephant' is said. The BIGmack simply repeats the word 'elephant' excitedly. John is rewarded for every correct 'interruption'. The BIGmack is labelled with the symbol for elephant. John's performance is, itself, an indicator of success.

Watch and Say. The Learner is tasked to watch a particular piece or performance by another and say when a particular point is reached. For example: Julia is asked to indicate when the ball is reached in a on line scan of four items where one other item is also spherical (for example, an orange) and one other item is the same colour as the ball and yet another item is completely different but placed in what is thought to be the Learner's preferred position (she always chooses the one on the left). If Julia indicates the correct item then that in itself is an indicator of cognitive engagement. Of course, it could have neen accidental (a fluke) but repeated success strongle suggest cognitive engagement. A variation on this approach is to place another identical ball in a box so that Julia can see it at all times BUT the facilitating staff member cannot. It is preferable that the staff member does NOT know what is in the box (the ball was chosen and placed in the box by another member of staff in secret) and that the facilitator only is deciding which choice Julia is making as s/he points to each of the four items in turn.A correct response could merely be a chance occurrence but what if there are two correct responses or three ... This is a fun game that's easy to set up and requires little if any technology and yet speaks volumes about a Learner's understanding if successful. If Julia does not succeed, it is NOT possible to state that she does not understand: all we can say is that she did not succeed.

Some staff have never experienced using the equipment utilised by their Learners. Sometimes there is only one of such items and that belongs to the Learner and is unavailable to staff. How can one have real empathy for a person when you have never walked a 'mile in his/her shoes'? Staff should have real experiences of what daily life is like for such a Learner so that they can better prepare for their presence in the class and for successful inclusion and education.

Success is not about having the latest, the best, and the most expensive technology. If it were, the solution would be easy. More success can be achieved with limited access to technology via staff with a positive and consistent attitude and excellent working practices than visa versa. That is not to say technology does not have its part to play and cannot help ameliorate an otherwise difficult situation. Technology is important and should not be overlooked. Good staff awareness together with good practice and excellent technology is a recipe for success.

There is no substitute for regular training from professionals who know their subject. Finding such professionals may not be that easy but they are out there. Most would be willing to give advice to individual staff members from time to time when staff are experiencing frustrations with the sessions they have prepared.

... the terminology we choose for referring to individuals with severe communication impairments can shape our attitudes and those of others regarding those individuals. (MUSSELWHITE C. R. 1987)

The latest politically correct terminology is an ever-evolving field of potential study: when does it change? How does it change? And, perhaps, more importantly, why does it change? However, granting that whatever we say about correct terminology now will be incorrect by the time you read this paper, we still believe that the things we say and the way that we say them can not only be not inclusive but also hurtful. As the Verbal Attack
Shattering Syllables, Can slice through your Ears,
Sever your Heart, Nurture your Fears
They will Shatter you Soul, Those Poisonous Sounds, In each Killer BreathSharp axes can Hack,
Fire will Burn,
But remember the pain, Of your Verbal Attack

It is the authors' opinion that there is no need for specialist vocabulary when addressing Learners experiencing physical disabilities and or learning difficulties as long as staff relate to them as people first. We should no more shout, use distinct vocabularies, gesticulate, or communicate in any special way distinct to the way we would communicate with any other member of the group. For what is good for John will also ease the way for John's peers too. For example, if you sign to Jenny then you should sign to Justin and Julia and ... Indeed, its only by using sign everyday that both staff and peers learn the use of sign and, it's only in learning the use of sign that includes those that require its use (to aid understanding) in all that we do.In same the same way, we should utilise a symbol system for the benefit of all. It won't slow things down, it won't make things more difficult: indeed, you will find that it aids the understanding of all. Which symbol system? We would hesitate to recommend one above another: there are over 40 symbol systems commercially available for AAC alone (Augmentative and Alternative Communication). Whichever is selected it should be utilised for the benefit of all the students in the classroom and not just for a specific individual (marking him/her as distinct). For example, symbol boards and Clicker grids can be utilised to benefit all children across the curriculum.

Education does not stop at the wall of any particular classroom, it extends beyond walls and pervades every aspect of that school. It extends beyond the school to pervade every aspect of the community which, of course, is inclusive of parents and carers. We must share our practice and our success and failures with all Significant Others (parents, carers, social workers, key workers , ...) involved. They too must be included for the experience to be called 'inclusive'. A home-school diary is one way of doing this. A Memory Book is another (Click on the symbol for a more deatiled explanation of Memory Books). How does a Memory Book differ from a home-school diary? A home-school diary tends to be a messaging system between school and varying Significant Others (notably parents) with very little involvement (inclusion?) of the Learner him or herself. A Memory Book however, is a record of the events of the day presented in a medium that is meaningful to the Learner. For each session of the day (perhaps towards the end of the session) the Learner is assisted (where necessary) to fill in his/her Memory Book with an example of what s/he has been doing in the session. This may only include written text where the Learner is literate and is able to make the entry him/herself. Generally, it will include an item produced in the session (or part of an item produced in the session) or an item that came out of the session that would normally be discarded. Such items are glued into the appropriate position in the Learner's diary by the Learner (with assistance where necessary). Still uncertain about a Memory Book? Consider the following examples:

- During a finger painting session the teacher gave Sally a small 3 x 3 piece of paper on which she could use the colours that
she had used in her painting. The idea was not to make a smaller reproduction of a larger work but to act as a reminder of the
work she had done in that particular lesson. Sally stuck the paper reminder in her diary. The teacher annotated the Memory
Book 'Sally finger painted today'. The teacher did not say what Sally painted: that was for Sally to remember and inform
Significant Others looking at the Memory Book entry later.

- After a trip to the supermarket, staff helped David 'recycle' his plastic supermarket bag by assisting his pasting its supermarket
logo into his Memory Book. For good measure, David also included the wrapper from an item he had purchased independently.

- Rian had 'played' a space invader game during an I.T. session. The aim was to improve her switch coordination and timing in a
fun and exciting way. Staff had created a screen capture which was shrunk in size and printed out for Rian to add to her book.

- Matthew had been on a train and a bus as a part of independence studies. Matthew glued his train and bus tickets into his
Memory Book.

- Jenny had spent a session taking turns singing lines from a favourite song using a Step by Step device together with a member
of staff. A digital photo of them working together was included in the Memory Book.

The Memory Book travels with the Learner. It is the Learner's property. Significant Others are encouraged to assist the Learner to complete it for evenings out of school and weekends and holidays. In this way, Learners build a picture of their world; a historical record of what has been in a medium that is meaningful. The study of history (for a Learner experiencing severe learning difficulties) might begin with such a personal record. Furthermore, future events, such as the school disco, can be placed in context: the ticket can be attached to Memory Book in the correct position so that the Learner gets a 'feel' for how far away it is.

The home-school diary and the Memory Book are but two ways of many of extending the learning experience beyond the school walls and involving all Significant Others.

Why don't elephant like working with computers? Because they are afraid of mice! That joke is worthy of any Christmas cracker but makes the point that little things can have a big effect.

Have you ever tried to take a pram or a pushchair around a busy shop? Generally speaking they are not designed for such an intrusion and yet, if they were, would it be a disadvantage to the rest of us? Ever had a problem getting about due to an injury and struggled with a set of steps? We suggest, that far from being a disadvantage, that most of us would actually prefer the space and freedom of movement that was the result of a change in the layout of a busy shop or alternate access via a ramp rather than steps. Likewise, manipulating the classroom environment for the needs of people in wheelchairs or with problems or mobility can make the classroom better for all. Gently sloping ramps instead of steps do not handicap the ambulant in any way but make buildings more accessible for those who are not ambulant. Indeed, the design of the environment should try to take away the need for the 'special' and make everything available (inclusive) to all ...

" That's fine, in theory, but I have thirty two children in my class, thirty four if you count Julia's Classroom Assistant and myself.
How are we supposed to organise it so that there is space for a wheelchair to move around?"

We admit that not all classrooms are suited to wheelchair use and that some class sizes are better than others. However, we are not suggesting complete freedom of movement, merely an organisation that takes into account, and better suits, wheelchairs. If space is an issue because of enlarged class sizes (or just small classrooms) then it should be addressed at management level: failure so to do may result in criticism at the time of inspection. Integration without resources (and one resource is the necessary space) is not inclusion but rather tokenism.

" Ah but we need a special computer for Jonathon"

Why do you need a special computer for Jon? Why can't he use any computer in the classroom? He has special access equipment? Modern equipment is usually not very bulky and simply plugs into any available USB port (and it's really easy to make USB ports accessible on every computer). It's a bit more bulky than that? Then put it on a mobile rise and fall table so it can be easily used on any computer. He needs special software? Isn't all the software on the network accessible by any computer? If not, why not? The issue here is not really a special computer for Jon but marking Jon out as 'special'. If there is a special computer for Jon then there ought to be a special computer for every member of the class. If they have to share, then so should Jon. There may be scenarios where Jon is limited to the use of one computer but every effort should have been made to try to avoid this.

" Actually, Julia requires a lot of specialist equipment and materials."

That may be so, however why would that affect the design of the classroom, as long as things are organised and accessible. Rather than having special materials just for Julia, we would suggest that you try to use as many of those special materials for all the class. Sign and symbols can be used across the curriculum with all. Keep the range of special materials that are used just for the tuition of Julia to the minimum. Indeed, try and eliminate them altogether.

" Yes but switches are specialist equipment and Julia needs a switch are you saying that we must do everything via switches?"

No, not everything ... but all the class can control some things on the computer through a switch and many electrical items in the classroom can be controlled through a switch ...

Little Things Matter... How many 'F's are there in the sentence below?

What did you get? Did you get one, two, three, or something else? Come on, admit it ... what the majority of people say when asked the question is three, overlooking the two occurrences of the word 'of' in the sentence taking the tally to five! We naturally overlook the little things - they don't matter, do they? Actually, yes they do! The answer is completely different when we don't overlook them. Having made the point, hopefully, the issues below will become more cogent.

What are the little things? Such things as the correct colour of switch, in the correct position, correctly labelled. Any switch, in 'approximately the right position', and it 'doesn't need to be labelled: Julia knows what it is used for' is completely the wrong attitude.

More little things? The ways in which staff interact with Learners, are important: - Say the Learner's name first to get their attention: "Julie, stop what you are doing." - Use short and simple language, avoiding such things as metaphors (pull your socks up), irony, jokes, etc as these may be - Assisting the learning of new vocabulary (or old vocabulary used in a new way) through the creation of Learner dictionaries - Support your language with other modalities. For example, supporting language with models, photographs, pictures, drawings - Don't be tempted to finish a Learner's sentence for them even if they are very slow if they haven't given you permission. - Using alternatives to written reports for Learners who are presently non-literate. That is not to say that we give up on the - Communicate at the Learner's level when possible, it is easier and less threatening. Some learners (notably those with ASD )

- Provide time for the Learner to process information.

taken literally and misconstrued. However, this does not mean that staff should 'talk down' to learners or be patronizing.

(for example) in which words are matched with symbols and or pictures.

and/or symbols.

Don't make the rest of the class wait while the Learner prepares a response, attempts to reach a switch ... - it adds extra
stress for all. - Providing choices.
- Knowing when to step in and assist and knowing when to step back and allow the Learner to lead.

development of literacy skills. Some communication devices will link to computers and may be able to produce written text.
- Respect all Learner communication.
may find eye contact problematic.

There is no claim that the above list is comprehensive.

Inclusion means just that: the Learner is included in everything and not segregated or excluded. If others members of the class are given chores and responsibilities so should our Learner. How can Jenny be involved in caring for the class pets when she is severely disabled? One has to think creatively and laterally: Jenny could feed the fish for example - a switch could operate a moving vehicle or animal which could topple a hinged container which drops the correct amount of food into the fish tank. Sure, someone has to place the food in the container each time but Jenny has the responsibility for the food delivery. What if Jenny forgets? What would you do if any other member of the class forgot? Then do exactly the same: simply because Jenny has a disability does not disbar her from responsibility.

Sam cannot join in every Physical Activity session? There will be some activities in which the Learner will find it very difficult to participate. However, it should not be assumed that inclusion means competing at the same level with the same goals, targets and objectives for everyone. Sam's goals, targets, and objectives will be individual, different to peers in the class. Sam should not be excluded from P.E. and, in some sessions, might be included by being placed in control! For example, in a particular session, the children play a game where they are required to move around to music and then be completely stationary when the music stops. Sam's body is always moving and Sam finds it impossible to be stationary. If the tutor ignores this, the other children complain, saying that it is unfair, as well they might. Sam is put in control of the activity. It is Sam's responsibility to switch on and switch off the music at random intervals. Staff are freed to observe and judge the game.

Get students to spend some part of the day or session working in small diverse teams: advanced learners with those that are not so advanced, mixing able learners with those that are not so able, switch users with non-switch users. These diverse groups/teams are then tasked to learn a particular theme or topic or undertake a particular task which involves learning. The teams are informed that if one member of the team fails then the whole team fail, they are to help each other with the work, with learning and understanding. The team themselves can help the Learner using switches to set up equipment.

There are various approaches to cooperation; one is known as 'jig-sawing'. In jig-sawing, each member of the team learns a different piece of the task and then comes and reports back to the group to teach his/her section to the others. The others can ask questions, for clarification, additional information, etc, until they are sure that they, too, have understood the section. The whole group has to report back to the teacher once the task has been completed. Several diverse groups could be working on the same task, eventually sharing knowledge and learning at the end of the session. Learners have to:

work as a team and include all others.
help others, especially those who have learning difficulties.
learn about others needs and abilities and problems, empathise with others.
make information comprehensible so that it may be understood by peers.
share goals, act responsibly.

Peer partnering is a technique for answering questions that, used sensitively and wisely, can assist Learners to respond to tutor questions without holding up the rest of the class. Students are paired (diverse pairing) and each pair is given a question on the session that they have to discuss and on which they have to prepare an answer. The answer must be given by both members of the pairing equally and not just a single member (although they are allowed to help each other). Thus, the class is provided with a set of questions and is given time to prepare their responses. As it is known that both members of the pairing have to provide an equal amount of the 'answer', the more able partner cannot simply do all the work on his/her own but must work with their peer as a team. The Learner has time to prepare an answer and is not simply put on the spot while the others in the class are waiting for him/her to 'build' an answer.

Pairs are not fixed! They are different every time so that all individuals get to work with all others. Switch users, who by definition may need to scan to get access to vocabulary to answer a question, can work with non-switch users, to think about and develop an response. Time is not the crucial issue; the more 'able' partner may actually be the person using the switches! However indviduals are paired, the Learner working with switches is fully included.

All staff should be able to explain why a particular Learner is using a switch to make a dog walk and bark (for example). Staff should be able to state the objective, the target, and the future goal. Staff should not be saying (when asked), "err I don't know". There is a point to working with the yapping dog and it is not to teach the Learner that dogs yap or indeed anything about dogs. The point is (normally) one of understanding cause and effect or developing switch access skills. Once mastered, the Learner should be moving forward (not laterally onto the meowing cat) and not stagnating forever on switching on a toy when it stops.

To download the Talksense Training Course DAY ONE PowerPoint presentation please click on the symbol left. Please note that the PowerPoint is copyright Talksense and may not be used for commercial purposes.

The PowerPoint is intended for use by those who have attended the first of the three day Talksense switching courses and is offered in place of a hand-out to save on the use of paper and give a little help to the environment.

Note that the videos and sound links contained within this presentation are linked to places on the Talksense computer and, as such, will not operate within the download.However, all other portions of the PowerPoint should operate normally.

The presentation will be update from time to time and, as such, the download will change over time. The current download was updated on:

August 18th 2016

To download the Talksense Training Course DAY TWO PowerPoint presentation (on Scanning Skills) please click on the symbol left. Please note that the PowerPoint is copyright Talksense and may not be used for commercial purposes.

The PowerPoint is intended for use by those who have attended the first of the three day Talksense switching courses and is offered in place of a hand-out to save on the use of paper and give a little help to the environment.

Note that the videos and sound links contained within this presentation are linked to places on the Talksense computer and, as such, will not operate within the download.However, all other portions of the PowerPoint should operate normally.

The presentation will be update from time to time and, as such, the download will change over time. The current download was updated on:

February 28th 2014

As day three is entirely practical (hands on), there is NO Talksense Training Course DAY THREE PowerPoint presentation available to download. The course is a round robin problem solving system. Participants are split into five groups that move around the room addressing the problems posed in five differing exercises using the equipment provided. Opportunities for feedback are provided at the end of the day.

Please Note: All Day Three course participants must have at least completed the Day One course.

To download a completely free set of switch-pics (for non-commercial use only) that fit neatly under the switch caps of jelly bean switches and LITTLEmacks click on the symbol left. The download is a word document containing a number of switch-pics that serve many functions for which switches may be used. Simply cut around the dotted line and place under your switch cap. If you do not have switch caps then the symbols may be laminated for extra protection. Do not laminate the symbols if you are placing them under switch caps as the added thickness tends to force off the clear plastic switch cap.

File Updated 16/11/13

To download a completely free set of switch-pics (for non-commercial use only) that fit neatly under the switch caps of Big Red switches and BIGmacks click on the symbol left. The download is a word document containing a number of switch-pics that serve many functions for which switches may be used. Simply cut around the dotted line and place under your switch cap. If you do not have switch caps then the symbols may be laminated for extra protection. Do not laminate the symbols if you are placing them under switch caps as the added thickness tends to force off the clear plastic switch cap.

File Updated 16/11/13

To download the 'Switching To Communication' Paper (Word document) click on the symbol left. The paper was written by Judy King and Tony Jones and covers some of the things discussed on this page. As it is over three years old, it may be a little out of date now although most things are still relevant!

, Switch Assessment and Planning Framework for Individuals with Physical Disabilities http://www.ace-north.org.uk/pages/resources/documents/SwAssessmentFramework.pdf

(2000). for Technology Access Computers and Web Resources for Persons with Disabilities: A Guide to Exploring Today's Assistive Technology, 3rd edition. , CA : Hunter House.

(1993) Attermeier S. & Edmondson R. Baby Power; A guide for families for using assistive technology with their infants and toddlers. Chapel Hill , NC.: Center for Literacy and Disability Studies and Clinical Center for the Study of Development and Learning.

. (2000). Technology and Exceptional Foundations. In - Blackhurst A. E. & Lahm E. A Technology and Exceptional Individuals, ed. Jimmy D. Lindsey. Austin , TX : Pro-Ed.

s it all about? Visual scanning: Training approaches, Blackstone S. (1989) Visual scanning: what Augmentative Communication News,Volume 2, Number 4, pp. 1 -5

(1997), Augmentative and Alternative Communication assessment strategies: motor access and visual considerations. In - Handbook of Augmentative and Alternative Communication, Singular Publishing Group. Pp 243 - 282

. (Eds) (1995). Flippo K. F., Inge K. J., & Barcus J. M Assistive Technology: A Resource for School, Work, and Community. Baltimore : Brookes.

Fried-Oken M., Howard J., & Stewart S. R. (1991) Feedback on AAC intervention from adults who are temporarily unable to speak, , Volume 7, pp. 43 - 50

Interaction. In -
Harris D. & Vanderheiden G. (1980) Enhancing the development of communicative Non-speech language and communication: Analysis and intervention.pp. 268 - 269, Schiefelbusch R. L. (Ed.). Baltimore : University Park Press

(2001). Adaptations and instruction in science and social studies. In J. L. Bigge, S. J. Best, & K. W. Heller (Eds.), Teaching individuals with physical, health, or multiple disabilities (4th ed.). Upper Saddle River , NJ : Merrill.

disabilities. Kennedy C. H., Shukla S., & Fryxell D . (1997). Comparing the effects of educational placement on the social relationships of intermediate school students with severe Exceptional Children, Vol 64, pp. 31-47.

Levin J. & Scherfenberg L. (1990), Selection and Use of Simple Technology in Home, School, Work, and Community Settings.

(1989) Message encoding techniques for augmentative communication systems: An investigation of the recall performances of non-speaking physically disabled adults. Doctoral dissertation. University of Toronto

(1980) Early identification and treatment of children at risk for speech development, In - Nonspeech language and communication: Analysis and intervention. pp. 259 - 301, Schiefelbusch R. L.(Ed.). Baltimore : University Park

classrooms.
Mu K., Siegel E. B., & Allinder R .M. (2000).Peer interactions and sociometric status of high school students with moderate orsevere disabilities in general education Journal of The Association for Persons with Severe Handicaps, 25(3), pp. 142-

(1987) Augmentative Communication. In - Musslewhite C. R. Treating Cerebral Palsy, for clinicians by clinicians: McDonald E. (Ed.), Austin , Texas : Pro-Ed

(2009) Musslewhite C. R. Literacy For All, Communication Matters Study Day, Manchester , May 7th

(1994), Comparison of relative demands implicated in direct selection and scanning: Considerations from normal children, , Volume 10, June 1994, No. 2, pp. 67 -74

(1984) Six critical factors in the prescription of technical aids, Saya M., Pelican Y., & Barr L. Proceedings of the 2nd International Conference on Rehabilitation Engineering.pp. 68 -69, Washington , DC : Resna press

(1982), Facilitating the communicative interactions of non-speaking persons in large residential settings, Shane H. C., Lipschultz R. W.,& Shane C. L. Topics in Language Disorders,2, pp. 73 - 84

empowerment of nonspeaking students using the TalkSense Communication aid, Van Tatenhove G. M. & Vertz S. (1993e), Strategies for the inclusion, independence, and 14th Southeast Annual Augmentative Communication Conference Proceedings, pp. 127 - 141, Birmingham , Alabama : SEAC

(1986), Communication systems and their components. In- Vanderheiden G. & Lloyd L. L. Augmentative Communication: An introduction, PP. 49 - 163, Blackstone S. (Ed.), Rockville , MD : ASHA

(1992a) Von Tetzchner S. & Martinsen H. Introduction to Sign Teaching and the Use of Communication Aids. Whurr Publishers ISBN1-870332-28-8

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This page is all about switches and switching, from the introduction, through cause and effect and onwards to more advance skills such as scanning. There is still a lot of ill informed practice out there. This page seeks to improve knowledge of the implementation of switches for staff and Significant others working with people (children and adults) experiencing learning difficulties and or a physical disability.

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Print out and laminate (or put in a protector sheet) to encourage social communication during play time!

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--Previously "Tarheel Reader"--

New and Improved! 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. Select a book from the extensive (multilingual) collection, or create your own!

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Digital books for beginning readers of all ages

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Disability awareness is easy to embed into your classroom all year round.

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Getting Ready to Read is a one-of-a-kind literacy and communication instructional program that is designed to teach word recognition, decoding, spelling and icon sequencing using an AAC device.

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It looks like you have Javascript disabled in your browser settings. Javascript must be allowed in order for the website to function properly.
If you are unsure how to do this, try Googling "How to enable javascript in (your browser)."

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Check out what's new on AAC Language Lab

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Follow this easy to remember and easy to follow strategy when engaging with our AAC users.

T: Talk about it!

A: Ask open-ended questions

A: Acknowledge or Answer

P: Propel the conversation forward or make a Prediction

(wash and repeat)

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Comprehensive Literacy For All Book Collection

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Comprehensive Literacy For All Book Collection

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Search for your favorite picture book and find an extensive Activity Plan to go with it!

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Comprehensive Literacy For All Book Collection This collection aims to provide meaningful experiences with accessible print that fit into a systematic approach to teaching emergent literacy for students with complex learning needs. Select your book using the search tools provided Scroll down to find the Activity Planning Link, which pairs literacy activities, visuals, and strategies for emergent… Read More »CLFA Search

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Weekly news stories with 60 worksheets and three reading levels (including picture supported).

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Why n2y?

Because we believe everyone can learn, and every student has the right to reach their full potential. As the nation's #1 solution for special education, we're the first-and only-comprehensive solution serving at the epicenter of successful teams, and now we're excited to offer proven intervention for general education. For 25 years, it's been our mission to work side by side with special educators, transforming not only the classroom, but also the lives of teachers and administrators, service providers and paraprofessionals, families and caregivers, and all the students we proudly serve.
Watch our Video

New Insights & Offerings

Our complete special education solution prepares students for the ultimate test: succeeding in life. Empower achievement and enrich lives with differentiated, standards‑based academic and life skills lessons, skill‑based intervention, comprehensive assessment and data collection, integrated behavior management and intervention, engaging educational games, relevant symbol communication tools, enriching current events content, and a powerful, collaborative system for IEP development and implementation.

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Special Education Software, Curriculum & Learning Tools | n2y

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n2y empowers positive student outcomes with a Total Solution designed to help learners with special needs master their state's standards.

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Simple guide on how to adapt books for students with complex communication and/or complex bodies.

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Great website with a wealth of information and resources on supporting our students on their writing journey, as well as the incorporation of AAC across various activities.

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Use Touchchat to write your message and then copy into Google Docs directly within the app!

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Accessible games for all students

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The Apogee Project | Assistive Technology Specialists

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Life should be an adventure for everyone!

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Intro to AAC viseo for Spanish-Speaking Families

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Intro to AAC viseo for Spanish-Speaking Families

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CAA 3: Descargué la aplicación... ¿Y ahora qué? Introduciendo CAA a mi niño/a

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Parent-Focused Overview of AAC - Hmong Translated (Hmoob Txhais)

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Parent-Focused Overview of AAC - Hmong Translated (Hmoob Txhais)

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Presented by my colleague and AT/AAC Specialist, Casi Heartstrong, from Butte SELPA. The video defines AAC, busts some commonly held AAC myths, takes a look at the magic of the home page, shows how to offer aided language models, points towards using the Word of the Week, and shares tips on ensuring success at home and school.

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Welcome to Augmentative & Alternative Communication (AAC)

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Collection of 23 different languages translated into core boards.

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If you are new/er to AAC and TD Snap, I highly recommend checking out the resources listed on the linked Doc.

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Share your videos with friends, family, and the world

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Open Access AAC Resources | Open Access 2.0

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The objective of the Open Access website is to facilitate the Learning and Participation for ALL students by eliminating barriers to learning.

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TD Snap Motor Plan is an efficient way for learners with complex access needs to develop language. This page set focuses on core words and word-by-word sentence construction. Each word appears only once with a distinct path, or motor plan, to find it. Over time, the communicator will automatically locate words, allowing them to focus more on what they want to say.

Communicators access words in three navigations or less in TD Snap Motor Plan. It comes in two grid sizes, Motor Plan 30 and 66. Both layouts have the same robust vocabulary, carefully selected to support early language learners and advanced communicators alike.

Both the 30 and 66 position layouts in TD Snap Motor Plan are optimised with the following key features:

In addition to a powerful set of included tools, TD Snap Motor Plan contains the following resources:

A powerful tool for creating special education materials, with access to the same PCS library as in Core First.

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TD Snap Motor Plan is an efficient way for learners with complex access needs to develop language. This page set focuses on core words and word-by-word sentence construction. Each word appears only once with a distinct path, or motor plan, to find it.

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A great handout that describes a simple and brief intervention that can have a big impact on our students learning new symbols. Modeling is a wonderful intervention tool, but many of our students benefit from also receiving explicit symbol instruction. How? This handout outlines the simple steps.

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Explicit AAC core vocabulary instruction.pdf

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Need materials or curriculum supports? Check out this site.

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Learning an AAC system is like learning any language. Students need to be immersed in their language for the best outcome. It is important that the curriculum be adapted to the student's AAC language. Here is a list of some resources.
***Please note that this list is not exhaustive and inclusion does not mean endorsement of a system or product. Tools must be selected based on the needs of the individual student.
AAC Language Lab

AAC Language Lab is an online platform for a variety of resources. The available lesson plans and activities are based on language stages . There are lesson plans and activities for individuals who are using single words through generating syntactically complex sentences. The lesson plans feature relevant objectives, vocabulary targets, speaking/reading/writing tasks, as well as printables for books and games. Each stage also has several coordinating activities to help an individual develop their language skills and use core vocabulary. AAC Language Lab is through PRC-Saltillo and has some materials specific to learning the Unity language. These include icon sequences to help you learn how Unity works. The majority of other activities can be used to support someone using just about any language system though. Please note that there are some free resources, but a paid membership is needed to access all of AAC Language Lab.

AssistiveWare Core Word Classroom

This is an online platform that provides access to a variety of resources for individuals who use a core vocabulary based system. AssistiveWare Core Word Classroom has materials to help support modeling and use of core vocabulary through daily activities. These materials include planners, modeling guides, word of the week materials/displays, and quick reference sheets. The beta version is free with sign up .

Boardmaker

This online platform provides access to Boardmaker symbols. Users can create their own vocabulary boards and printable activities or download from the community pages. A free membership allows access to the community pages, but to create your own materials you will need a paid account.

LessonPix

With a membership to LessonPix, you will have access to 40,000 clipart symbol files (including PRC Unity symbols) and materials. The clipart files can be customized to change the colors and skin tones. You can download the clipart files to add to your own documents or use available templates to create materials online.

Literacy Instruction

Created by Janice Light and David McNaughton through Penn State University, this offers step-by-step instructions on how to provide literacy instruction to individuals with complex communication needs. Each step of the curriculum includes samples goals, instructional tasks, examples of materials, and directions for implementation (modeling/guided practice/independent practice). Curriculum steps include: sound blending , phoneme segmentation , letter-sound correspondences , , shared reading , sight word recognition , reading sentences and simple stories , and reading comprehension .

You may also want to check out the article on AAC and Literacy.

Make Beliefs Comix

This allows you to take characters and embed them into comic strips. This can be used to create customized lesson supports and social stories.

My Tobii Dynavox

Licensed and certified speech-language pathologists can set up an account using their ASHA number. This provides free access to several Tobii apps, including a full copy of Snap Core First (with voice output). In addition, under the Resources section of the website, there are a variety of materials available such as articles for Snap Core First and Communicator 5, screening tools, and AAC 101 training resources. Under the "My Stuff" section and Professionals tab on the website, there are printable materials including Core First Learning: Books & Lessons.

New-2-You

A paid membership to offers access printable and online resources to news and current event articles. Each article is available in 4 formats ranging from the "Regular Edition" where each sentence is provided in text and symbol support to the "Advance Edition" featuring more expanded, detailed text. These articles allow individuals of differing abilities to participate in an activity and discussion together. The membership also provides additional materials to expand literacy skills and have students engage across the curriculum. (Please note that this information refers to the weekly newspaper product. N2Y also offers additional curriculum solutions).

Project Core

Project Core is an AAC core vocabulary implementation model. It is created by the Center for Literacy and Disability Studies at the University of North Carolina-Chapel Hill. Project Core has printable core boards and additional materials. There are training , detailed guides , and for educational staff to implement a core language approach in the classroom.

Speak For Yourself Learning to Speak Action Plan

This is a modeling plan for families, professional, and teachers to use with students using the Speak For Yourself app. It provides an overview of how to build modeling from one word to connected productions. This helps everyone working with the student to stay one step ahead with the language being modeled. It is important to model language throughout the day, both at home and at school. This way an AAC user learns to generalize their language across their environments. Speak For Yourself also has a starter vocabulary set that can be used with Project Core and instructions on how to begin working on literacy and AAC.

Tar Heel Reader

Tar Heel Reader provides access to free, accessible books. A student can interact with the books using the touch of a screen or even through switch access. In addition, you can make edits to existing books by changing the voice or the color contrast. You can search for specific topics of interest or use the platform to write your own book. There is also a symbol-supported version called Tarheel Shared Reader .

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AAC Curriculum Resources - AAC Community

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Learning an AAC system is like learning any language. Students need to be immersed in their language for the best outcome. It is important that the curriculum be adapted to the student's AAC language. Here is a list of some resources.

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Lot's of great resources to support activity-based learning utilizing core vocabulary!

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# Welcome to the AssistiveWare Core Word Classroom!
Join our classroom to get access to a range of resources designed for AAC implementation. Use these materials to teach and model core words throughout the day! You will find:

Printable core word displays

Planners for teaching core words during common activities

Core Word of the Week planners and displays

Resources and references for AAC implementation

This version of the AssistiveWare Core Word Classroom is in beta.

You can create a free account by entering your email and a password, or by signing in using Facebook, Google, or Twitter. If you create your account by entering your email, or by using Twitter, you will receive an email with a link to click to complete your registration. If you don't receive an email, check your Spam or Junk folder, as it may have been filed there. Another common reason you may not receive an email is if you misspell the email you use for registration. In this case, just register again using the correct spelling. If you have problems creating an account, or any questions about the AssistiveWare Core Word Classroom, please contact us at classroom@assistiveware.com.

For more information, see our Frequently Asked Questions list here: http://www.assistiveware.com/support/faq/26

By signing up for an account, you are also signing up for periodic email updates from the AssistiveWare Core Word Classroom. You will be able to unsubscribe by clicking the Unsubscribe link in the email. We will not use your email for anything else!

AssistiveWare Core Word Classroom - Resources for implementing core word AAC

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AssistiveWare Core Word Classroom - Resources for implementing core word AAC

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5 Minute Fillers ("Grab and Go" Activities)

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5 Minute Fillers ("Grab and Go" Activities)

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These are perfect for using to put together simple activity packs that support core vocabulary acquisition. Whether you have 5 minutes to fill or a 20 min centers activity to support, you will love having these handy!

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# Welcome to the AssistiveWare Core Word Classroom!
Join our classroom to get access to a range of resources designed for AAC implementation. Use these materials to teach and model core words throughout the day! You will find:

Printable core word displays

Planners for teaching core words during common activities

Core Word of the Week planners and displays

Resources and references for AAC implementation

This version of the AssistiveWare Core Word Classroom is in beta.

You can create a free account by entering your email and a password, or by signing in using Facebook, Google, or Twitter. If you create your account by entering your email, or by using Twitter, you will receive an email with a link to click to complete your registration. If you don't receive an email, check your Spam or Junk folder, as it may have been filed there. Another common reason you may not receive an email is if you misspell the email you use for registration. In this case, just register again using the correct spelling. If you have problems creating an account, or any questions about the AssistiveWare Core Word Classroom, please contact us at classroom@assistiveware.com.

For more information, see our Frequently Asked Questions list here: http://www.assistiveware.com/support/faq/26

By signing up for an account, you are also signing up for periodic email updates from the AssistiveWare Core Word Classroom. You will be able to unsubscribe by clicking the Unsubscribe link in the email. We will not use your email for anything else!

AssistiveWare Core Word Classroom - Resources for implementing core word AAC

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AssistiveWare Core Word Classroom - Resources for implementing core word AAC

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Great source for bite-sized trainings to provide insights for our AAC users' communication partners.

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90 second Video Tutorials - digital version .pdf

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A student-centered handout (3 pages). Print, post, email, discuss!

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This is a non-exhaustive list and just a guide. Please check with apps to see if updates have occured!

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An easy handout to help dispel fears and myths around supporting bilingualism with our students who use AAC.

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This video will walk you through the simple steps of creating a bilingual vocabulary with correct voices and pronunciation.

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Switch from English to Spanish in TouchChat WordPower

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Handout with links

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Core Vocabulary and Tier 1 often overlap. Support literacy development along side communication by focusing on Core! English and Spanish.

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A wonderful blog dedicated to Bilingual AAC. Link leads to offered freebies.

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A helpful guide

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Printable Communication Books & Core Boards

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Printable Communication Books & Core Boards

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This is a set of 7 AAC CORE boards, translated into multiple languages (Amharic, Arabic, English, Korean, Russian, Spanish, Vietnamese).

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Download and print PDF books of the core word pages from our TD Snap app. These communication books are a great introduction to language for symbol-supported communicators before they get their device. Or keep them on hand as a simple solution to be used in the car, at the playground, near the pool, or anywhere else it might be inconvenient to use a device.

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Download and print PDF books of the core word pages from our TD Snap app. These communication books are a great introduction to language for symbol-supported communicators before they get their device. Or keep them on hand as a simple solution to be used in the car, at the playground, near the pool, or anywhere else it might be inconvenient to use a device.

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FREE resource available in 7 different languages. Use English at school and send home one in your student's home language.

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The 1-page CORE board is a great option for home. Keep one in your bag, attach it to your student's backpack, or put it around your house for when you need to say something quickly.

Available in 7 languages.

The base for the CORE flip-book. There is a blank space in upper right corner for fringe words. The CORE words are always visible.

Available in 6 languages.

"Fringe" words are personalized words that are less frequent than CORE words. They are placed in the upper right-hand corner of the board, and can be flipped to different pages to show different words. They are used with CORE words to expand language.

Currently available in English.

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CORE boards are a low-tech AAC option available to all students. Edmonds has a universal CORE board that can be used at home and at school, available in multiple languages. There is a 1-page version, and a flip-book that has space for more words to be added.

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Sensory Activities for the SLP (or parent or other provider)

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Sensory Activities for the SLP (or parent or other provider)

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Many of our students have impacted sensory systems. Here are highlighted slides from Cari Ebert's Sensory presentation that get straight to the activities that will regulate our students and help them engage.

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Playlist of helpful "How To" and example videos

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Video guide of Avaz for Autism. Avaz is a full-featured, research-based AAC app. It is designed to make speech therapy more effective, develop language & improve intent to communicate. Avaz for Autism is available for the iPad and Android Tablets.
This channel is the video resource for everything re…

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Print and use!

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Presented by my colleague and AT/AAC Specialist, Casi Heartstrong, from Butte SELPA. The video defines AAC, busts some commonly held AAC myths, takes a look at the magic of the home page, shows how to offer aided language models, points towards using the Word of the Week, and shares tips on ensuring success at home and school.

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Welcome to Augmentative & Alternative Communication (AAC)

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Watch this great (and brief) animated video to better understand both the WHAT and WHY of Aided Language Stimulation! (Also known as Aided Language Input and Aided Language Modeling)

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More than just asking for for what you want!

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Sometimes called Aided Language Input or Aided Language Stimulation, this is an evidence-based intervention technique that is easy, low-pressure, and highly effective!

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Gestalt Language Processor Communication Book

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Gestalt Language Processor Communication Book

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Support our GLPers with this great communication book!

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All Free!

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Print out and laminate to have a simple low-tech communication support during meal times! Boardmaker/PCS Symbol Version

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Print out and laminate to have a simple low-tech communication support during meal times! SymbolStix Version

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Watch this great (and brief) animated video to better understand both the WHAT and WHY of Aided Language Stimulation! (Also known as Aided Language Input and Aided Language Modeling)

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Printable - Communication Bill of Rights 

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Printable - Communication Bill of Rights 

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Access to communication is a basic human right! Print out this great visual and post it in your classroom and school.

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Printable - Communication Bill of Rights (English and Spanish)

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Printable - Communication Bill of Rights (English and Spanish)

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Access to communication is a basic human right! Print out this great visual and post it in your classroom and school.

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The Fitzgerald Key was developed by Edith Fitzgerald in 1929 ( Lautenschlager, 2016). At the time, the primary focus of this tool was teaching grammar to individuals who were hearing impaired or deaf. This visual support system has since expanded and evolved over time.

The Modified Fitzgerald Key, as it relates to AAC, is a system of using color-coded display designs within an AAC system to increase visual access and linguistic relationships (Thistle & Wilkinson, 2009).

[Modified] Fitzgerald Key: Now

Presently, the term Modified Fitzgerald Key has extended to the realm of augmentative and alternative communication (AAC). The Modified Fitzgerald Key, as it relates to AAC, is a system of using color-coded display designs within an AAC system to increase visual access and linguistic relationships (Thistle & Wilkinson, 2009). Basically, it uses a specific color-coding system to represent different grammatical categories and parts of speech (e.g., green for verbs, yellow for pronouns, orange for nouns, etc.). The Modified Fitzgerald Key can be incorporated into low tech AAC systems, such as communication boards, to high tech AAC systems, such as speech-generating devices (SGDs). For SGDs, the Modified Fitzgerald Key is a primary feature for many pre-programmed core word templates.

In my research and experience, I have seen some variation with the color schema of the Modified Fitzgerald Key, as well as other AAC color keys (e.g., Goossens,' Crain, and Elder). Though some schemas may differ, it is important to be consistent with whichever color schema you choose. That is key (no pun intended)!

Fitzgerald Key: Considerations & Questions

Every AAC user is DIFFERENT and has their own unique way of communicating (as do us all). Therefore, it is important to note that the AAC language system and display for each user can vary. What do we mean by that? Well, the Modified Fitzgerald Key could certainly be highly beneficial for one AAC user and not make a big difference in use with another AAC user. I have personally seen both results.

When assessing and selecting a language/display system for an AAC user, there are several considerations before nailing down a color-coding system or any display specifications for that matter.

Questions you can ask yourself:

Does the individual present with any visual impairment/low vision or color vision deficiency (also known as color blindness) that could impact their perception of certain colors?

Does the individual present with any sensory or neurological differences that could be sensitive to certain colors or displays?

Does the individual produce more accurate/inaccurate responses using a color-coding system vs. another?

Does the color-coding system support/reduce efficient communication for that user?

Does the AAC user respond more favorably to one form of color-coding over another? E.g., using specific colors for button backgrounds vs. button borders.

Does the AAC system in-use lend itself to adaptability? E.g., do system settings allow the programmer to alter colors/make display specifications?

Does the AAC user already have fluency using their present system? Does it warrant any changes that could potentially negatively impact the individual's access to communication?

How can I incorporate the Modified Fitzgerald Key?

If you are a speech-language pathologist (SLP) or someone working with an individual with an AAC system, there are many ways that you can incorporate this practice. If you have asked yourself the questions above and still determined, this could positively impact the communication functions of the user, here are a few additional ways to support this practice:

Keep colors consistent with other visual supports/symbols you might be using in your therapy room, classroom, clinical setting, etc.

Inform other individuals who are working with the AAC user (that also includes parents/caregivers) about this practice to encourage consistency across contexts and settings.

Determine what form of color-coding (e.g., using specific color for buttons vs. button borders) is preferred by the AAC user and supports efficient communication. Additionally, to what degree (e.g., using only a few colors from the Modified Fitzgerald Key vs. using all of them). Either way, keep these forms consistent across the user's system.

As you can see, consistency will make a huge difference in the success for your user! Have other button/display modifications that have been successful for you or your client/loved one? We'd love to hear about it - hello@communicationcommunity.com

Citations/further resources:
https://www.lva.virginia.gov/public/dvb/bio.php?b=Fitzgerald_Edith_Mansford https://praacticalaac.org/strategy/communication-boards-colorful-considerations/ http://tdvox.web-downloads.s3.amazonaws.com/Core%20First/TD-TheStory_of_Core.pdf https://pubs.asha.org/doi/10.1044/1058-0360(2009/08-0029) https://storage.outreach.psu.edu/autism/45.%20Presentation_1.pdf
Image credit: Drawn to AAC

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The Modified Fitzgerald Key can be used to color-code AAC buttons/symbols to increase communication efficiency and understanding of linguistic categories.

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Learn how to attribute meaning with your AAC user

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Support motor planning as your student grows as a communicator. Easy to make!

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Great information, and lots of great linked resources. Worth checking out!

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Light Tech Can Be the Right Tech

Light Tech AAC can be the right solution in a number of different circumstances. It should not be seen as "less than" or less important than high tech AAC devices. For one thing, it is inexpensive. You need access to a color printer, scissors, paper, and perhaps a laminator. It is easy to make and you don't have to start from scratch. Many vendors and app companies have free printables on their website. A lot of these links can be found on the AAC Community website. See the Resource List below.

Modeling

Light tech core boards may be a good place to start with young communicators. They can be used to comment on play or participate in book reading, and so much more. It cannot hurt to use visuals to support communication, whether in therapy or the classroom. If you anticipate getting a particular AAC app or language system for the student, do what you can to make those systems match. Print out a matching board or flip book.

Indeed, for some people, light tech is the appropriate solution for long-term communication. If you have gone through an evaluation process and the light tech worked best, that is what you may choose. The team can always revisit speech generation down the line.

Backups

If your student already has a high tech system, a light tech backup can be a way to ensure that they maintain access to communication if their device breaks. It can take several weeks to send a device back for repairs. If you need an exact match to an customized ipad app, you can do this by taking screenshots of the device.

Having a backup also helps the school and staff stay in compliance with the student's IEP. This, in turn, might help the school team feel more comfortable with listing specific AAC devices and strategies in the IEP.

Core Vocabulary

How do we implement a light tech system? First, Make sure that you are providing access to core vocabulary. Without core, the student will not have a way to say new things. This will limit their participation in school and likely decrease their motivation for using their AAC. You may also want to add some "fringe" vocabulary for activities, places, and people that are especially motivating for the student. We all like to talk about our favorite things! If you use photos, make sure they aren't too busy looking. They should clearly show their subject.

Whatever vocabulary you add, make sure that the words you have stay in the same place. We want to ensure consistent placement so that using AAC is easier. We all rely on motor plans to access routine activities. Imagine if your mechanic were to switch the gas pedal with the brake pedal in your car. That would be a disaster, even if you intellectually knew that they had changed.

When you introduce the light tech system, be sure to model AAC and make that system available across the school day! Our need to communicate doesn't go away at lunch or recess. Model comments, greetings, and feelings (not just requests). And don't demand a response! The child will learn by observing, even if they don't appear engaged at the start.

One last tip. If the child is in a school setting, make them two light tech books, one for at school and one for home. That way, their voice never gets forgotten at home.

Resources
Light Tech Core Boards for High Tech Apps Starting with a Little or a Lot: Introducing Core Boards Communication Boards and Resources

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AAC Light Tech - Device Backups and More - AAC Community

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Light Tech AAC can be the right solution in a number of different circumstances. It should not be seen as "less than" or less important than high tech AAC devices. For one thing, it is inexpensive. You need access to a color printer, scissors, paper, and perhaps a laminator.

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FREE resource available in 7 different languages. Use English at school and send home one in your student's home language.

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The 1-page CORE board is a great option for home. Keep one in your bag, attach it to your student's backpack, or put it around your house for when you need to say something quickly.

Available in 7 languages.

The base for the CORE flip-book. There is a blank space in upper right corner for fringe words. The CORE words are always visible.

Available in 6 languages.

"Fringe" words are personalized words that are less frequent than CORE words. They are placed in the upper right-hand corner of the board, and can be flipped to different pages to show different words. They are used with CORE words to expand language.

Currently available in English.

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CORE boards are a low-tech AAC option available to all students. Edmonds has a universal CORE board that can be used at home and at school, available in multiple languages. There is a 1-page version, and a flip-book that has space for more words to be added.

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Pragmatic Organization Dynamic Display (PODD) is normally a book or device that contains symbols and words to support communication between people with complex communication needs and their communication partners

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Pragmatic Organisation Dynamic Display (PODD) is normally a book or device that contains symbols and words to support communication between people with complex communication needs and their communication partners, whether that's carers, family, friends or support workers.

PODD is an example of an assistive technology called augmentative and alternative communication (AAC) and was developed over the past 15 years by Gayle Porter, a speech pathologist with the Cerebral Palsy Education Centre in Victoria, Australia, designed for-all-the time use.

PODD could be considered for anyone who would benefit from using tools to support communicating with others, whether it's understanding language or assistance with expressing it, and they can be personalised and adjusted to suit a person of any age. Novita clinicians can support you or your child in finding and making the best PODD for you, and offers workshops to users on using the PODD and PODD practice.

What is PODD?

A PODD stands for:

Pragmatic - the ways that we use language socially and with purpose

Organisation - words and symbols arranged in a systematic way

Dynamic Display - changing pages for a wide vocabulary and range of statements

PODD is a way of organising whole-word and symbol vocabulary in a communication book or speech generating device to support expression and understanding of language for people with complex communication needs.

The aim of a PODD is to provide vocabulary for use in multiple environments, with a range of messages, across a range of topics. It is designed to be a tool in someone's 'toolbox of communication methods' that is useful all the time. Selection of words and symbols in the PODD can be made by pointing, looking or other combinations of methods.

Communication methods we use day-to-day include speech, gestures, pointing, facial expressions and writing, and we tend to choose whichever method is most effective for each situation. In the same way, a person with complex communication needs may use a number of different methods to communicate including a PODD, depending on what is most efficient method for them at the time.

There's many different types of PODDs, so the one to use will depend on the communication needs of the individual. Everyone has different communication preferences and abilities. This is why PODDs can have different formats, depending on the individual physical, sensory and communication needs of the user.

During PODD's development over15 years, each PODD format was shaped by the experiences of both kids with complex communication needs and their communication partners, to express themselves with greater ease, and to provide immersion and modelling for vocabulary and language learning.

At NovitaTech, we have designed and manufactured our very own PODD Strap and PODD A4 Cover with Stand. These products allow hands free use of a PODD and helps you hold it at any angle so it is easy to see and use by both the PODD user and partner.

Why use a PODD?

For communication "all the time"

There are many different types of communication aids. Some focus on providing vocabulary for a specific activity or schedule. One of the important features of PODD is that it is an all the time strategy, to use across the huge range of different environments, messages, and topics we come across in life.

To access a larger vocabulary of words

Just as a person who uses speech can choose from thousands of words in their head when they talk, PODDs aim to give people access to a greater vocabulary of words. PODD can provide a way to better express someone's personality through a wide range of communication types, including requests, greetings, comments, questions, opinions and more.

If we restrict a person's vocabulary to a smaller number of words, how will we know for sure that the person is not capable of more? Research has found that "a child who uses speech will independently select the words she wishes to use from the vast array of words she hears/sees used every day". Similarly "a child who uses AAC will independently select the words she wishes to use from the vocabulary other people have chosen to model and, for aided symbols, made available for her to use" (Porter & Kirkland, 1995, p. 93-94). This means "we can never really know what a person is capable of until we provide them with the opportunity to learn and show us" (Porter, 2009).

To develop use and understanding of language

A PODD can be used not only in supporting effective communication, but also as a learning tool to assist the user's understanding of other people's spoken language too. A communication partner will point to the symbols as they talk to the person with complex communication needs, which facilitates understanding of speech.

There is even potential for PODDs and other augmentative and alternative communication strategies to assist speech development by supporting user's attempts to produce spoken words.

To choose messages that suit each situation

A PODD is designed to support each individual with their own varied communication needs as effectively as possible. This means a focus on communication that is specific and efficient, in as socially-valued a manner as possible in order to understand others and to be understood. It's a method that promotes independence for the user.

Different messages, partners and situations place different requirements on communication. For example, some messages have an emphasis on efficiency, such as quickly telling someone that you "need the toilet", or to "hurry up". Other messages need to be more specific, such as selecting the words you want to tell a story or express your personality.

A PODD allows this flexibility by providing 'quick chat' words as well as extended vocabulary.

It's also sometimes called a "smart partner operating system" because humans can observe and problem solve to assist communication in ways computers can't (Porter, 2007).

How to use PODD

Use it all the time

Once you have your PODD, one of its primary aims for all those around the user is to use the PODD for communication all the time. This is a teaching strategy called "immersion", essentially using the PODD method to communicate continually. The best way to use immersion for teaching language is to have access to lots of vocabulary. This allows other people to make the most of every opportunity to talk to the person with complex communication needs to use the symbols they are learning.

A number of studies have shown that immersion can assist language development for people with complex communication needs, increasing the person's understanding and use of AAC strategies (Binger & Light, 2007; Bruno & Trembath, 2006; Cafiero, 2001; Drager et al, 2006; Harris & Reichle, 2004).

Always start on the first page

For all PODDs, the person is encouraged to start on the first page to indicate their message. Some messages will indicate a page number to turn to, leading the person to more words on that topic.

Unless the person with complex communication needs is able to independently direct which page they need via the "go to page number" links, the communication partner will usually turn the pages. This supports the user on just focusing on creating their message. How much assistance the communication partner provides will depend on every individual.

Bring it everywhere!

It is important to establish the habit to carry and have the PODD readily available everywhere the user goes, at all times. If it is not practical for them to have their PODD with them (e.g. while swimming), make sure that they have other effective methods available to them instead.

Remember everyone is different

As with other communication tools, there is no set recipe for how to use a PODD with everyone. The most important factor in successful PODD use is support from the person's communication partners and making sure the goal is about genuine communication.

Using a PODD is not hard to do, it's just a different approach to communicating with other people and does rely on people using the PODD system correctly, but in their own individual way.

How do I choose a PODD?

Find a provider

Start by contacting NovitaTech on 1300 668 482 or email services@novita.org.au for a consultation. Our speech pathologists and technicians have extensive training and experience in the use of PODDs and can work with you and your child on finding and personalising the right PODD for you from all the different types.

People with complex communication need to have access to a range of communication strategies to suit the different situations they will encounter, and people they will communicate with. Working out which communication strategies will suit a person's individual needs is an ongoing process, and NovitaTech therapists can support with ongoing training and practice as long as you need.

Trial a PODD

As part of ongoing assessment, it is important to find out what the person with complex communication needs can already do independently, as well as what they can do with support from a skilled partner. Some of the factors to consider when choosing a PODD to trial include:

Current communication:

how they respond to other people's communication

how they communicate, ie range of message types used, different communication partners, different environments.

what may support or limit their communication right now

Physical access methods, including fine motor skills

Mobility (e.g. if a person is able to move around, do they need a more portable option?)

Sensory processing challenges

Functional vision and hearing

This information might be gathered by working with the person with complex communication needs, their family, teacher, support workers, professionals such as an occupational therapist or physiotherapist, and other communication partners.

Usually one or more PODDs are tested for enough time to work out any adjustments required, such as adding extra vocabulary or changing features to suit the individual. A customised copy can then be created. This may take some time to complete, as each page usually needs to be cut out and laminated individually.

Get trained up

To learn the basics about how to start using a PODD straight away, come to NovitaTech's How to Use a PODD workshop held regularly. We also offer regular PODD Practice workshop to offer extra and ongoing support to users of PODD.

To learn how to assess, trial and customise a PODD yourself, you can attend longer PODD training workshops aimed at disability workers and providers through the Cerebral Palsy Education Centre. Email them at podd@cpec.com.au or visit the Cerebral Palsy Education Centre

Try the CD Resource

PODD 'Direct access templates CD' is software that also contains a range of supports to assist in selection and customisation of PODD communication books, including a printable reference book as well as detailed information files for each PODD template.

Making PODDs work for you

Direct access PODD communication books

A PODD may differ in the way it looks and is organised, depending on a person's individual communication requirements, as well as their sensory and their physical abilities.

Direct access PODDs are designed for the user to point directly to the symbols using their hand, a finger or a tool. They come in three main forms, where symbols and words can be shown on either one page or two pages at a time, or on two pages with page categories always visible on an additional fold-out side panel.

Alternative access PODD communication books

If a person is unable to point directly to symbols with their hand, different modifications to PODD features can be trialed on alternative access PODDs to best meets the users sensory needs and physical abilities.

For example, for kids or adults with visual impairment it could be beneficial to use symbols that are less visually complex, or perhaps presenting sound and visual information separately is useful for people who have difficulty coordinating looking and listening at the same time.

Electronic PODDs

It is possible to apply the format for PODDs to organise vocabulary on a speech generating device, allowing messages to be spoken aloud. The electronic PODD system is available on iPad and for Windows based communication devices, and can use touch or eyegaze technology.

A user might choose to use both a communication book and a speech generating device for communication using PODD, as both have advantages in different situations.

Eyegaze

In this way, the person living with disability indicates the symbol they want using eye pointing. They look at their chosen symbol and their communication partner watches and interprets. The PODD has a hole in the middle (and a mirror for side-by-side sitting) so partners can see each other's faces clearly, which is the key to success using this method.

Partner assisted scanning

This method involves the communication partner pointing to or reading out the choices on each PODD page. The person with complex communication needs then indicates when they see or hear the message they want

Combination access

Combines different access methods to suit the individual, such as direct access by pointing or touching, and partner-assisted scanning of the PODD reading out choices on the PODD.

Group PODD communication books

PODD Communication books can be designed differently for specific use in a class or group setting, depending on the needs of the group.

Coded access

This is another eyegaze method, expect the PODD is arranged differently. Each column and row on a page is given a reference, such as a colour or number. The user will indicate their message by looking at the colour, then the number that matches the word they want.

Pick up and give or show

This PODD book has pull-off symbols and cards for users who benefit by having a concrete symbol to remove and pass to their partner, or by creating sentences on a strip. PODDs with pull-offs can quickly become bulky, therefore only key words are usually made removable. If direct pointing can be taught, this is encouraged as soon as possible and will assist with wider vocabulary. It can be useful for both kids and adults who are easily visually distracted.

How to create a PODD

PODD books are made by hand. Each PODD can be customised to suit the needs of the person who will use it.

You can have a PODD book made through Novita Children's Services. It is strongly recommended that a qualified speech pathologist is involved in selecting the appropriate PODD for you or your child.

Novita has therapists available who can support you in finding which PODD or other AAC tools will suit the unique needs of the user. If you would like a quote or assessment for a PODD, please speak to someone in our friendly team on 1300 668 482 or visit our Contact Us page for more ways to get in touch.

You can buy a resource CD with all the templates and instructions for how to make a 'direct access' PODD book. The CD is called Pragmatic Organisation Dynamic Display (PODD) communication books: Direct access templates CD. You can buy it from Cerebral Palsy Education Centre or from Spectronics.

The CD has instructions to support you in choosing and customising PODD communication books, including a printable reference book and detailed information files for each PODD template. It is very important to read the information and construction files that come with this resource if you are going to make your own PODD. A US Letter paper version is available on CD through Mayer Johnson.

To make a PODD book yourself, you will need access to these things:

PODD resource CD

Boardmaker™ software is needed to print each PODD page from the CD

Colour printer

Standard or weatherproof paper

Laminator and laminating pockets

Scissors

Binder and binding coils

More information

Interested in learning more about PODDs?

For enquiries or support relating for current Novita kids and Novita adults, please contact your Novita speech pathologist or other team member.

If you are currently not accessing any Novita services, you can book a consultation with a therapist to discuss your PODD needs, or simply for more information, call NovitaTech on 1300 668 482, or email services@novita.org.au

For all other Australia-based enquiries, please contact the Cerebral Palsy Education Centre (CPEC) podd@cpec.com.au or your speech pathologist.

Consider attending a PODD workshop.

For information on Novita's user workshops visit www.novita.org.au/training/podd-practice-workshop

For information on other Australian workshops contact podd@cpec.com.au.

For upcoming workshops in the United States visit www.lburkhart.com.

The Pragmatic Organisation Dynamic Display (PODD) Communication Books: Direct Access Templates Resource and The Pragmatic Organisation Dynamic Display (PODD) Communication Books: Alternative Access Templates Resource contain valuable resources for learning more about PODDs. Please contact CPEC podd@cpec.com.au for further information.

Books and journals referred to on this page

Binger, C. & Light, J. (2007) The effect of aided AAC modeling on the expression of multi-symbol messages by preschoolers who use AAC. Augmentative and Alternative Communication, 23, (1) 30 - 43.

Bruno, J. & Trembath, D. (2006) Use of aided language stimulation to improve syntactic performance during a weeklong intervention program. Augmentative and Alternative Communication, 22(4).

Cafiero, J. (2001) The Effect of an Augmentative Communication Intervention on the Communication, Behavior, and Academic Program of an Adolescent with Autism. Focus on Autism and Other Developmental Disabilities, Vol. 16, No. 3, 179-189.

Drager, K, Postal, V, Carrolus, L, Gagliano, C & Glynn, J. (2006) The Effect of Aided Language Modeling on Symbol Comprehension and Production in 2 Preschoolers With Autism. American Journal of Speech-Language Pathology, 15; 112-125.

Harris, M. & Reichle, J. (2004) The Impact of Aided Language Stimulation on Symbol Comprehension and Production in Children With Moderate Cognitive Disabilities. American Journal of Speech-Language Pathology Vol.13 155-167.

Porter, G. (2007) Pragmatic Organisation Dynamic Display (PODD) communication books: Direct access templates. Melbourne: Cerebral Palsy Education Centre.

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Pragmatic Organisation Dynamic Display (PODD) is normally a book or device that contains symbols and words to support communication between people with complex communication needs and their communication partners, whether that's carers, family, friends or support workers.

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Today, we turn to the UK in a guest post by Laura Tarver. a London-based Speech and Language Therapist working with children with ASD and other complex needs. She previously worked in a primary school for children with ASD, where PODD and Aided Language Displays were introduced as part of a school wide approach in order to enhance the communication-friendly environment for all pupils. In this post, she shares how they used PODD books and aided language input to build the students' communication skills.

PODD (or Pragmatic Organisation Dynamic Display) communication books were developed in Australia by Gayle Porter, originally for children with cerebral palsy. As their use becomes more widespread throughout the world, practitioners are considering the benefits of using them with other clinical populations. Their structured organisation and emphasis on visual communication means that they are also a valuable tool for developing the communication of those with Autistic Spectrum Disorder (ASD) (Porter & Cafiero, 2009). Teaching communication skills to children with ASD has traditionally focused on a limited range of basic functions such as requesting. However in recent years, research has shown that if practitioners assume children are capable of more, and provide input to match these assumptions, then the results often exceed the expectations of everyone working with them (Mirenda, 2008). The PODD communication system is taught through a focus on natural language stimulation, where visual language is modelled alongside verbal. The adult language partner points to the symbols representing the key words of her sentence while speaking. The children therefore see picture symbols used for an entire range of functions by capable communication partners, and in doing so learn how to use this communication method within natural settings. This way of communicating echoes how typically developing children learn language. The consistent use of picture information alongside verbal also plays to the visual strengths of ASD learners, and helps with their understanding of instructions, information and questions as well as showing them a means of expressing themselves (Cafiero 2004). All these strategies are used alongside existing communication techniques, such as Makaton and PECS, according to each child's needs and preferences. Introduction to the use of PODD communication books can begin with the use of single sheets of topic-specific vocabulary, known as Aided Language Displays, or Activity Displays. Within an educational setting, these sheets can be used consistently alongside activities such as 'playdough', 'snack' or 'phonics.' These sheets are made up using a symbol set, typically Boardmaker, to meet the vocabulary requirements of the activity in each particular setting. You can download my examples here: https://praacticalaac.org/?wpfb_dl=130. Vocabulary is organised from left to right to loosely imitate sentence structure in written and spoken English, although certain key symbols such as 'more' and 'finished', which frequently appear on displays, are located in the same place each time to help the learner's understanding and use of them. Displays can be stored with the resources for each activity, to encourage staff members to bring the displays out and use them each time the activity takes place, or can be placed on the wall next to static activities such as 'trampoline,' 'toilet' or 'sandpit.' The Speech and Language Therapy team provide staff with advice and modelling on how to use the displays in a natural way, to accompany their spoken language. It is important that children are not forced to use, or even to look at the displays, but that any attempt to use the symbols in a communicative manner was responded to in a positive way. While Activity Displays form an excellent introduction to aided language, by their very nature they limit the vocabulary, and therefore the messages, which can be conveyed to and by the AAC user. PODD communication books aim to have a vocabulary wide enough to meet the learner's needs. As this naturally changes as the child's proficiency with AAC grows, different formats of PODD book are available, ranging from nine symbols per page, up to containing several hundred symbols overall. Books are also personalised with vocabulary or topics important to the user. As with Activity Displays, children learn to use it through aided language stimulation, through constant modelling of how to use the book in natural situations, rather through any discrete teaching. It is therefore crucial that the child's communication book is used throughout the day in all situations, both to ensure that modelling is frequent enough for the child to learn its meaning, and so that communication is modeled in a wide range of scenarios and for a mix of different functions. The name 'Pragmatic Organisation Dynamic Display' refers to the fact that there is a structured way of navigating between pages throughout the book, through a series of 'go to page (number) instructions and through operational commands such as 'turn the page' and 'go back.' Each page contains vocabulary predictably associated with that topic (e.g., including pronouns, verbs, nouns and descriptors), rather than the traditional method of organising vocabulary purely according to category. This reduces the number of page turns which are needed, and therefore increases the speed and efficiency of communication. In addition, PODD books contain 'pragmatic branch starters' such as 'I'm telling you something' 'Let's pretend' or 'I'm asking a question,' which allows the AAC user to show the communicative function of their message, something which is often expressed through context, gesture or intonation by a verbal speaker. (e.g., pathway 4). You can download the sample pathways here. The biggest challenge when introducing PODD books into classrooms within the school was 'creating the habit' among adults in the school. This included the necessity of a child having their PODD book with them at all times, and for staff to use Aided Language to support all of their messages, both when teaching and when talking informally to a child. As pupils became more familiar with, and dependent on their PODD books being their 'voice,' this difficulty lessened, as many children took responsibility for their own books (and often became upset if they were forgotten!) and staff saw the benefits of their efforts. Training on how to use the books was run for both staff and parents. To lessen the enormity of using a whole book, new users were recommended to focus on familiarising themselves with a different pathway each week, and to focus initially on using on the book consistently to communicate a handful of messages, rather than trying to navigate to the vocabulary for every single thing they wanted to say. A year after Aided Language Displays and PODD books were introduced, wide-ranging benefits were seen to the children beyond just supporting their expressive communication. Staff and parents fed back that their use had far-reaching effects on pupils' behaviour, engagement within classes and understanding of information. One parent reported that 'I've definitely noticed an improvement in his speech [talking] and I didn't think I'd see that. He's calmer now, not so frustrated and when he uses the book, when he points to the pictures to tell you, he smiles, 'cos he knows he's told you. I don't have to say 'I don't know what you're saying;' that made him angry. He doesn't get so anxious now, definitely.' Staff also became more aware of pupils' capabilities, as nonverbal children were given a structured way to participate and to show their understanding within lessons, such as through labelling shapes, answering questions in literacy and expressing their opinions. Staff were also made to rethink some of their lesson plans, as occasionally pupils used their new-found communication techniques to tell us, 'I don't like it, it's boring'! For more information on our experiences of using PODD within an ASD school, have a look at my 'lightning talk' on the subject, https://therapyideas.org/live/oct-2013, or for more general information visit one of the links below: http://www.novita.org.au/Content.aspx?p=683 http://www.mayer-johnson.com/podd/ The 'CHAT-Now' manual on use of Aided Language at home or in the classroom is available from : https://www.scopevic.org.au/index.php/yiiCart/frontend/product/product/path/1_2/id/2 For booking PODD training workshops with the US, visit www.lburkhart.com.

This post was written by Carole Zangari

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How I Do It: Using PODD books and Aided Language Displays with Young Learners with Autism Spectrum Disorder

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Today, we turn to the UK in a guest post by Laura Tarver. a London-based Speech and Language Therapist working with children with ASD and other complex needs. She previously worked in a primary sch...

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LessonPix is an online resource to make custom printable materials. One of the most inexpensive ($36/yr) material-making web services out there, and one of my favorites! Ready-made materials available or make your own.

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Teachers, Therapists and Parents can create custom learning materials for their classroom and teacing needs. Create cheap picture cards, use our powerful language tools like our SoundFinder and build all of your classroom visuals in minutes.

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Brief explanation with an example

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AAC Alphabet Boards | Suffolk Center for Speech

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AAC Alphabet Boards This aided low-tech alphabet board has a simple, fixed visual display that could benefit a variety of populations. Most importantly, this type of alphabet board is beneficial for individuals who are literate or in the early stages of literacy.

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Printable LAMP Communication Core Boards

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Printable LAMP Communication Core Boards

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Direct link to AAC Language Lab's low-tech boards. Find a variety of low-tech AAC tools to support your child using LAMP WFL. These can provide back up systems, modeling tools, or just alternatives to high-tech devices.

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Check out what's new on AAC Language Lab

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These can provide back up systems, modeling tools, or just alternatives to high-tech devices.

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Printable Communication Books & Core Boards

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Printable Communication Books & Core Boards

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Available in a wide variety of languages. Great way to support your AAC user by providing a back up system, modeling tool, or an alternative to their high-tech device. Also can provide as a low-tech home language support for our bilingual students.

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Download and print PDF books of the core word pages from our TD Snap app. These communication books are a great introduction to language for symbol-supported communicators before they get their device. Or keep them on hand as a simple solution to be used in the car, at the playground, near the pool, or anywhere else it might be inconvenient to use a device.

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Download and print PDF books of the core word pages from our TD Snap app. These communication books are a great introduction to language for symbol-supported communicators before they get their device. Or keep them on hand as a simple solution to be used in the car, at the playground, near the pool, or anywhere else it might be inconvenient to use a device.

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These can provide back up systems, modeling tools, or just alternatives to high-tech devices.

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Print multiple copies and place them in different areas of the house and/or school. Make one available in every room. Keep one in the car and one in a backpack. Take some to different places you go

Hang the boards in easy to access locations

Attach boards to hip packs and lanyards so you can wear your words

Share copies with all team members

Send the files to print shops to have poster-sized boards made

Use with students/children that do not yet have their own AAC system

Use in messy or wet situations, where an iPad might get damaged

Use in outdoor locations, where sunlight on the iPad makes it hard to see

Model on these communication boards, when the AAC user doesn't want you to use their AAC

Use when your AAC device is flat or broken or unavailable

What other creative ways can you display and use communication boards?

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AssistiveWare's Core word boards - AssistiveWare

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Print out our core word boards. Start using them to support AAC users today!

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Core Vocabulary and Tier 1 often overlap. Support literacy development along side communication by focusing on Core! English and Spanish.