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What is a “robust” communication app? — NWACS

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Have you heard the term “robust” used when describing AAC apps? Read NWACS Board Member Carrie’s thoughts on what “robust” means.

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Does your child use an AAC communication system? Learn more about augmentative and alternative communication for your child or student. With this video serie…

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Join Amanda as she shares many ideas on how to use AAC like Proloquo2Go. Learn how to model and become a better communication partner while playing fun activ…

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Inspire Connections Therapy AAC support 

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GETTING STARTED WITH AAC: What Parents Need to Know from an SLP,  ModelingTouchChat with Wordpower

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Attachment_ PDF_ AAC Strategies Resource

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Lessons Learned from a Parent of an AAC User

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Lessons Learned from a Parent of an AAC User

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Maha Abdelhak: Lessons Learned from a Parent of an AAC User

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Welcome to my AAC Parent Coaching Page!

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

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

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

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

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

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

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

I hope you enjoy these videos and share with others!

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

Here's a description of video 1.

And another description of Video 2.

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

Like even a third line.

All about video 3.

And some more.

And about video 4.

More text.

And even more.

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AAC Parent Coaching Videos - Language During Mealtime

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

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Parent Training- Groundwork Learning AAC

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Parent Training- Groundwork Learning AAC

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Parent Training 1 Groundwork - Learning AAC

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Free Pass for Parents: Learn how to make PRC Support Materials at Home

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Free Pass for Parents: Learn how to make PRC Support Materials at Home

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PRC-Saltillo response to COVID-19: prc-saltillo.com/covid-19

Due to public health concerns about the Covid-19 virus, PRC-Saltillo will only be providing in-person trainings when we can comply with CDC and local guidelines, and we feel we can ensure the health and safety of our hosts, attendees, and trainers. As conditions change, trainings may be moved online, as necessary. If you have questions about PRC-Saltillo trainings, please email info@prc-saltillo.com.

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PRC-Saltillo response to COVID-19: prc-saltillo.com/covid-19 Due to public health concerns about the Covid-19 virus, PRC-Saltillo will only be providing in-person trainings when we can comply with CDC and local guidelines, and we feel we can ensure the health and safety of our hosts, attendees, and trainers.

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AAC at Home: Tips for Parents and Caregivers

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AAC at Home: Tips for Parents and Caregivers

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PRC-Saltillo response to COVID-19: prc-saltillo.com/covid-19

Due to public health concerns about the Covid-19 virus, PRC-Saltillo will only be providing in-person trainings when we can comply with CDC and local guidelines, and we feel we can ensure the health and safety of our hosts, attendees, and trainers. As conditions change, trainings may be moved online, as necessary. If you have questions about PRC-Saltillo trainings, please email info@prc-saltillo.com.

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PRC-Saltillo response to COVID-19: prc-saltillo.com/covid-19 Due to public health concerns about the Covid-19 virus, PRC-Saltillo will only be providing in-person trainings when we can comply with CDC and local guidelines, and we feel we can ensure the health and safety of our hosts, attendees, and trainers.

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What Are Core Words Anyway? Let Us Help You! Part 1

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Alexa at Home: How to interact with Alexa using your "AAC Voice"

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Alexa at Home: How to interact with Alexa using your "AAC Voice"

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Alexa at Home: How to interact with Alexa using your PRC-Saltillo AAC voice

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What Are Core Words Anyway? Let Us Help You! Part 2

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Stepping Stones to AAC: Family Game Night

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Stepping Stones to AAC: Family Game Night

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Stepping Stones to AAC: Family Game Night

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SPANISH Aided Language Stimulation Explained

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Descargué la aplicación… ¿Y ahora qué? Introduciendo CAA a mi niño/

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Descargué la aplicación… ¿Y ahora qué? Introduciendo CAA a mi niño/

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

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Aplicaciones de CAA en español… ¿Gratis? ¿Paga? ¿Suscripción?… ¿Qué necesito saber? 

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Aplicaciones de CAA en español… ¿Gratis? ¿Paga? ¿Suscripción?… ¿Qué necesito saber? 

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CAA 2: Aplicaciones de CAA en español… ¿Gratis? ¿Paga? ¿Suscripción?… ¿Qué necesito saber?

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¿Qué es la Comunicación Aumentativa y Alternativa? ¿Ayudará a mi hijo?

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¿Qué es la Comunicación Aumentativa y Alternativa? ¿Ayudará a mi hijo?

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CAA 1: ¿Qué es la Comunicación Aumentativa y Alternativa? ¿Ayudará a mi hijo?

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How to Get Started Modeling Language on AAC

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How to Get Started Modeling Language on AAC

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How to Get Started Modeling Language on AAC

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Great series of 8 videos. Each video is only a few minutes long.

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Share your videos with friends, family, and the world

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Fact Sheet for Supporting AAC in the Classroom

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Fact Sheet for Supporting AAC in the Classroom

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Top Tips for Implementing AAC in the Classroom

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Top Tips for Implementing AAC in the Classroom

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Fostering an AAC-affirming classroom by Cheri Dodge Chin

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AAC TouchChat Modeling Ms. Witte SLP - request food/drink, share opinion, ask questions

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Wordpower 60 Basic Getting Started Adobe Spark Video

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Teaching Language in the Classroom: Speaking, Reading and Writing with AAC

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Teaching Language in the Classroom: Speaking, Reading and Writing with AAC

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PRC-Saltillo response to COVID-19: prc-saltillo.com/covid-19

Due to public health concerns about the Covid-19 virus, PRC-Saltillo will only be providing in-person trainings when we can comply with CDC and local guidelines, and we feel we can ensure the health and safety of our hosts, attendees, and trainers. As conditions change, trainings may be moved online, as necessary. If you have questions about PRC-Saltillo trainings, please email info@prc-saltillo.com.

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PRC-Saltillo response to COVID-19: prc-saltillo.com/covid-19 Due to public health concerns about the Covid-19 virus, PRC-Saltillo will only be providing in-person trainings when we can comply with CDC and local guidelines, and we feel we can ensure the health and safety of our hosts, attendees, and trainers.

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Getting Beyond Basic Requesting: Expanding Language Functions

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Getting Beyond Basic Requesting: Expanding Language Functions

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Building Communication with Aided Language Input

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Building Communication with Aided Language Input

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PRC-Saltillo response to COVID-19: prc-saltillo.com/covid-19

Due to public health concerns about the Covid-19 virus, PRC-Saltillo will only be providing in-person trainings when we can comply with CDC and local guidelines, and we feel we can ensure the health and safety of our hosts, attendees, and trainers. As conditions change, trainings may be moved online, as necessary. If you have questions about PRC-Saltillo trainings, please email info@prc-saltillo.com.

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PRC-Saltillo response to COVID-19: prc-saltillo.com/covid-19 Due to public health concerns about the Covid-19 virus, PRC-Saltillo will only be providing in-person trainings when we can comply with CDC and local guidelines, and we feel we can ensure the health and safety of our hosts, attendees, and trainers.

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Planning Language Lessons from Core Standards

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Planning Language Lessons from Core Standards

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PRC-Saltillo response to COVID-19: prc-saltillo.com/covid-19

Due to public health concerns about the Covid-19 virus, PRC-Saltillo will only be providing in-person trainings when we can comply with CDC and local guidelines, and we feel we can ensure the health and safety of our hosts, attendees, and trainers. As conditions change, trainings may be moved online, as necessary. If you have questions about PRC-Saltillo trainings, please email info@prc-saltillo.com.

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PRC-Saltillo response to COVID-19: prc-saltillo.com/covid-19 Due to public health concerns about the Covid-19 virus, PRC-Saltillo will only be providing in-person trainings when we can comply with CDC and local guidelines, and we feel we can ensure the health and safety of our hosts, attendees, and trainers.

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AAC and Early Intervention: Getting Started

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AAC and Early Intervention: Getting Started

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PRC-Saltillo response to COVID-19: prc-saltillo.com/covid-19

Due to public health concerns about the Covid-19 virus, PRC-Saltillo will only be providing in-person trainings when we can comply with CDC and local guidelines, and we feel we can ensure the health and safety of our hosts, attendees, and trainers. As conditions change, trainings may be moved online, as necessary. If you have questions about PRC-Saltillo trainings, please email info@prc-saltillo.com.

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PRC-Saltillo response to COVID-19: prc-saltillo.com/covid-19 Due to public health concerns about the Covid-19 virus, PRC-Saltillo will only be providing in-person trainings when we can comply with CDC and local guidelines, and we feel we can ensure the health and safety of our hosts, attendees, and trainers.

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AAC 101: Using Early Language Development to Guide AAC intervention

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AAC 101: Using Early Language Development to Guide AAC intervention

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AAC 101: Using Early Language Development to Guide AAC Intervention

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Link to over 400 Adapted Books from the Paul V. Sherlock Center on Disabilities

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Link to over 400 Adapted Books from the Paul V. Sherlock Center on Disabilities

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Alexander and the Terrible, No Good, Very Bad, Day

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Alexander and the Terrible, No Good, Very Bad, Day

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3 AAC Myths Preventing Children From Making Progress

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3 AAC Myths Preventing Children From Making Progress

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3 AAC Myths Preventing Children from Making Progress

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5 Common Myths about Augmentative and Alternative Communication (AAC) – UCP of Arizona

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Check out 5 Common Myths about Augmentative and Alternative Communication (AAC)

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Will AAC Stop a Person from Learning to Speak?

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Will AAC Stop a Person from Learning to Speak?

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There are many reasons that someone may start using Augmentative and Alternative Communication (AAC).

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

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

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

The research

Here are two of the most often cited articles:

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

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

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

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

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

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

Multimodal communication - Speech and AAC

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

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

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

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

Overcome the Roadblock

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

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

Links & References

The following are additional research articles supporting this position:

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

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

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

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

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

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

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

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

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

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

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Will AAC stop a person from learning to speak? - AssistiveWare

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Augmentative and Alternative Communication (AAC) won't stop someone from learning to speak. This article, based on research, explains why.

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This post is combining two important concepts in the world of Augmentative and Alternative Communication (AAC): Aided Language Input (which may also be referred to as Aided Language Stimulation or Modeling) and the relationship between verbal speech and AAC.

Sometimes I hear people say that they're afraid to use AAC because they are worried that it will inhibit verbal speech development. They're "not there yet," as if implementing AAC is the course of action when they have given up on the possibility of verbal speech. They are afraid that AAC will make the child "lazy," as if learning a whole new language system, knowing where to find words that you want or need to say, and then hoping that listeners will be patient enough to understand your communication attempts is easier than...talking. The moment verbal speech is able to be produced, understood and effective, it is used.

If you are a parent, speech-language pathologist, teacher, 1:1 aide, or grandparent who is concerned about AAC having a negative impact on speech, I'm glad you're reading this. If you are a collector of empirical evidence, I'm including some articles with citings to evidence-based research that AAC "gains come at no risk to speech development or recovery"and that AAC Does Not Hinder Natural Speech. Experts agree and evidence supports that if a child is not speaking, the best thing you can do to promote verbal speech is to provide access to AAC. If a professional tells you that AAC will hinder your child's verbal abilities, find a new professional. It is just not true.

This is what I know to be true:

AAC reduces frustration for individuals with complex communication needs (CCN) by providing communication while they work to develop verbal speech.

If someone has the ability to produce verbal speech, AAC does not interfere with that ability. Using AAC actually supports verbal speech by providing a consistent auditory and visual model, and reducing the anxiety of coordinating the oral motor movements required to speak. Once the "pressure is off," it often helps the individuals relax and focus on their message rather than the coordination of the movements to produce the correct sounds. Removing the oral motor planning, especially for individuals with apraxia, reduces the barrier to verbal speech. They start to talk without their brain having to think about it first.

AAC allows a child to develop language and to communicate. If that child does not speak verbally, he/she still has a voice.

Aided Language Input/Aided Language Stimulation/Modeling
Aided Language Input is a strategy that is highly regarded in the AAC world. I've written about it here and here, and shared some modeling ideas here. Last week, Owen and his family allowed us to video some of my time with him and share the videos. I've pulled some video clips out that illustrate some examples of Owen using Speak for Yourself to cue his verbal speech. When I watch videos of myself as a clinician, there are always things I see that I missed in the "live" moment, which is true in these videos as well.

However, my hope is that if you have no idea what everyone is talking about when they say to "model language on AAC," these might provide an example. Besides, if you watch closely, Owen uses some great strategies!

In this video, I model a choice for Owen. He watches the model and then verbally says "stickers." When I ask, "What color?" he verbally says "Blue," but once he has them in his hand, changes his mind and verbally says, "Yellow" (And then decides very quickly that they should all be on the paper).

In this next video, we are deciding who we should draw. I say I am going to draw Owen, and start to model "draw Owen," but when I model "draw", he verbally says "draw." So I stop and ask him who I should draw. He considers his options, and then chooses "TT" (his name for his wonderful aunt, who also happens to be a SLP), and giggles adorably. If you watch closely, he quickly presses "Hold That Thought" to save the message window content (draw TT). Then, just as quickly says, "Mommy", looks closely at her picture, pulls "draw TT" down from "Hold That Thought," and saves the combined message window in Hold That Thought that says: Mommy draw TT. He does this all very quickly because he knows I am going to model, and he doesn't want my modeling saved with his "held thoughts." Impressive, right? Then he takes it up a level, and when he sees that I'm excited, he looks at his 1:1 aide and verbally says, "Awesome. Almonds."

Here's a picture of the Hold That Thought window after that interaction:

This last video reinforces the importance of modeling language about someone's interests. My intention was to model some of the words that his 1:1 aide was already using to expand his vocabulary, so that he would have access to them expressively. He says the words verbally, and then his reaction is just the best:

Thanks again to Owen and his family for allowing us to share his videos and share in his progress!

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Using Aided Language Input to Elicit Verbal Speech

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This post is combining two important concepts in the world of Augmentative and Alternative Communication (AAC): Aided Language Input (which may also be referred to as Aided Language Stimulation or Modeling) and the relationship between verbal speech and AAC. Sometimes I hear people say that they're afraid to use AAC because they are worried that it will inhibit verbal speech development.

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YAACK posting AAC does not impeded speech

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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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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: AAC means all of the ways that someone communicates besides talking.

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Dispelling Myths Surrounding AAC use for Children 

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Dispelling Myths Surrounding AAC use for Children 

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Strategies for Supporting AAC Use in Inclusive General Education Classrooms

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Strategies for Supporting AAC Use in Inclusive General Education Classrooms

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Impact | Winter 2018/19 Volume 31, Number 2

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From the Editors

In the past, students with the most significant cognitive disabilities were often taught only functional skills in our K-12 schools - how to do self-care, tell time, use money, carry out routine daily tasks. Today, growing numbers of families, educators, and students are advocating for higher expectations and a more inclusive educational experience.

What does it look like when schools transition to more inclusive and rigorous education for students with the most significant cognitive disabilities? In this Impact issue inclusive K-8 education is viewed from a variety of perspectives - researchers, classroom teachers, education administrators, students with and without disabilities, and families. They explore inclusion from the classroom to the school-wide community, and beyond.

The learning curve for adults is sometimes steep when more inclusive practices are introduced in schools. However, students - both those with cognitive disabilities and their peers without - often make the shift more easily. The key is for the needed and appropriate supports to be in place for students. And for the special and general education teachers, and school administrators who support them, to have the knowledge, skills, and quality curricular resources they need to confidently instruct all students. In these pages we share examples of such knowledge, skills, and resources from across the country with the hope that they can help K-8 schools increasingly support the learning of all students in inclusive settings.

Subscribe

For a free subscription to Impact, visit ici.umn.edu/products/impact/subscribe.html or call 612/624-4512. Provide your contact information and let us know whether you'd like a print or digital subscription, or both.

Inclusive Education: Additional Resources of Interest

Resources from National Centers

National Center on Accessible Educational Materials
( aem.cast.org)
Accessible educational materials or AEM are specialized formats of curricular content that can be used by and with students who are unable to read or use standard print materials. The AEM Center provides resources, training, and technical assistance for educators, parents, students, and others interested in learning more about and implementing AEM and the National Instructional Materials Accessibility Standard (NIMAS). In addition to the large collection of resources and information on its website, the center invites K-12 educators (especially those in their first three years of teaching) to participate in a free professional development course delivered online to improve the accessibility of the materials their students use for learning (for more information see http://aem.cast.org/about/new-educator-training.html#. XBwfVi2ZPMU). The AEM Center is based at CAST, Inc. (cast.org).

The ALTELLA Project
( altella.wceruw.org/resources.html)
The Alternate English Language Learner Assessment (ALTELLA) project at the Wisconsin Center for Education Research, University of Wisconsin, Madison, applies lessons learned from research on successful instructional practices, accommodations, and assessments for English learners (ELs) and students with cognitive disabilities to inform alternate English language proficiency assessments. On its website are reports, briefs, and conference presentations for educators, including the recently-released briefs, Individualized Education Programs for English Learners with Significant Cognitive Disabilities and Nonverbal Communication in Diverse Classrooms: Intercultural Competence Considerations for Supporting English Learners with Significant Cognitive Disabilities.

National Center on Educational Outcomes
( NCEO.info)
This technical assistance center at the University of Minnesota, Institute on Community Integration, publishes over 200 resources online for educators, policymakers, and families focusing on assessments and accommodations. Among its reports, briefs, presentations, and tools are the recent report, Alternate Assessments for Students with Significant Cognitive Disabilities: Participation Guidelines and Definitions (Report #406) and the White Paper, Developing an Alternate ELPA21 for English Learners with the Most Significant Cognitive Disabilities.

Resources for Families

Resources for Schools, Districts, States

Supporting Inclusive Schools for the Success of Each Child: A Guide for States on Principal Leadership
( ccssoinclusiveprincipalsguide.org)
Principal development is a critical lever to drive school improvement efforts, achieve states' equity goals, and ultimately improve outcomes for each student, especially those with disabilities. The Council of Chief State School Officers has developed this online guide to help states establish a vision for, and advance policies and practices that support principals to lead, inclusive schools where each student excels and feels safe, supported, and valued

Volume 31 * Number 2
Winter 2018/19
Managing Editor: Vicki Gaylord

Issue Editors:

Terri Vandercook, Assistant Director, TIES Center, Institute on Community Integration (ICI), University of Minnesota (UMN)

Harold Kleinert, Director Emeritus, Human Development Institute, University of Kentucky, Lexington

Cheryl M. Jorgensen, Inclusive Education Consultant, South Acworth, New Hampshire

Sheryl Lazarus, Director, TIES Center, ICI, UMN

Kristin Liu, Co-Principal Investigator, TIES Center, ICI, UMN

Martha Thurlow, Director, National Center on Educational Outcomes, ICI, UMN

Graphic Designers: Sarah Hollerich

Web Developers: Shawn Lawler, Jonathon Walz

Impact is published by the Institute on Community Integration ( UCEDD), and the Research and Training Center on Community Living and Employment ( RTC), College of Education and Human Development, University of Minnesota. It is supported, in part, by Grant #90DDUC0070 from the Administration on Intellectual and Developmental Disabilities, US Department of Health and Human Services (HHS), to the Institute; and Grant #90RTCP0003 from the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR), HHS, to the RTC. Additional support for this issue was provided by the TIES Center through Cooperative Agreement #H326Y170004 from the Research to Practice Division, Office of Special Education Programs, US Department of Education; and by Grant #T73MC12835 from the Maternal and Child Health Bureau, HHS, to the Minnesota LEND.

The views expressed are those of the authors and do not necessarily reflect the views of the Institute, Centers or University. The content does not necessarily represent the policy of the US Department of Health and Human Services, or Department of Education, and endorsement by the Federal Government should not be assumed.

For print copies contact: Institute on Community Integration, University of Minnesota, 109 Pattee Hall, 150 Pillsbury Dr. SE, Minneapolis, MN 55455 * 612/624-4512 * icipub@umn.edu.

Impact is available in alternate formats upon request. The University of Minnesota is an equal opportunity employer and educator.

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Strategies for Supporting AAC Use in Inclusive General Education Classrooms by Jacqueline Kearns, Jane Kleinert, and Karen Erickson

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In the past, students with the most significant cognitive disabilities were often taught only functional skills in our K-12 schools - how to do self-care, tell time, use money, carry out routine daily tasks. Today, growing numbers of families, educators, and students are advocating for higher expectations and a more inclusive educational experience.

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Helping General Education Teacher Support AAC user in the classroom 

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Helping General Education Teacher Support AAC user in the classroom 

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Helping Gen Ed Teachers Support AAC user

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Your FREE, personal website for managing and backing up your communication tools, connecting with your entire communication support team, and sharing communication pages.

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Classroom Observation for Communication Opportunities with AAC

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Classroom Observation for Communication Opportunities with AAC

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Classroom Observation for Communication Opportunities with AAC COCOA

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AAC in General Education: Incorporating Peer Modeling

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AAC in General Education: Incorporating Peer Modeling

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Looking for examples of how AAC is successfully incorporated into inclusive education? Today, we head to upstate New York to learn from AAC SLP Sarah Gregory who shares her experiences in supporting students in general education settings. In this post, Sarah shares her ideas for using peer modeling to support AAC learning.
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AAC in General Education: Incorporating Peer Modeling

Authentic inclusion of students with Complex Communication Needs (CCN) or non-speaking students is essential and can also be difficult to achieve. One of the most effective strategies I have found is involving all students in AAC learning. Folks in my district started a peer modeling program a few years ago and we found this to be a powerful tool in achieving our goals for academic inclusion and social belonging. In this blog post, I will outline the why and the how of our current peer modeling program.

WHY
Authentic inclusion: Inclusion is not just about being present in a room, it is about every student having a true sense of belonging in the classroom community. By teaching all students to use AAC and strategically using it as part of academic lessons, we observed an increase in the social inclusion of students using AAC.

Training communication partners: One of the biggest barriers to effective AAC use is... other people (check out the interview linked below with Alyssa and endever*). We have to train folks to be effective communication partners. When all students in the classroom were familiar with an AAC system we saw an increase in communicative initiations and responses with non-speaking students. This built capacity to support AAC learners throughout the day, beyond therapy time.

Increase in social advocacy: After introducing peers to AAC they began to take responsibility for making sure the AAC device was available to the student. Rather than hearing "Jon doesn't talk" I started hearing things like "I use my voice and Jon uses a device" (in preschool!).

Inclusion is not just about one student: Our goal is an authentic learning experience for all students, not an exercise in empathy. It should be clear how all students in the classroom are benefiting from the peer modeling program. One way we do this is by linking learning targets of the peer modeling lessons to Common Core Standards.

By providing universal access to AAC we have identified more students who could benefit from the support of a symbolic language system. This has prevented me (the well-intentioned SLP) from being a " AAC as a tool for Universal Design for Learning: gatekeeper" so to speak, a term borrowed from Dana Nieder's blog post . Meaning I am not the one who decides who gets access to AAC, it is available to support all students.

The payoff: This inquiry method produces self-directed, self-motivated learners who help each other grow. Confusion (an important part of the learning process) is addressed immediately and the teacher/therapist can become "the guide on the side."
HOW Getting Started

Have at least one additional device for peers to use. You can also use a low-tech board or screenshots from a student's AAC system.

Don't use a student's personal AAC device for peers to learn on (they may eventually model on it, depending on the student/friend dynamic).

The structure of the group can vary. It will be less daunting if you can fit it into the established classroom structure.

Accept total communication. No matter how a student initiates/responds, accept that form of communication. You can encourage the student to repeat the answer, model the utterance yourself or ask another peer to model.

Give explicit instructions on how to be a good communication partner ("Rya is still learning how to use the communication device, we need to wait for her").

Have staff join and take a turn (training ALL of the communication partners in the room).

Encourage growth mindset by talking through navigation new vocabulary ("Oops, that's not what you meant to say? Let's delete it, how can we do that?").

Example: Circle Time/Whole Group

Make a vocabulary set on the AAC device or visual supports for target words and introduce them at the beginning of the lesson.

Ask the students "how are you feeling today?" (Any question that fits with your curriculum or morning meeting routine).

Each student responds on the device. Again, accept any mode of communication and then redirect to the device ("It looks like you are making a sad face. This is how you can say sad on the talker").

Respond to each student ("I'm sorry you're mad!" "why are you happy?"). This shows students that all forms of communication are valid.

Allow students to pass ( no, stop, finished, don't like ). Protesting is an important skill!

Encourage students to demonstrate for the class ("Wow! Sage said , can you show everyone how you said that?"). I have seen an SLP-to-be in kindergarten who could model upside down!excited '

Example: Small Group/Station Teaching

Use an age appropriate, motivating game. More fun = More buy in! In younger grades I love turn taking games with a surprise at the end (Jumping Jack, Pop the Pirate, Pop up Pig, Shark Bite, Perfection).

Use the app WordToob to introduce target vocabulary. The app allows you to create a board with icons (screenshot from device) that link to short video clips. This is a great way to incorporate that high tech motivation if you are using low-tech boards. Students can also make their own WordToob videos for target vocabulary to get them more authentically involved in the teaching/learning.

Model target vocabulary during the game and encourage participants to model for each other.

Funding

Additional devices are expensive. We use iPads with an app that mirrors the device of the AAC user and purchase licenses in bulk. Before you request additional time or money, show administrators and members of your team what amazing things you are doing. Invite them into your room or share on social media and tag your school/admin. Check with multiple funding sources such as your building principal, Special Education Department, Parent Teacher Organization, local college/universities or local grants.

Check out this PrAACtical AAC post on how to obtain AAC apps for free

Use the free version of GoTalk Now and import symbols to make it similar to a student's AAC system (you don't need to make a robust system, but it can do the job for peer modeling purposes) . Click here for more information.

Start with low-tech and gather data to substantiate your request for high-tech.

Time

These groups don't necessarily fit into a Medicaid billing model. In some cases, I add an indirect session to the IEP to account for this time. For students who receive a high frequency of service, changing a direct session to an indirect/consult could be just as beneficial as you are building the circle of support.

An AT/AAC consultant may have time to run peer modeling groups. This is a creative way to fit in student observation and job-embedded professional development at the same time.

In summary, the incorporation of peers in AAC learning is a powerful tool to achieve authentic inclusion of all students. This will help build capacity in the circle of support and increase the sense of belonging for all students. As your work toward the inclusion of students with CCN or non-speaking individuals, I encourage you to listen to the perspectives of AAC users and their families. The following interviews are a great place to start:

About the Guest Author: Sarah Gregory, M.S. CCC-SLP is a Speech-Language Pathologist and Assistive Technology consultant in the Ithaca City School District in Upstate New York. She specializes in Augmentative and Alternative Communication in a public school setting with a focus on inclusion. She received a bachelor's degree from Ithaca College, a master's degree from The University of Rhode Island and an Assistive Technology Specialist certificate from The University of California at Dominguez Hills. You can reach her at sarahgregory212@gmail.com or on Twitter @SGregorySLP

This post was written by Carole Zangari

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How I Do It - AAC in General Education: Incorporating Peer Modeling

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Looking for examples of how AAC is successfully incorporated into inclusive education? Today, we head to upstate New York to learn from AAC SLP Sarah Gregory who shares her experiences in supporting students in general education settings. In this post, Sarah shares her ideas for using peer modeling to support AAC learning.

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AAC Inclusion in the Classroom

By , MS, CCC-SLP Jessica Carrizo
Member of the Diversity & Inclusion Task Force for Apraxia Kids

Imagine walking into a Spanish/English dual immersion classroom...

First you will notice the classroom decor will include the Spanish language and latino/x culture. The teacher will most likely greet students in Spanish, English, or both. It is evident by the environment and attitudes that one language is not more valued than the other. Storybooks and lessons are selected to ensure students' culture and languages are represented. "Code switching" (alternating between languages) is a common practice among students and adults in the classroom. Instead of isolating Spanish and English, the teacher guides students to utilize all of their linguistic abilities and make connections across both languages. School staff outside of the classroom often speak Spanish to students in the office, playground, and hallways.

Augmentative Alternative Communication (AAC) is a language. Children with Childhood Apraxia of Speech (CAS) often use and benefit from AAC while working towards improving their ability to communicate verbally. When a student is using an AAC system in a general education classroom, their language needs to be represented and valued. The teacher and classmates need access to additional systems/devices in order to use AAC. The classroom environment should have AAC symbols throughout to represent all languages of the classroom. The teacher and classmates need to receive ongoing training for modeling and use of the AAC system. Each lesson should incorporate AAC with opportunities to respond and participate using AAC. Both the AAC user and peers should be encouraged to mix AAC and verbal communication to more easily communicate their message. Campus staff should be familiar with AAC and facilitate opportunities for inclusion.

Wait, all of this for one student? Is it too much? No, it is the minimum.

I have had the privilege of supporting bilingual AAC users with CAS in dual immersion classrooms in the United States. Dual immersion refers to any program that provides literacy and content instruction to all students through two languages and that promotes bilingualism and biliteracy, grade-level academic achievement, and multicultural competence for all students (Howard, 2007). Dual immersion teachers get it! Why would we limit a student's potential to one language when their linguistic abilities are spread across both? AAC is a language, a minority language, and this year our class is trilingual. It sounds simple but an incredible amount of effort, collaboration, and dedication is required from all team members to effectively include AAC in the general education classroom. The speech-language pathologist can guide the team by creating a Communication Participation Plan where materials, accommodations, and responsibilities of team members are clearly laid out across all parts of the school day. This can help the team plan ahead for not only anticipating the need for alternative response methods when verbal communication is difficult, but also customization of the AAC system to better access academic content. Providing direct training to teachers and peers on AAC is essential to establishing AAC as one of the classroom languages. We cannot place a child in a general education classroom with an AAC system without carefully planning for their academic and social success.

Howard, E. R., Sugarman, J., Christian, D., Lindholm-Leary, K. J., & Rogers, D. (2007). Guiding principles for dual language education (2nd ed.). Washington, DC: Center for Applied Linguistics.

Sample Participation Plan Worksheet (Fonner, 2008 adapted from Beukelman & Mirenda, 2005)
https://techknowledgy.ttaconline.org/TechKnowledgy2014/Document/5JRqwgM2VS0 Download and Share this "Communication Bill of Rights"
Communication is a basic right, regardless of what that communication looks like! This Communication Bill of Rights is a great way to remind others that everyone deserves a voice. Share with your community to make communication and AAC inclusive for all!
Design by Bri Bolin/Easy as AAC (2022). Adapted from NJC Communication Bill of Rights (2016) ASHA and Accessible Communication Bill of Rights (2017) Kate Ahern. Images by Drawn to AAC. Translated and Adapted by BilingueAAC. English - Communication Bill of Rights

Español - Declaración de los Derechos de Comunicación

By , MS, CCC-SLP Jessica Carrizo
Member of the Diversity & Inclusion Task Force for Apraxia Kids

Imagine walking into a Spanish/English dual immersion classroom...

First you will notice the classroom decor will include the Spanish language and latino/x culture. The teacher will most likely greet students in Spanish, English, or both. It is evident by the environment and attitudes that one language is not more valued than the other. Storybooks and lessons are selected to ensure students' culture and languages are represented. "Code switching" (alternating between languages) is a common practice among students and adults in the classroom. Instead of isolating Spanish and English, the teacher guides students to utilize all of their linguistic abilities and make connections across both languages. School staff outside of the classroom often speak Spanish to students in the office, playground, and hallways.

Augmentative Alternative Communication (AAC) is a language. Children with Childhood Apraxia of Speech (CAS) often use and benefit from AAC while working towards improving their ability to communicate verbally. When a student is using an AAC system in a general education classroom, their language needs to be represented and valued. The teacher and classmates need access to additional systems/devices in order to use AAC. The classroom environment should have AAC symbols throughout to represent all languages of the classroom. The teacher and classmates need to receive ongoing training for modeling and use of the AAC system. Each lesson should incorporate AAC with opportunities to respond and participate using AAC. Both the AAC user and peers should be encouraged to mix AAC and verbal communication to more easily communicate their message. Campus staff should be familiar with AAC and facilitate opportunities for inclusion.

Wait, all of this for one student? Is it too much? No, it is the minimum.

I have had the privilege of supporting bilingual AAC users with CAS in dual immersion classrooms in the United States. Dual immersion refers to any program that provides literacy and content instruction to all students through two languages and that promotes bilingualism and biliteracy, grade-level academic achievement, and multicultural competence for all students (Howard, 2007). Dual immersion teachers get it! Why would we limit a student's potential to one language when their linguistic abilities are spread across both? AAC is a language, a minority language, and this year our class is trilingual. It sounds simple but an incredible amount of effort, collaboration, and dedication is required from all team members to effectively include AAC in the general education classroom. The speech-language pathologist can guide the team by creating a Communication Participation Plan where materials, accommodations, and responsibilities of team members are clearly laid out across all parts of the school day. This can help the team plan ahead for not only anticipating the need for alternative response methods when verbal communication is difficult, but also customization of the AAC system to better access academic content. Providing direct training to teachers and peers on AAC is essential to establishing AAC as one of the classroom languages. We cannot place a child in a general education classroom with an AAC system without carefully planning for their academic and social success.

Howard, E. R., Sugarman, J., Christian, D., Lindholm-Leary, K. J., & Rogers, D. (2007). Guiding principles for dual language education (2nd ed.). Washington, DC: Center for Applied Linguistics.

Sample Participation Plan Worksheet (Fonner, 2008 adapted from Beukelman & Mirenda, 2005)
https://techknowledgy.ttaconline.org/TechKnowledgy2014/Document/5JRqwgM2VS0 Download and Share this "Communication Bill of Rights"
Communication is a basic right, regardless of what that communication looks like! This Communication Bill of Rights is a great way to remind others that everyone deserves a voice. Share with your community to make communication and AAC inclusive for all!
Design by Bri Bolin/Easy as AAC (2022). Adapted from NJC Communication Bill of Rights (2016) ASHA and Accessible Communication Bill of Rights (2017) Kate Ahern. Images by Drawn to AAC. Translated and Adapted by BilingueAAC. English - Communication Bill of Rights

Español - Declaración de los Derechos de Comunicación
Overall Treatment Approach: Parent Involvement:

Min Age Treated: Max Age Treated: Professional consultation/collaboration: Community Involvement:
Insurance Accepted:

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AAC Inclusion in the Classroom - Apraxia Kids

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By , MS, CCC-SLP Jessica Carrizo Member of the Diversity & Inclusion Task Force for Apraxia Kids Imagine walking into a Spanish/English dual immersion classroom... First you will notice the classroom decor will include the Spanish language and latino/x culture. The teacher will most likely greet students in Spanish, English, or both.

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Worcestershire Speech and Language Therapy

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Videos to help support awesome teachers, Speech-Language Pathologists, and students learning to use Augmentative Alternative Communication- AAC. The videos are my own nature photos and videos. I have inserted in them core language words to comment about what is happening. There is wait time provided for prompting/modeling and new users to practice.

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Microsoft PowerPoint - Avaz  Session October 2020 Key Strategies for Effective AAC Implementation.pptx - Attachment_ PDF_ Enders Key AAC Strategies Handout 10-21-2020

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AAC Webinar - Lauren Enders- Free Strategies for Effective AAC Implementation

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

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AAC core boards combine pictures and words of core vocabulary to support communication. Core vocabulary is vocabulary that is commonly used such as "You", "I", "Get", "Do" and "Where". Core vocabulary refers a small number of words that make up >70-90% of what we say on a daily basis. While many of the AAC apps have core words built in, there are also low tech options that can be printed out and glued to poster board.

In using core boards we point to the words while we're talking. We say things like "want more?" "you like it". They are wonderful tools for

We're giving each child a visual that they can see and eventually point to. The words will always be in the same place (so they don't have to search for them). The visual cue helps the student identify the word and by combining the visual with a written word, we can start to increase a student's literacy as well.
Tips for using core boards

1. Do it consistently. Use the core board every day. The vocabulary on the core board is intentionally selected as words that your child will use regularly. By focusing on these words we are teaching a functional vocabulary. Your child can use these words all day, everyday, everywhere: from classroom to playground to cafeteria to home.

2. Start by modelling them. At first don't expect your child to point to words, it's enough for you to model them, so they can hear and see them. Be patient.

3. Use it for more than requesting. We often start with "I want" as there is a lot of motivation for students to ask that question. But we don't want that to be the only thing they learn. Start modelling other phrases such as "I like" or "I go" to encourage communication.

4. Do fun activities. Think of ways that you can use the core board for fun activities.

5. In being helpful, don't forget to model. Sometimes we're so busy being helpful we miss great modeling opportunities. If a student is asking you for help with something, rather than simply helping them, whip out the core board and model the word help without demanding an immediate response.

6. Use expectant pauses. Are you letting your student say what they want to say and leaving expectant pauses? Or are you trying to make your student say what you want him to say. Make sure you give your student time to think and answer.

7. Model mistakes. We need to model making mistakes and how to repair them too. Just like learning to walk, it's okay to stumble and fall. As long as you keep going.

To start or build on using core boards, I've put together a document setting out where you can download free core boards to get you started. Click to download your copy.
Pin to read later:

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Using AAC Core Boards | Beautiful Speech Life

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AAC core boards combine pictures and words of core vocabulary to support communication. Core vocabulary is vocabulary that is commonly used such as "You", "I", "Get", "Do" and "Where". Core vocabulary refers a small number of words that make up >70-90% of what we say on a daily basis.

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

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Technology and all the wonderful tech tools that are out there to help our students is amazing. But I'm not giving up my printed core boards any time soon.

🧡🧡🧡 I love core boards because:

They help make an abstract word visible by giving it a symbol and a location

Visuals can focus a student's attention and help them filter out distractions

Many kids with disabilities have strong visual skills

They help give language visible structure and a visual pattern

It gives a visual foundation of frequently used words

A big board is great for everyone in preschool classrooms, special education classrooms and in your speech rooms too.

If you are looking for help with core boards, then download your condensed guide to core boards . You'll find links to popular AAC boards, along with tips to get started.
Pin for later:

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Technology and all the wonderful tech tools that are out there to help our students is amazing. But I'm not giving up my printed core boards any time soon.

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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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Attachment_ PDF_ Core Board - WordPower60 Basic - SS

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Attachment_ PDF_ Project Core_Quick Start Guide

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Using Core: Exploring Saltillo's Chat Corner

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Washing Hands | AAC with Core Vocabulary Board

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5 Ways to Incorporate AAC into Daily Living Activities

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5 Ways to Incorporate AAC into Daily Living Activities

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Modeling at Home: Dining Room/Kitchen Table

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Modeling at Home: Dining Room/Kitchen Table

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Modeling AAC at Home: Dining Room/Kitchen Table

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Attachment_ PDF_ Modeling Night Time Routine

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Attachment_ PDF_ Restaurant Modeling Handout

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Attachment_ PDF_ Video Games Modeling Handout

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Attachment_ PDF_ Write Note or Email Modeling Handout

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Attachment_ PDF_ Watching TV Modeling Handout

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AAC MODELING DURING MEAL TIME - Speech therapy strategies with iPad and communication app