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AAC Implementation Across the Lifespan Handout

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AAC Implementation Across the Lifespan Handout

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The mission of the Angelman Syndrome Foundation is to advance the awareness and treatment of Angelman syndrome through education and information, research, and support for individuals with Angelman syndrome, their families and other concerned parties. We exist to give all of them a reason to smile, with the ultimate goal of finding a cure.

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DAGG-3 (Dynamic AAC Goals Grid 3rd Edition). This tool helps speech-language therapists collaborate with their patients’ support team to assess and progress their current communication abilities.

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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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Referral Checklist

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DDD MercyCare Website

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Be as healthy as you can be. A wide range of benefits and services can help. You have a network of providers to get you the right care when you need it. We'll help you understand your coverage. And make sure you get the most from your benefits.

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Mercy Care Developmental Disabilities serves Medicaid members in Arizona. We provide a services for those with developmental and cognitive disabilities to support total health.

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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:

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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What Listeners are Saying...

"I listen to you every day while walking my dogs Sam and Shiloh. They know your opening sounds and voices. This signals a good, long walk is coming. I am pumped and energized to work with my nonspeaking clients after listening to you. Your podcast provides inspiration and encouragement for me to never give up on my people."

- No Voice Left Behind

"Keep up the great work! You both are wonderful to listen to! I just started listening last month and I love all the content. When I start a show, I always think "I wonder what I will learn today?" and then I always have some kind of takeaway. It's helped me feel like I'm not alone on this AAC journey and has helped me with professional development and feeling like I'm a member of an AAC community. You are making a difference, even in my rural town!
-tiggerkw6

" Equal parts informative and inspirational, Rachel and Chris our incredibly knowledgeable and compassionate hosts. This podcast has helped me so much in understanding the use of AAC as a critical communication system for clients. A must-listen!"
-LAleads

"This podcast has completely transformed my clinical practice and the way I perceive my therapeutic role. I am better equipped to support the needs of my students, families, and teams because of the relevant, evidence-based, practical content that Chris and Rachel bring to the table in each episode. This resource is invaluable and essential- one of the first tools in my toolbox. Thank you for inspiring me and re-igniting my love for this field and profession!"
-Yay2

"When I discovered there was an AAC podcast my heart filled with joy! Finally, a show for me to learn about the latest research, clinical techniques and even hear from AAC users themselves. Talking with Tech is my go-to SLP podcast in the sea of my mant true crime ones. I love hearing the weekly updates and following both Rachel and Chris on social media. I even had a spazzed fangirl moment when I got to meet them at ATIA. AAC doesn't need to be scary and this podcast makes all things AAC and assistive tech accessible to it's listeners. Thank you Rachel & Chris!

- AACed It Communication

"I have been an SLP for 27 years but will never stop learning. AAC and AT have always been a special interest of mine. I have been blessed the past two years to work with 4 students with complex communication needs. Your podcast is helping me advance my teaching/coaching with the 9 paraprofessionals that I work with and to gently overcome the overuse of a prompting method that has been pervasively used with these students. Keep Talking 😃"
- LindabSLP

"I've been procrastinating writing a review for a long time because it has been difficult for me to find the right words to truly express my gratitude for this podcast.I stumbled upon Talking with Tech unexpectedly, but it has changed my professional career and personal life in so many ways. They share real life experiences, research, and strategies that can be implemented immediately."
- GiaSLP

"I am completely in love with your podcast. I am an SLP and AAC Specialist for our county board of developmental disabilities and we actually have a "podcast club" (like a book club) where the AAC Specialists on our team get together once a month and have a discussion about one of your episodes. It has led to great discussions that have caused us to sometimes validate and sometimes challenge our service model. You always have interesting, fresh content and the supporting materials are extremely helpful. Thank you for this incredible resource, we are very grateful for it!!"
- Rachael CCBDD

I am currently enrolled in the AAC course for my graduate program, and I am disappointed to say that it is outdated and disorganized. I am SO grateful for access to resources such as this for students like myself who are motivated to self educate, but can't necessarily afford to attend CEU events yet. Thank you!
- Karen F.

"I am an Assistive Tech Leader working overseas. I listen to your podcast as I commute to work and love it as it keeps me on the cutting edge of AAC despite the physical distance. I meet with a team of AT professionals and we have used your podcast as a 'jumping off point' for our discussions."
- Overseas SLP

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"I listen to you every day while walking my dogs Sam and Shiloh. They know your opening sounds and voices. This signals a good, long walk is coming. I am pumped and energized to work with my nonspeaking clients after listening to you.

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A podcast for busy SLPs and teachers who need continuing education / professional development

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Let's Talk AAC: "Resources for teaching core words?" - NWACS

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Welcome back to Let's Talk AAC - a series of questions and topics for discussion. NWACS will occasionally post a question or topic along with some related information. We hope that you will join in the conversation by adding your experiences, resources, related research, etc. in comments so that we can all learn and benefit from each other's knowledge and experience.
This post is for informational purposes only. It is not exhaustive and inclusion on this list does not imply endorsement.
Core. Core words. Core vocabulary. Core vocabulary refers to a list of approximately 300-400 high-frequency, multipurpose words that make up 75-80% of what we say. It is important that AAC users understand and have access to a wide variety of words, including the words most often used by their community. AAC users need core words so that they can create any message they want, sometimes called " spontaneous novel utterance generation " (or SNUG). A question we hear often is:

What are resources for teaching core words?

Here is a list of resources related to core vocabulary to explore.
Blogs and Websites: Commercial Books and Programs: Learning Modules: Podcasts:
Webinars:
YouTube:
Do you have a favorite core word resource that we missed? Join the conversation by leaving a comment below!

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Let's Talk AAC: "Resources for teaching core words?" - NWACS

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Welcome back to Let's Talk AAC - a series of questions and topics for discussion. In this post, we talk about resources related to teaching core vocabulary.

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As a speech-language pathologist, the foundations of intervention are the same in AAC as they are in our other services. AAC is a different modality of communication but it is still communication. There are some considerations for AAC implementation that are different than other SLP practices.

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As a speech-language pathologist, the foundations of intervention are the same in AAC as they are in our other services. AAC is a different modality of communication but it is still communication. There are some considerations for AAC implementation that are different than other SLP practices.

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The School Year of Core-Bilingüe (SYOC-B) is the Spanish adaptation of the English School-Year of Core ( SYOC), a series of resources for teaching core vocabulary words to children who use AAC. SYOC was conceptualized and created by AAC Specialist and SLP Michaela Sullivan, along with two SFSU pre-professional SLP students, Beth Lytle and Alisa Lego, and other volunteers. Like its English counterpart, SYOC-B offers ideas, resources, and materials for teaching high-frequency Spanish words to children who use AAC ( Soto & Cooper, 2021).

Since most bilingual children who use AAC are being educated by monolingual or English-dominant professionals, the instructions to use SYOC-B are presented in English, while models and materials are in Spanish. The words presented by month and accompanying materials to teach the target words are below. Activity sheets for each core word, in Spanish only, to share with Spanish-dominant caregivers and professionals are available in this Padlet.

The following activities are meant to be suggestions. You do not need to use all activity sheets. Use the resources that are most applicable to your objectives. For more information on the key AAC strategy of each month, please reference SYOC materials.

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The School Year of Core-Bilingüe (SYOC-B) is the Spanish adaptation of the English School-Year of Core ( SYOC), a series of resources for teaching core vocabulary words to children who use AAC. SYOC was conceptualized and created by AAC Specialist and SLP Michaela Sullivan, along with two SFSU pre-professional SLP students, Beth Lytle and Alisa Lego, and other volunteers.

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Individuals with Disabilities Education Act

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Topic Areas: Assistive Technology

Summary

The Office of Educational Technology and the Office of Special Education Programs are pleased to share the below guidance in support of children with disabilities who need assistive technology (AT) devices and services for meaningful access and engagement in education.

Dear Colleague Letter

A Dear Colleague Letter on the provision of assistive technology devices and services for children with disabilities under the Individuals with Disabilities Education Act (IDEA).

Myths and Facts Surrounding Assistive Technology Devices and Services (PDF) is designed to increase understanding of the IDEA's AT requirements, dispel common misconceptions regarding AT, and provide examples of the use of AT devices and services for children with disabilities and to highlight the different requirements under Part C and Part B of IDEA.

Resumen

La Oficina de Tecnología Educativa y la Oficina de Programas de Educación Especial se complacen en compartir la guía de abajo para apoyar niños con discapacidades que necesitan aparatos y servicios de tecnología de asistencia (AT) con acceso significativo y participación en la educación.

Carta a los Colegas

Una carta a los colegas estimados sobre la provisión de dispositivos y servicios de tecnología de asistencia para niños con discapacidades bajo la Ley de Educación para Personas con Discapacidades (IDEA).

AT Mitos y Realidades

Mitos y Realidades sobre los dispositivos y servicios de la tecnología de asistencia está diseñado para comprender mejor los requisitos de la AT de la IDEA, disipar conceptos erróneos comunes con respecto a la AT, proporcionar ejemplos del uso de los dispositivos y servicios de la AT para niños con discapacidades y resaltar los diferentes requisitos bajo la Parte C y la Parte B de IDEA.

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Assistive Technology Devices and Services for Children With Disabilities Under the IDEA - Individuals with Disabilities Education Act

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The Office of Educational Technology and the Office of Special Education Programs released guidance in support of children with disabilities who need assistive technology (AT) devices and services for meaningful access and engagement in education.

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Recursos curados sobre una variedad de temas relacionados con CAA para aquellos que hablan español. Curated resources on a variety of topics related to AAC…

More

·

98

Pins

1y

Collection by

Lauren S. Enders, MA, CCC-SLP

AAC Vocab Selection in Spanish

3

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Core Boards in Spanish

14

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AAC (CAA) Systems in Spanish/Bilingual

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24

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AAC Assessment in Spanish

3

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21

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5

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Spanish AAC Help for Families

5

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Adapted Books in Spanish

1

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Tablero de Comunicación con Palabras... by ESE AAC | Teachers Pay Teachers

Vocabulary List

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Words To Describe

Grammar

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Sayings

Vocabulario Núcleo: Las Palabras Esenciales -... by ESE AAC | Teachers Pay Teachers

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Parts Of The Mass

Life

Kate McLaughlin, M.S., CCC-SLP on Instagram: “Thank you, Claudia! @buenaspracticasdecaa ⁣ #aac ⁣#augcomm #augmentativecommunication #alternativecommunication #complexcommunicationneeds…”

Speech Language Pathology

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No Me Importa

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Family Guy

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Best Practice

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**Session in Spanish** Presentación teórico práctico que brinda fundamentos actualizados basados en la evidencia sobre comunicación aumentativa y alternativa, proporcionando estrategias de intervención y recursos para niños y jóvenes que presentan complejas necesidades de comunicación

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(2014). Considerations for the Provision of Services to Bilingual Children Who Use Augmentative and Alternative Communication. Augmentative and Alternative Communication: Vol. 30, No. 1, pp. 83-92.

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Portland State Multicultural Topics in Communications Sciences & Disorders | AAC with Bilinguals

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Designed specifically for clients with autism, LAMP Words for Life – Spanish/English builds on the LAMP methodology of one consistent and unique motor plan for each word in the LAMP Words for Life language system – but for a bilingual environment.

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98 AAC (CAA): Spanish Implementation Supports ideas | aac, spanish, supportive

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Jun 19, 2020 - Recursos curados sobre una variedad de temas relacionados con CAA para aquellos que hablan español. Curated resources on a variety of topics related to AAC (CAA) for those who speak Spanish. Some resources found through posts made by Kathryn Dorney, Angela Moorad, and Deanna Wagner. S…

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PrAACtical AAC Monthly Blog of Spanish Resources 

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PrAACtical AAC Monthly Blog of Spanish Resources 

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Each month we feature a Spanish version of our AAC Link Up, CAA con Links. If you have AAC-related announcements, materials, or videos in Spanish that you would like others to know about, we'd love to have you add that information below. Also, please share this with anyone who might be interested in contributing to or using the materials that get added to these posts. You'll find the place to add that information at the very bottom of this post.

Organized by Claudia Marimón, these monthly posts also feature AAC work being done in Spanish-speaking countries and offer translations of material that can help families and service providers. Today's post focuses on an online AAC conference in Spanish.
Take a look and don't forget to scroll to the bottom to add your link and see what others are sharing. :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
Bienvenido 2023, comenzamos este año con nuevas ideas y proyectos para seguir apoyando a nuestra comunidad hispano hablante a aprender cada día más y compartir experiencias en el campo de la CAA. Sabemos que en muchos de nuestros países es un área nueva y poco explorada por los profesionales y poco conocida por las familias. Por esto este espacio en PraacticalAAC es tan importante para poder compartir información y vivencias que animen a quienes recién comienzan, que actualice los conocimientos de quienes ya están en el campo de la CAA y que nos permita estrechar los lazos y crear redes de apoyo entre profesionales, familias y usuarios que ya estamos unidos por el idioma.
https://medicina.udd.cl/fonoaudiologia-santiago/noticias/2022/10/20/fonoaudiologia-udd-organiza-primeras-jornadas-de-comunicacion-aumentativas-alternativas-caa-y-tecnologia/
Con el propósito de actualizar los conocimientos compartimos con ustedes la grabación de las Primeras Jornadas de Comunicación Aumentativas Alternativas (CAA) ", organizadas por la carrera de Fonoaudiología de la Facultad de Medicina Clínica Alemana Universidad del Desarrollo, actividad enmarcada dentro del mes de la concientización sobre CAA, y la que se celebra en todo el mundo durante octubre.

El objetivo de estas jornadas, es crear conciencia sobre las diferentes herramientas y estrategias utilizadas por las personas para resolver sus retos comunicativos cotidianos, junto con entregar información y promover estrategias innovadoras en la investigación, la tecnología y la alfabetización a través de los sistemas de comunicación aumentativa y alternativa.

Ya estamos preparando las próximas Jornadas 2023 y nos encantaría que pudiesen estás ahí.

Feliz año Nuevo

Welcome 2023, we start this year with new ideas and projects to continue supporting our Spanish-speaking community to learn more every day and share experiences in the AAC field. We know that in many of our countries it is a new area and little explored by professionals and little known by families. For this reason, this space in PraacticalAAC is so important to be able to share information and experiences that encourage those who are just starting out, to update the knowledge of those who are already in the AAC field, and to allow us to strengthen ties and create support networks among professionals. , families, and users who are already united by language.
https://medicina.udd.cl/fonoaudiologia-santiago/noticias/2022/10/20/fonoaudiologia-udd-organiza-primeras-jornadas-de-comunicacion-aumentativas-alternativas-caa-y-tecnologia/
With the purpose of updating knowledge, we share with you the recording of the First Conference on Alternative Augmentative Communication (CAA) ", organized by the Speech-Language Pathology career of the Faculty of Medicine Clínica Alemana Universidad del Desarrollo, an activity framed within the month of awareness about CAA, and the one that is celebrated all over the world during October.

The objective of these conferences is to raise awareness about the different tools and strategies used by people to solve their daily communication challenges, along with providing information and promoting innovative strategies in research, technology, and literacy through communication systems. augmentative and alternative

We are already preparing the next Online Conference 2023, and we would love it if you could be there.

Happy New Year!

Los invitamos a participar en esta sección, compartiendo su propio contenido relacionado con CAA, novedades de productos, o cualquier otra cosa que estimen interesante para dar a conocer a los demás. Puede ser un post que han escrito recientemente, las diapositivas de alguna de sus presentaciones, algún apunte, video o meme que han publicado online, un producto que hayan creado, el anuncio de algún evento o conferencia relacionado con CAA, o cualquier otro contenido que hayan desarrollado y quieran compartir con la comunidad interesada en la CAA. Nuestra sugerencia es que publiquen una vez al mes.

Para enviar tu propuesta, desplázate hasta el final de esta publicación, y completa el formulario. Ingresa la URL y el nombre/título en los lugares disponibles. Si estás usando un dispositivo móvil, hagan click en la versión website para hacer esto.

La sección AAC Link Up tiene moderadores para evitar el spam, por lo que es probable que pase un tiempo hasta que tu propuesta esté visible.

Nota: Si estás usando un dispositivo móvil, haz click en la versión website para hacer esto. Si te interesa ver lo que está compartiendo la gente alrededor del mundo, chequea nuevamente al fin del día.

This post was written by Carole Zangari

Related posts

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Each month we feature a Spanish version of our AAC Link Up, CAA con Links. If you have AAC-related announcements, materials, or videos in Spanish that you would like others to know about, we'd love to have you add that information below.

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We're so happy to welcome Lauren Enders back to share some more thoughts on AAC and the IEP. In her first post on this topic, Lauren addressed some frequently asked questions. Today, she provides a very valuable perspective on writing IEP goals for students who use or need AAC and some wonderful resources.

Very often, I receive requests for support from teachers and speech therapists that are writing IEP goals for their students who use AAC. When we sit down to discuss their questions, the first thing I remind them is that AAC goals are no different from any other IEP goal. I recall a workshop I attended years ago presented by Gail VanTatenhove that helps put IEP goals for AAC into perspective. Gail said that AAC therapy is just language therapy. Isn't that true? Aren't we just teaching language? For this student, language is simply being expressed in a mode other than natural speech!

What is different and I believe most daunting about the goal-writing process is that teachers and therapists simply don't know enough about AAC. Most receive minimal instruction on AAC and educating students with complex communication needs. Therefore, most haven't been given the tools to understand where to begin, what vocabulary to choose, how to teach AAC use, how develop appropriate and engaging activities, or how to write functional AAC goals. While we can't go through all of those concerns in this post, I can offer some resources and lay out a blueprint to aid in the development of sound, measurable goals for your students who use AAC.

1. HOW TO CHOOSE VOCABULARY AND LANGUAGE SKILLS TO TARGET

This is surely the toughest step for most folks who write AAC goals and the answer is far from clear-cut. However, there are some steps we can take to help identify the most important learning targets for our students who are learning to use AAC.

A: Try to select vocabulary and language structures that will help the student establish and maintain meaningful communicative interactions.

For a great start on thinking about goals that will make a difference for your student, check out Goals that Matter: Practical Thinking from PrAACtical AAC. Are vocabulary and tasks such as stating the current weather conditions, labeling shapes, or stating today's month, date and year going to be essential to this child's ability to express their thoughts, feelings, complaints, hopes or desires? Will they use them outside of morning circle? Probably not. With each potential goal, ask yourself these same questions.

Zangari, Ph.D., Carole. PrAACtical Goals That Matter. Oct. 11, 2012. Web. <http://praacticalaac.org/praactical/praactical-goals-that-matter/>.

Choose core words, words that we know comprise the bulk of all words spoken by natural speakers. You may also want to include some extended or "personal core" words, words that Gail VanTatenhove describes as "words that are 'core' to the child's personal needs, like names of key people, places, and things". In certain cases, you may also include some pre-stored messages for utterances that need to be quick, such as "I need to use the bathroom" or "What's your name?" Be careful with pre-stored sentences, however, because use of only pre-stored sentences denies the student the ability to build a novel message. For more on pre-stored messages and when they can be effective, explore 5 Reasons for Using Pre-Stored Messages in AAC Systems.

VanTatenhove, Gail M. Normal Language Development, Generative Language & AAC. 2005, Revised October 2007. Web. <http://www.vantatenhove.com/files/NLDAAC.pdf>.

Zangari, Carole. 5 Reasons for Using Pre-Stored Messages in AAC Systems. April. 16, 2013. Web. < http://praacticalaac.org/praactical/5-reasons-for-using-pre-stored-messages-in-aac-systems>.

TARGETS FOR BEGINNING COMMUNICATORS: If your student is a beginning communicator, select words like those included by Dr. Robin Parker in The First 12: Getting Started with Core Words (go, want, more, different, big, on, what, it, that, not, you, play). Alternatively, choose core words listed in the 4×6 script cards developed by Gail VanTatenhove which are available for download on Minspeak.com (what, look, help, all gone, more, do, again, all done, different, stop). These two lists are only examples. The key is choosing core vocabulary with lots of communicative power. Even children in the earliest stages of learning who use a single message voice output device can make meaningful contributions with the right vocabulary. For example, "go" can mean "go" get it, "go" start the toy, "go" push the buzzer, "go" hide, "go" away, etc. A noun like "cookie", on the other hand, is much more limiting. Using the word "cookie" as an early developing word only indicates "cookie". It doesn't tell you whether they want a cookie, are all done with the cookies, want a different cookie, and so on. There's nothing wrong with having additional choice boards with pictures of these motivating items or activities, but if you fill up a communication display with those words, the child will have nothing available to describe life experiences, make comments, etc.

TARGETS FOR MORE ADVANCED COMMUNICATORS: If your student has some of the basic core or extended words down and needs to expand his/her language, identify the complexity of their language structure using a tool like Gail VanTatenhove's Normal Language Development, Generative Language & AAC. (NLDAAC) handout. Identify the skills they already have and select the words and/or level of language complexity that should be developing at the same time or next in typical developmental progression.

B: Consider the communicative function for the goal.

When writing goals for students who use AAC, I like to identify the function of language I want the student to learn. Once again in her NLDAAC handout, Gail VanTatenhove lists the various functions of communication (i.e., making comments, stating directives, naming/labeling) at single-word and two-word utterance levels. She also provides very helpful examples of how each function can be expressed using core words.

VanTatenhove, Gail M. Normal Language Development, Generative Language & AAC. 2005, Revised October 2007. Web. <http://www.vantatenhove.com/files/NLDAAC.pdf>.

A mistake I see repeated frequently is targeting only requesting ("wants and needs"). Other than our kids with the most significant motor impairments, when we create situations to force kids to ask for "things", we are actually slowing them down. They can often get the item themselves. In these cases, how can we expect the child to be motivated by the task? In addition, making the child request items makes the assumption that they truly want that item. What if they don't? In many cases, we need to focus instead on giving kids CONTROL. We need to help them to learn that communication brings power over others in their world. Feeling of power and control is a wonderful motivator for kids who tend to have so little control in their lives.

COMMUNICATIVE FUNCTIONS FOR BEGINNING COMMUNICATORS - I find that directives (such as "go", "stop", and "different") are often a good place to start because they are helpful in teaching the student about the power of communication. They are concrete. When they say "go", you go (e.g., run in circles, begin to push a toy car, or go away). When they say "stop", you stop. When teaching ANY function of language, it's essential to provide intensive modeling of the desired communication behavior in the mode you want the student to use. In AAC, we call modeling use of communication with the symbols and words we expect them to use aided language stimulation (or input). Check out Dr. Zangari's post Tell Me About It: Focused Language Stimulation In AAC Vocabulary for more information on aided language stimulation. In my experience, the level of communicative success realized by augmented communicators is directly related to the amount of aided language stimulation they receive. More aided language input fosters greater language development. Another element of a successful AAC implementation plan is the creation of many opportunities for practicing new communication skills in as many contexts as possible throughout the school day. Some kids will need only a few models and times to practice while others may need hundreds or even thousands.

COMMUNICATIVE FUNCTIONS FOR MORE ADVANCED COMMUNICATORS: Once again, determine the functions of language already used by your student and add to those functions with those they are not yet demonstrating. For example, for a student who is requesting, directing actions, and labeling, target another function of language, like requesting assistance, requesting recurrence, or providing associations.

2. INCLUDE LEVEL OF PROMPTING IN THE GOAL

Be sure to include the level of prompting allowed during measurement of the goal. The prompting hierarchy that will be used should be clearly identified in the IEP and the goal should clearly specify the level of prompting allowed for the goal to be considered achieved.

I like the prompting hierarchy created by Gail VanTatenhove that can be found in her wonderful set of cards that script teaching a set of early developing core words.

http://www.minspeak.com/teachers/documents/Module_1_Script_Cards_4_6.pdf

If the above prompt hierarchy was being used, a copy of the hierarchy should be included in the IEP (WITH the examples).

NOTE: With our students with the most complex communication needs, it may be appropriate to differentiate short-term objectives from the annual goal simply by achieving the target skill with greater independence (a lower level of prompting).

3. BACK TO BASICS: INCLUDE THE ESSENTIAL COMPONENTS OF A GOOD IEP GOAL: Just a refresher...An IEP goal for AAC should have the same components as any other well-written IEP goal. "IEP goals need to be objectively measurable (that means observable) and must have a baseline. A baseline is an assessment of the student's current ability to complete the IEP goal. A student's progress towards an IEP goal is measured against the student's baseline."*

Every good IEP goal and objective should be a SMART one.

S - SPECIFIC - specifically describe the skill or expected behavior as well as conditions such as tools used or amount of prompting allowed

M - MEASURABLE -describe how student progress can be measured via counting or observation

A -Use ACTION WORDS - use action words like the student "will"

R - REALISTIC & RELEVANT consider the child's disability, his or her needs, and the contexts of educational service delivery. For example, in many IEP goals for students with milder learning differences, we write across three consecutive sessions. Considering the inconsistency of many of our AAC users as well as possibilities for absence due to medical issues, it may be more appropriate to set measurement of the target (for example) to two times per classroom activity.

T - TIME LIMITED - clearly state the time frames for expected mastery. One marking period? One IEP year?

*Corbin, Carl. "How to Survive a Due Process Hearing." Perspectives on School-Based Issues 9.1 (2008): 5-12.

Note: Description of the student's "AAC system" (a Specific element of the goal) may be made in the present educational levels and/or in specially designed instruction. For example, Tommy uses approximated signs for "yes" and "no", a high-tech voice output device, paper choice boards, and a manual communication board that duplicates the vocabulary most frequently used on his voice output device. Tommy will use the manual board when the device is not working or available or the environment does not support use of the device (i.e., bright sunlight or water play). When all of the elements that comprise Tommy's AAC system have been described elsewhere in the IEP, the goal can simply refer to his "AAC system" unless the goal is specific to one mode of communication. The team can also choose to describe the system within the goal. Refer to your district's policies to determine where you should list the AAC system components.

EXAMPLES OF SMART AAC GOALS:

EARLIEST COMMUNICATOR: To increase classroom participation and involvement by the end of the one-year IEP period, Tommy will direct the action of the teacher or peer using his AAC system (a single-switch voice output device or single 2" symbol on paper) by using the word "go" or "stop" given a level 1 prompt (general statement: "If I hear "go", I can start the blender.) and 10 seconds of wait time. He will use a target word 2 times per classroom activity in 4/5 opportunities. Baseline: Tommy requires a level 4 prompt to say "go" in classroom activities and does not yet use the word "stop".

(Short-term Objectives may replicate this goal but allow for level 2 or 3 prompts and be measured after a shorter time frame, like a marking period).

EMERGENT COMMUNICATOR: By the end of the one-year IEP period, given 2 models and color coding cues for parts of speech (I need a blue word and an orange word) along with a level 2 prompt (general suggestion: "You can tell me what kind of animal") plus 10 seconds of wait time, Susie will use her AAC system (a tablet-based device with a voice output communication app or a 50 location communication board with cells hidden to show only 20 locations) to describe a target item using an adjective and a noun 1 time per 15-minute classroom activity in 4/5 classroom activities. Baseline: Susie describes target items with a noun only with a level 2 prompt.

MORE ADVANCED COMMUNICATOR: By the end of the one-year IEP period, following 1 model along with a level 1 prompt (general suggestion: "tell me more in a sentence") and 10 seconds of wait time, Johnny will use his AAC system (a tablet-based device with a voice output communication app or a 50 location core communication board with additional fringe in a flip book) to provide a one sentence response containing at least 3 words (subject verb object) 1 time per 30-minute classroom activity in 4/5 classroom activities. Baseline: Johnny provides 2 word sentences given a level 2 prompt.

For more information on SMART goal writing along with some examples, here's a nice resource written by Peter W. D. Wright and Pamela Darr. http://www.readingrockets.org/article/24690/

Peter, Wright W.D., and Wright Pamela Darr. "SMART IEPs: Introduction." Reading Rockets. N.p., n.d. Web. 17 Apr. 2013. <http://www.readingrockets.org/article/24690/>.

4. TEACH AND INTERACT, DON'T TEST! Offer LOTS of opportunities for practice in communicative contexts that are as natural as possible.

To ensure true understanding and support carryover, measure goals in natural communicative contexts as much as possible. When kids perceive communication as yet another demand or job, they more likely to shut down or lack the motivation to communicate. So, it's best to work on a goal as part of a meaningful activity or exchange rather than in a drill ("Say 'go'"!) format. Linda Burkhart and Gayle Porter make some insightful comments about natural contexts in their excellent handout Writing IEP Goals and Objectives for Authentic Communication - for Children with Complex Communication Needs. They state, "Goals must be measurable, but do not have to be measured in a testing format. It is often more appropriate to write the goal as measured over natural contexts throughout the day. For example, the child will ______ more than ___ number of times within the natural context of school activities. To make this type of data collection practical, reasonable time samples across days, weeks or months would need to be selected. For children who have very little expressive language, data might be collected every time the child expresses herself in the classroom. For the child who communicates only a few times a day, a full day may be selected periodically. For children who are using more language, a specific activity or time period of a selected day can be measured."

Burkhart, Linda, and Porter, Gayle. Writing IEP Goals and Objectives for Authentic Communication - for Children with Complex Communication Needs. July 2009 and Feb, 2010. Web. <http://www.lburkhart.com/Writing%20IEP%20Goals%201%20hr%205%2010.pdf>

5. A TEMPLATE (OF SORTS) FOR WRITING AAC GOALS AND OBJECTIVES

I say "of sorts" because every district and state will have its own procedures and requirements. This template is meant to serve as a framework that you can tweak depending on your specific needs. The items listed after each component are simply examples and not an exhaustive list. The information listed should appear, but does not have to appear in the order I have shown.

Time Limit: By the end of the one-year IEP period, by the end of the 3 rd marking period, at the conclusion of the second marking period

Specific Conditions: given ____ models, given _________cues, with a level ___ prompt, given _____seconds wait time, using ___________ AAC system (name system components if not named specifically in the body of the IEP or if your district requires the AAC system in the goal).

Action Words to describe targeted skill or behavior: the student will __________________

Measured by number of times performed: ______times, ____% of the trials

Realistic and Relevant schedule of assessment: per classroom session, across all activities, in ____/____ opportunities (Be sure to consider the number of possible opportunities that can be provided before selecting the number of expected behaviors! In some groups of students with the most complex bodies and communication needs, the response rates are very low. We wouldn't want to write a goal for 5 responses per group in one of these classrooms because there may only be one opportunity.)

Baseline performance: ______ can currently _____________ with __________ conditions.

6. SOME SAMPLE GOALS OR OBJECTIVES FOR STUDENTS LEARNING TO USE AAC

In an effort to provide examples that support a larger cross section of students, I will separate the goals for learning AAC into the 4 areas of communicative competence. I will include goals for beginning communicators as well as more advanced communicators. Remember, short-term objectives may sometimes be variations of the annual goal with incremental differences in level of prompting.

LINGUISTIC COMPETENCE (competent use of vocabulary and syntax with AAC system)

LINGUISTIC COMPETENCE FOR A BEGINNING COMMUNICATOR:

By the end of the one-year IEP period, following 2 models and a level 2 prompt (if you say "different," we can change activities) and 10 seconds of wait time, Gina will use her AAC system (a low-tech 12 location voice output device or a 12 location manual board with vocabulary to match her voice output device) to request recurrence of an activity with the word "more". She will use the target words 4 times in a 30-minute classroom activity in 4/5 opportunities. Baseline: Gina requires a level 4 prompt to use the word "more".

LINGUISTIC COMPETENCE FOR A MORE ADVANCED COMMUNICATOR:

By the end of second marking period, given 1 model along with a level 1 prompt (general suggestion: "tell me more in a sentence") and 10 seconds of wait time, Sally will use her AAC system (a high tech dedicated with a voice output communication device or a 50 location core communication board with additional fringe in a flip book) to provide a 2 sentence response containing at least 4 words (subject verb article object) 1 time per 30-minute classroom activity in 4/5 opportunities. Baseline: Sally provides two 3-word sentences given a level 2 prompt.

SOCIAL COMPETENCE (competent use of AAC system to interact with others)

SOCIAL COMPETENCE FOR A BEGINNING COMMUNICATOR: To increase self-advocacy by the end of the one-year IEP period, Joey will request assistance with an object or action (when a needed item is missing, inaccessible, or broken) using his AAC system by using the word "help" or "open" given a level 1 prompt (general statement: "If I hear "help", I can give you what you need) and 10 seconds of wait time. He will use a target word 2 times per classroom activity in 4/5 opportunities. Baseline: Joey requires a level 4 prompt to say "help" or "open" during classroom activities when a needed item is missing, inaccessible, or broken.

SOCIAL COMPETENCE FOR A MORE ADVANCED COMMUNICATOR: To increase peer interaction by the end of the one-year IEP period, following a model and given a level 1 prompt (general suggestion: take two turns) Mark will provide an on-topic utterance to maintain a conversational exchange for 2 turns using his AAC system (a tablet-based device with a communication app or a 50 location core communication board with additional fringe in a flip book) on 2 occasions per peer interaction activity in each of 3 consecutive data collection sessions. Baseline: Mark requires a level 3 prompt to answer a question or respond initially to a comment of a peer but does not respond for his second turn without a level 4 prompt.

STRATEGIC COMPETENCE (using AAC system competently with strategies for problem-solving within ongoing activities)

STRATEGIC COMPETENCE FOR A BEGINNING COMMUNICATOR: By the end of the one-year IEP period, following a communication breakdown and provision of a level 2 prompt (if you say tell me the word, I'll understand") plus 10 seconds of wait time, Mary will use her AAC system (a low-tech 8 location voice output device or an 8 location manual board with vocabulary to match her voice output device) to select a word to repair the communication breakdown. She will use her AAC system to repair a breakdown in 4/5 observed opportunities. Baseline: Mary requires a level 4 prompt to use her AAC system during communication breakdowns.

STRATEGIC COMPETENCE FOR A MORE ADVANCED COMMUNICATOR: By the end of the one-year IEP period, following a communication breakdown when using sign with a non-signer, given a level 1 prompt (I didn't understand) and 10 seconds of wait time, Ben will use his AAC system (a tablet-based device with a communication app or a 50 location core communication board with additional fringe in a flip book) to successfully repair the communication breakdown. He will use his AAC system to repair a breakdown in 4/5 observed opportunities. Baseline: Ben requires a level 3 prompt to use his AAC system during communication breakdowns.

OPERATIONAL COMPETENCE (competent use of the AAC tools or devices)

OPERATIONAL COMPETENCE FOR A BEGINNING COMMUNICATOR: Upon completion of two marking periods, following a question posed by an adult and provision of 10 seconds of wait time, Jamie will use her AAC system (a dynamic display device with synthesized speech output) to respond to the question by navigating to one screen beyond the home screen and selecting an on-topic response 2 times in a 30-minute classroom or therapy session across each of 3 consecutive data collection points. Baseline: Jamie requires a level 2 prompt to navigate from the home screen to an on-topic responses.

OPERATIONAL COMPETENCE FOR A MORE ADVANCED COMMUNICATOR: Following completion of one marking period, when entering a loud room such as a cafeteria or busy classroom, given a level 1 prompt (general prompt "It's loud in here!") John will independently increase the volume on his AAC system (a high-tech dynamic display device accessed via eye gaze) in each of 3 consecutive opportunities. Baseline: John requires a level 3 prompt ("Turn up your volume, John") to navigate to and increase the volume.

Looking for more support with goal writing for AAC? Here is some more information from the web: http://www.scoop.it/t/writing-iep-goals-for-aac-users

This post was written by Carole Zangari

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How I Do It: Writing IEP Goals for Students Who Use AAC with Lauren Enders

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We're so happy to welcome Lauren Enders back to share some more thoughts on AAC and the IEP. In her first post on this topic, Lauren addressed some frequently asked questions. Today, she provides a very valuable perspective on writing IEP goals for students who use or need AAC and some wonderful resources.

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A group of SLPs working towards a diverse world of AAC in terms of language, access, icons.

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Spanish AAC Apps, Devices & Resources (Hablo con CAA)

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Spanish AAC Apps, Devices & Resources (Hablo con CAA)

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Comprehensive list from OMazing Kids AAC Consulting

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Spanish AAC Apps, Devices & Resources (Hablo con CAA)

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Spanish AAC Apps, Devices & Resources (Hablo con CAA) It can be challenging to find information about and resources for AAC in languages other than English. Since Spanish is the most common lan…

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MASTER PAL AAC Training Series: Lessons Learned

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Thanks to all who reached out to express appreciation for Tabi Jones-Wohleber’s training resources in the MASTER PAL series. Many of you have already used the slides, video links, handouts, a…

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AAC Academy Book a User of AAC ​Book a Professional ​Join a Mentor Cohort

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SMoRRES® Group Parent Education Webinar

Group parent education webinars are appropriate for all family who have children using AAC living in their homes. Learn to model AAC at home. Our next session is September 22nd, 2022. Register online at https://py.pl/2DVQMq . This 3-hour, web-based family education opportunity introduces parents and other family members to parts of our SMoRRES® Training Program. During this class, parents will set goals for the training, learn why modeling is so important, verbally rehearse the steps to successful modeling, see videos of other families modeling AAC at home, and practice modeling their child's communication board, book, or device. NOTE: A communication board, book, emulation software or device is required for participation exercises.

Bring the SMoRRES® Training Program to your school district, clinic or home! Half-day, full-day and two-day options available.

Level 1 Trainings are appropriate for all communication partners including speech-language pathologists, teachers, instructional assistants, and other professionals who work with children using AAC, as well as for parents and caregivers of children using AAC. In these interactive workshops, participants set goals for the training, learn why modeling is so important, verbally rehearse the steps to successful modeling, see videos of modeling in the classroom and home, and practice modeling on communication books, apps and devices.

Level 2 Trainings help teams bridge the gap between research and practice in their facilities. A manual, DVD, and slide show are provided to all participants to provide staff with the materials they need to implement the SMoRRES® Training Program in their clinics or school districts. These trainings are appropriate for speech-language pathologists, AAC/AT specialists, and team leaders who have completed a Level 1 training and want to learn how to

Our next public Level 2 training is Friday & Saturday, February 24-25, 2023 - Download the brochureorclick here to register online

Level 3 Training is an intensive, individualized program appropriate for speech-language pathologists, AAC/AT specialists, and team leaders who have completed a Level 2 training and want to become a SMoRRES® presenter.

Contact us for course descriptions, timed agendas and estimates.

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SMoRRES® Training Program | TALC Technology & Language Center, Inc.

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Group parent education webinars are appropriate for all family who have children using AAC living in their homes. Learn to model AAC at home. Our next session is September 22nd, 2022. Register online at https://py.pl/2DVQMq . This 3-hour, web-based family education opportunity introduces parents and other family members to parts of our SMoRRES® Training Program.

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PRC-Saltillo is a leader in the world of AAC. In an effort to accurately display the power of these devices and language systems, we established the PRC-Saltillo Ambassador program. This program showcases individuals who are actively using a PRC-Saltillo system. The ambassadors highlighted here use a variety of communication devices, access their devices in a variety of ways, and are all unique and interesting people you'll enjoy learning about. Select an Ambassador by clicking on their name; you will find a brief bio and, in some cases, video about that Ambassador's personal story. Feel free to read and share these stories with friends and colleagues. You can leave a message for an ambassador after their story.

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Check out what's new on AAC Language Lab

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Communication Partner Instruction in AAC

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To help AAC learners be successful, clinicians and educators often focus on training communication partners to use supportive strategies. In this post, we share resources from around the web that may be helpful in those efforts.

Many thanks to the authors, presenters, and creators for sharing their expertise.

Filed under: PrAACtical Thinking

This post was written by Carole Zangari

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Supporting Communication Partners: 5 Helpful Resources

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To help AAC learners be successful, clinicians and educators often focus on training communication partners to use supportive strategies. In this post, we share resources from around the web that m...

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The PRiO®-mini is an iPad-based communication tool featuring the popular LAMP Words for Life® language system.

The PRiO-mini is configured as a dedicated device to meet the functional specifications of the Medicare/Medicaid funding requirements, and is locked from computer access and all other non-communication functions.

The PRiO-mini come equipped with the LAMP Words for Life app. LAMP Words for Life is a full vocabulary augmentative and alternative communication (AAC) language app that combines the power of Unity® with the principles and strategies of Language Acquisition through Motor Planning (LAMP).

The LAMP Words for Life language system is appropriate for a wide range of individuals, including those just beginning to communicate to those with advanced language skills. Throughout the language learning process, the motor patterns used to say words remain consistent to allow for the development of quick and easy communication.

Language development typically occurs through the pairing of a consistent motor pattern, the sound that motor pattern produces and the reaction the individual gets from their environment. LAMP presents vocabulary in the same manner so those language connections can be developed.

An optional Integrated Feature Pack (IFP) is available for customers who choose to upgrade the device to its full capability.

The PRiO-mini is backed by PRC's standard one-year warranty.

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The PRiO®-mini is an iPad-based communication tool featuring the popular LAMP Words for Life® language system. The PRiO-mini is configured as a dedicated device to meet the functional specifications of the Medicare/Medicaid funding requirements, and is locked from computer access and all other non-communication functions.

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PRC-Saltillo is pleased to offer the following products that serve the needs of both PRC and Saltillo device communicators.

As part of our commitment to our communicators, clinicians, parents and caregivers, we offer support for our devices, and these co-branded products are no exception.

Below you'll find quick reference guides, manuals and more available for download. Need additional assistance? Our support team is available via Live Chat, by phone, email or online.

Via® Pro and Via Mini

Built on the processing power of iOS ®, PRC-Saltillo's Via Pro and Via Mini offer the choice of three industry-leading apps: LAMP Words for Life ®, TouchChat ®, or Dialogue ® AAC - or all three.

LAMP Words for Life and TouchChat come with Spanish options already integrated for seamless bilingual communication, and can be accessed with direct touch, switch scanning, and other integrated iOS access methods.

Apps for Via Pro and Via Mini

Choose one - or two or all three! - apps when you purchase a Via Pro:

Downloads for Via Pro and Via Mini

 Via Pro/Via Mini Quick Reference Guide English
 Via Pro/Via Mini with TouchChat User's Guide English Español
 Via Pro/Via Mini with LAMP WFL User's Guide English Español
 Via Pro/Via Mini with Dialogue AAC User's Guide English Español
 Via Air User's Guides TouchChat English LAMP WFL English Dialogue AAC English
Choose Your Path

AeroSwitch®

The universal AeroSwitch from PRC-Saltillo is wireless and compatible with most devices running iOS, Android ™ and Windows ® using Bluetooth ® 4.1 or higher. Users can link up to three AeroSwitches (depending on the device) for a variety of access and selection options, while two switch jacks allow AeroSwitch to be used as a hub for wired switches.

AeroSwitch can also be used seamlessly within most PRC and Saltillo communication devices, and is pre-programmed with common keyboard commands that work with a wide variety of devices, software programs and apps outside of communication software.

Downloads

 AeroSwitch User's Guide
 AeroSwitch Booklet
Learn More

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ipad augmentative and alternative communication device

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'PRC-Saltillo is pleased to offer products that serve the needs of both PRC and Saltillo device communicators: Via Pro, with your choice of PRC or Saltillo apps and AeroSwitch, for use with the AAC device of your choice.'

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Designed for the active, on-the-go communicator, the NovaChat® 10's generously sized screen is perfect for users with vision challenges and access needs. Known for its lightweight design and portability, this popular speech-generating device is now better than ever with a variety of features for elevated performance throughout an AAC user's busy day!

A simple double tap now wakes the screen, making independent use easier for individuals who require different access to hardware buttons

Larger 11", full HD 2560x1600 resolution screen offers clearer, sharper images

Tempered glass screen protector provides added durability and performance

Small vibration via the haptic feedback function helps provide tactile input when making a selection

Splash- and dust-resistant design meets exceeds industry requirements for protection against solids and liquids

Single USB-C port for convenient charging of both device and amp

Amp boosts speaker quality for clear communication across a variety of environments

Fully adjustable stand allows for a wide range of angles that stay in place

Amp accommodates single or dual switch scanning for additional access methods

Front- and rear-facing cameras allow unique personalization of vocabularies

Your choice of a durable, shock-absorbing EVA foam Active wrap or a sleek, protective Classic wrap, making it easy to choose the right level of protection for each AAC user

Variety of easy-to-swap wrap colors including a new black option for timeless style; Active available in blue, green, pink, and black; Classic available in blue, green, purple, and black

Whether you choose Active or Classic, each device comes standard with the following English vocabulary files.

WordPower™ Suite (20, 25 Touch & Scan, 42 Basic, 42, 48, 60 Basic, 60, 80, 108 with Keyboard, and 140 Scan & Touch) - the most comprehensive offering in the industry!

MultiChat 15

myQuickChat

Communication Journey: Aphasia

Intermediate Scan

Vocabulary files available in Spanish include WordPower25 Espanol, WordPower48, 48 Basico, 60 Basico; VocabPC; Sintaxis 4 x 5, Sin Sintaxis 4 x 4; MultiChat 15 Espanol; Communication Journey: Afasia; Teclado Keyboard
SPECIFICATIONS Active Classic

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

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The right AAC device for you

Explore our technology, from lightweight portable devices to powerful devices for eye gaze, switches, and pointers. Available with Grid AAC software on iOS and Windows.

Talk Pad devices are lightweight and portable, available in two sizes, 8-inch and 10-inch. Talk Pad is popular with people who want to control their device using touch, using keyguards, or simple switch access, and available with Grid for iPad.

Grid Pad devices are powerful and durable, with cutting-edge features like advanced switch support, eye gaze and a second screen for easier communication with the people around you. Available with mounting options for wheelchairs, desk stands, and floor stands.

Touch Pad is designed for touch users who need a fast and portable way to communicate on a Windows device. Featuring a long battery life, amplified sound, with our flagship Grid AAC software.

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Explore our AAC from lightweight portable devices to powerful devices for eye gaze, switches, and pointers, with Grid on iOS and Windows.

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A forced reset also known as a hard reset resolves the majority of all iPad issues.

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Self-Advocacy & AAC: 5 Skills to Consider Targeting

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Self-Advocacy & AAC: 5 Skills to Consider Targeting

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Many AAC users need support from family, friends, and professionals in learning to advocate for themselves. Therapists and educators can support this process in many ways, starting with their ability to recognize all communicative acts and respond in respectful ways. At times, formal instruction and intervention are necessary to build specific skills that make it possible to advocate for one's views and interests.

If you are supporting AAC users who are learning to advocate for themselves, here are some skills to consider targeting.

1. Protesting and Rejecting: Objecting to events around us and refusing things that are offered are early-developing communicative functions that don't seem to get enough attention. These are critical skills for all of us and AAC learners should be given the opportunity to develop a variety of strategies for this type of expression.

2. Ranking: When AAC users can express their preferences by rank ordering different options, they can play a more powerful role in decision-making for things that involve them. Teaching them how to identify their options, decide how they feel about each one, and put them in order of preference can lead to them having a much more active role as decision-makers for things like:

Choosing elective classes in school,

Selecting who or where they want to do certain things, and,

Deciding how to use their money, time, or other resources.

3. Repairing Communication Breakdowns: Misunderstandings are inevitable in human interaction, whether or not AAC is part of the equation. Many learners can benefit from intervention to help them recognize and repair communication breakdowns, both when they are misunderstood by others and when others misinterpret them.

4. Giving Instructions: Telling people what to do and how to do it is a powerful way to advocate for our interests. Giving directions may not come naturally to some AAC learners, particularly if they haven't felt empowered to assert themselves in the past. Pre-stored messages can be helpful in some situations, especially if they will need to give the same set of instructions over and over.

5. Giving Feedback: AAC users also need the ability to provide feedback to others. Michayla's physical limitations prevented her from being independent with self-care, and she utilized the support of family members and personal care assistants throughout the day. She learned to give corrective feedback when they were doing things in ways that Michayla didn't particularly like, such as applying too much make-up, rushing through her breathing treatments, and being a little rough during transfers out of her wheelchair. She also developed the skill of providing supportive feedback when the caregiver did things the way Michayla wanted them done.

Self-advocacy comes naturally to some people and others need help in developing that skill set. Do you have tips for building self-advocacy skills with people who use AAC? We'd love to hear about them.

Filed under: Featured Posts, PrAACtical Thinking

This post was written by Carole Zangari

Related posts

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Self-Advocacy & AAC: 5 Skills to Consider Targeting

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Many AAC users need support from family, friends, and professionals in learning to advocate for themselves. Therapists and educators can support this process in many ways, starting with their abili...

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Updated 1/24/2024!

Speech pathologists play an important role in assessing people for augmentative and alternative communication (AAC). SLPs are trained in language development and can help teams figure out where they need to start. And SLPs are the only ones who can write an insurance report for AAC.

It is hard to make recommendations if you don't know the features of different apps and devices. You need to consider which symbol set to use, how many icons are visible on the screen, and what personalized vocabulary is needed (fringe vocabulary). Most AAC apps work on the Apple iPad. A few also work on other platforms. Check with the app developers for information on other operating systems.

Free AAC Apps

Free AAC apps give you a place to start. They help you assess whether the person can interact with the screen of the iPad or recognize certain types of symbols. Sometimes, you need proof of concept and that's okay. If you have an iPad, you can start by downloading these free apps.

Buyer beware, you get what you pay for. Free symbol-based apps may not give you access to generative language. Free text to speech apps may not give you an easy way to store sentence starters, or access to quick social language. These apps often require more setup. Here are some examples:

Emergency Communication

Some apps are designed for emergency communication. One example is Alexicom AT "Elements" AAC. These can be used in the ER or ICU: https://www.alexicomaac.com/elements-apps

TechOWL also has its free Covid-19 Communication Boards. These are good to print out and keep in an emergency kit or Go Bag.

Robust Communication

Some app developers offer SLPs free download codes for evaluation purposes. Depending on the organization, you may have to take a few trainings, or provide your ASHA number. This is a great way to add to your evaluation toolkit and to get to know AAC. Here are some ways to get free apps.

AAC App Downloads for Evaluation Purposes

Tobii Dynavox

Go to MytobiiDynavox.com and Create an Account. Input your ASHA number and you will then have access to free downloads for apps like TD Snap (the new name for Snap Core First) and Snap Scene Lite.

PRC Saltillo

To receive a copy of the TouchChat app, you need to apply to Saltillo's TouchChat Partners Program. You grant them permission to list your facility as a ToucChat Partner Resource on their website.

NEW! Touchchat Discover offers a 30-day free trial of any of 12 available page-sets including MultiChat15, My QuickChat, 4 Basic, and more.

To receive a copy of LAMP Words For Life, you need to apply to the App Partner Program and takes two trainings. You provide proof of training, and they will send you a download code.

Assistiveware

The company that created Proloquo2Go and Proloquo4Text offers free apps on a case-by-case basis for evaluation purposes. You can contact them at support@assistiveware.com. They have a limited number of codes, but you won't know until you try. You can also reach out to them through social media.

Speak for Yourself!

You can go to the Speak For Yourself website and use their contact form. Explain how you will use the app for evaluations and AAC trials.

Other Options

This list is not exhaustive, and some companies offer free trials as well. For example, Avaz AAC and CoughDrop, and Grid for iPad offer short-term trials.

You can also contact app developers on their websites and on social media. Companies have other free resources, such as data collection and evaluation tools.

If you are a grad student or SLP who wants to learn more about augmentative and alternative communication, take a look at the AAC for SLPs modules on our website. Keep in mind that access to real communication requires access to high frequency words ( Core Vocabulary). Whether using symbols, or written words, we all need to be able to new things!

If you live in Pennsylvania, you can borrow an iPad with AAC apps from the AT Lending Library at TechOWLpa.org.

Looking for AAC Services in Pennsylvania? Check out what services we provide with the licensed SLPs at TechOWL!

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Speech pathologists play an important role in assessing people for augmentative and alternative communication (AAC). SLPs are trained in language development and can help teams figure out where they need to start. And SLPs are the only ones who can write an insurance report for AAC.

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This FREE chart includes info about how SLPs / SLTs can get access to the top 12+ iOS symbol-based AAC apps:

Avaz AAC - Lifetime Edition

Clicker Communicator: AAC

CoughDrop

GoTalk Now / GoTalk Now Plus

Grid for iPad VPP

LAMP Words for Life

Niki Talk 2 Pro

Proloquo2Go (+ AssistiveWare's Proloquo + Proloquo Coach (subscription-based option)

Speak for Yourself

Talk Suite Pro

TD Snap AAC

TouchChat HD with WordPower

The information was confirmed with each app developer to insure accuracy. Includes info both for those in the USA and in other countries. Note: This info is updated most frequently in the feature matching resource. This free handout is only updated periodically ( updated 5/23/23)

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It is part of a much larger feature matching chart that can be purchased on my Teachers Pay Teachers store: https://bit.ly/SymbolBasedAACapps

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See a video preview of that resource: https://youtu.be/dlDzj7nvfOU
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Looking for info about how to get access to text-based AAC apps? See this free resource: https://www.teacherspayteachers.com/Product/How-to-Get-Access-to-the-Top-13-iOS-Text-Based-AAC-Apps-TPT-Freebie-7741826
Looking for info about how to get access to visual scene and video visual scene display AAC apps? Check out this free handout: https://www.teacherspayteachers.com/Product/How-to-Get-Access-to-Visual-Scene-Video-Visual-Scene-AAC-Apps-TPT-Freebie-7832899
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Looking for info about how to get access to digital PODD options? See that info in the Feature Matching Chart for Pragmatic Vocabulary Organization AAC Apps: https://bit.ly/PragmaticOrgVocabAAC-FeatureMatching-TPT

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NOTE: This resource is not intended to be used in Easel
I assume no liability for app purchases and am not making patient-specific recommendations.

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The best way to reach me with any questions is via messaging on the OMazing Kids Facebook page: https://www.facebook.com/OMazingKidsAAC/

Terms of Use: You may not copy any part of this document (including the content, layout, format, ideas or design) and reproduce it or distribute it as your own work. Please do not copy/paste this info onto other blogs or save this PDF in any online groups or files. Instead, please refer folks here to my store.

This document was the sole idea and creation of Angela Moorad, MS, CCC-SLP, OMazing Kids AAC Consulting, OMazing Kids, LLC, all rights reserved. © 2023 and beyond.

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How to Get Access to the Top 12+ iOS Symbol-Based AAC Apps (TPT Freebie)

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This FREE chart includes info about how SLPs / SLTs can get access to the top 12+ iOS symbol-based AAC apps: Avaz AAC - Lifetime EditionClicker Communicator: AACCoughDropGoTalk Now / GoTalk Now PlusGrid for iPad VPPLAMP Words for LifeNiki Talk 2 ProProloquo2Go (+ AssistiveWare's Proloquo + Proloquo ...

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Devices can be borrowed by persons with disabilities, family members, service providers, etc. for two weeks at a time. Devices may be picked up from the AzTAP office or can be shipped/returned at no cost to the borrower.

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AzTAP's AT Lending Libraries allow individuals to borrow equipment for limited time periods and try the item(s) in places where they will actually be used such as at home, school, or the workplace. The purpose is to assist in making a more informed decision as to whether the product and its features will be useful to them. AzTAP offers two separate programs, both of which are free of charge to approved users who reside in Arizona:

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Assistive Technology Loan Libraries - AzTAP

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AzTAP's AT Lending Libraries allow individuals to borrow equipment for limited time periods and try the item(s) in places where they will actually be used such as at home, school, or the workplace. The purpose is to assist in making a more informed decision as to whether the product and its features will be useful [...]

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If a student needs AAC, then it is important for that information to be included in the IEP. This ensures that the student will have the communication supports they need to participate in education. This also helps to ensure everyone on the student's team will have some basic insight into the student's communication and the system being used.

AAC is considered Assistive Technology as per the Individuals with Disabilities Education Act. IDEA Sec. 300.5 defines assistive technology as " any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability. The term does not include a medical device that is surgically implanted, or the replacement of such device." ( https://sites.ed.gov/idea/regs/b/a/300.5 )

AAC is considered educationally necessary when it is required for a student to access the curriculum and participate in public education. In most cases, if a student has complex communication needs and uses AAC, then these supports are an educational necessity and must be included in the IEP. ASHA discusses more about educational/medical necessity here: https://www.asha.org/NJC/Funding-for-Services/

Are schools required to buy a student's AAC device? If AAC is written into the student's IEP, then yes the district is required to provide the system/device to be in compliance. In some states, if the district purchases the device with district funds then the device does NOT belong to the student themselves. If the student moves away or graduates, the district may keep the device because they own it. Some states allow districts to access specialized funds to purchase equipment. In these cases, the ownership of the device depends on the funds used. In Pennsylvania, this is through the School-Based ACCESS Program. A district CANNOT require a family to use insurance to purchase a device that is educationally necessary for a student. The family has the right to use their insurance though and then the device is 100% owned by the student.

A student's AAC should be available to them at all times. Students need to be able to work on their communication skills throughout their entire day, not just in the classroom. This ensures that students are given the opportunity to work on their functional communication skills. They need to be able to communicate at home, over the weekend, and on summer vacation. It is important that the IEP states the student should have access to their device at all times (if the device belongs to the district, the IEP should state that the student can take the device home). IDEA Sec. 300.105 states "each public agency must ensure that assistive technology devices or assistive technology services, or both...On a case-by-case basis, the use of school-purchased assistive technology devices in a child's home or in other settings is required if the child's IEP Team determines that the child needs access to those devices in order to receive FAPE." ( https://sites.ed.gov/idea/regs/b/b/300.105 )

Here are some tips for including AAC in a student's IEP:
Check the AT Needs Box → Yes! This student has AT Needs!
Present Levels

Use this section to describe how the student communicates (strengths/weaknesses, what works, systems used, etc.)

Describe the AAC system (don't name a specific device) by features

Discuss the student's progress uses their AAC system

Include any recommendations for implementing the AAC system (e.g., device needs to be placed on desk, charging the device, staff modeling instructions, etc.)

Goals and Objectives

Goals and objectives should be achievable, functional, and measurable

Goals and objectives should be written to account for ALL communication modalities (we want to honor all communication attempts a student makes and all methods the student uses).

Examples of curriculum-aligned goals (NOTE: PA curriculum standards are used below):

1.2 PK.J: Use new vocabulary and phrases acquired in conversations and being read to.

The learner will:

Talk about pictures using new vocabulary words or phrases.

Use new vocabulary in the context of dramatic play, daily routines, and classroom observations.

Begin to use new vocabulary when asking questions or describing situations or objects.

During a play activity, student will use target core vocabulary in 80% of opportunities following a model given minimal supports.

1.3 PK. G: Describe pictures in books using detail.

The learner will:

Attach action and descriptive words to illustrations. (e.g., "That man in the yellow hat is running fast.")

Given a visual stimuli, student will generate 2 word/icon object+action sequence in 80% of opportunities following a model given minimal supports.

Curriculum Standards and Concept and Competences derived from PA Early Learning Standards: https://www.education.pa.gov/Documents/Early%20Learning/Early%20Learning%20Standards/Early%20Learning%20Standards%20-%20Prekindergarten%202014.pdf

Related Services

Speech-Language Therapy Direct Services
May be used for the student's direct therapy services

Assistive Technology Devices and Services
May be used for programming of the device, training/technical assistance for the student

Supports for School Personnel

Assistive Technology (or AAC) Consultation

Training for teachers and staff on how to use the student's device, how to model, device implementation, etc.

Frequency will refer to the recommended minimum number of training sessions for staff.

Supplementary Aids and Services

Describe the student's device by features NOT the brand specific device

If a specific device is named then that exact device MUST be provided for IEP compliance

Sometimes technology breaks, get left somewhere, etc. When this happens, a backup option needs to be used.

If a specific device MUST be included in the IEP, be sure to provide contingency plans/examples of appropriate backups, etc.

Lauren Enders talks more about this on her PrAACticalAAC Blog Post: https://praacticalaac.org/praactical/how-i-do-it-aac-in-the-iep/

Transition

Consider transition (to middle or high school, to after graduation, employment, etc.) from the start. Set the student up for success across all life transitions.

Include transition-related goals and objectives.

Describe the plan for the student's transition. For example, if a student is graduating, will they be able to take their AAC system with them? If not, what is the plan for the student to obtain their own system?

When writing a Summary of Performance for graduating students, include a statement about their communication supports. This will be extremely useful to them for getting accommodations in postsecondary education and/or employment.

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If a student needs AAC, then it is important for that information to be included in the IEP. This ensures that the student will have the communication supports they need to participate in education. This also helps to ensure everyone on the student's team will have some basic insight into the student's communication and the system being used.

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US Department of Education Assistive Technology Myths and Facts

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US Department of Education Assistive Technology Myths and Facts

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MYTH 2: Providing AT devices and services is optional under IDEA and an LEA does not have to provide AT devices and services if there are no funds available for the AT device and service.

FACT: IEP Teams must consider AT devices and services for all children with IEPs and must provide and fully fund the AT devices and services if the IEP Team determines they are necessary to provide FAPE for the child.

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Tool for gathering information before an IEP meeting for students who use AAC devices.

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Schools Must Include Assistive Technology in IEPs, Says Department of Education

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Schools Must Include Assistive Technology in IEPs, Says Department of Education

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All people with a disability of any extent or severity have a basic right to affect, through communication, the conditions of their existence. Beyond this general right, a number of specific communication rights should be ensured in all daily interactions and interventions involving persons who have severe disabilities.

To participate fully in communication interactions, each person has these fundamental communication rights:

1. The right to interact socially, maintain social closeness, and build relationships

2. The right to request desired objects, actions, events, and people

3. The right to refuse or reject undesired objects, actions, events, or choices

4. The right to express personal preferences and feelings

5. The right to make choices from meaningful alternatives

6. The right to make comments and share opinions

7. The right to ask for and give information, including information about changes in routine and environment

8. The right to be informed about people and events in one's life

9. The right to access interventions and supports that improve communication

10. The right to have communication acts acknowledged and responded to even when the desired outcome cannot be realized

11. The right to have access to functioning AAC (augmentative and alternative communication) and other AT (assistive technology) services and devices at all times

12. The right to access environmental contexts, interactions, and opportunities that promote participation as full communication partners with other people, including peers

13. The right to be treated with dignity and addressed with respect and courtesy

14. The right to be addressed directly and not be spoken for or talked about in the third person while present

15. The right to have clear, meaningful, and culturally and linguistically appropriate communications

Download a PDF version of the National Joint Committee's Communication Bill of Rights [PDF].

cite as: Brady, N. C., Bruce, S., Goldman, A., Erickson, K., Mineo, B., Ogletree, B. T., Paul, D., Romski, M., Sevcik, R., Siegel, E., Schoonover, J., Snell, M., Sylvester, L., & Wilkinson, K. (2016). Communication services and supports for individuals with severe disabilities: Guidance for assessment and intervention. American Journal on Intellectual and Developmental Disabilities, 121(2), 121-138.

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All people with a disability of any extent or severity have a basic right to affect, through communication, the conditions of their existence.

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Turn an iPad into a dedicated communication device by using guided access.

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Guided Access helps you stay focused on a task by temporarily restricting iPad to a single app, and allowing you to control which app features are available.

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LUNA: Myths about Bilingualism, disability, and AAC

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LUNA: Myths about Bilingualism, disability, and AAC

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Bilingüe AAC: Parent Resources (Spanish)

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Bilingüe AAC: Parent Resources (Spanish)

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5/18/22 Bilingüe AAC 5/18/22

Funciones Comunicativas

La comunicación es más que pedir. Queremos que las personas se comuniquen por diferentes motivos. ¡Este es el poder de las funciones comunicativas! Aprenda mas sobre esto aqui.

Read More

Bilingüe AAC 5/8/22 Bilingüe AAC 5/8/22

Enseñanza Descriptiva

Propiedad intelectual de bilingueAAC. Duplicación o distribución solo con permiso.

¿Cómo enseñamos a los niños a describir palabras cuando no pueden encontrar el vocabulario en su dispositivo? ¡Aprenda más sobre esto aquí!

Descargue un folleto en inglés/español sobre enseñanza descriptiva haga click a continuacion:

Español/Ingles

Read More

Bilingüe AAC 5/5/22 Bilingüe AAC 5/5/22

Tipos de CAA y Como Empezar con CAA

La Communicación Aumentativa y Alternatica (CAA) se utiliza para personas con discapacidades para hablar. Están divididos entre sistemas sin tecnología o con tecnología.

Para descargar estos folletos, haga clic a continuación:

Inglés/Español.

Read More

Bilingüe AAC 5/5/22 Bilingüe AAC 5/5/22

Links Educativos Para Padres

Recursos digitales educativos para padres hispanohablantes de usuarios de CAA.

Read More

Bilingüe AAC 5/5/22 Bilingüe AAC 5/5/22

Mitos Comunes Del Bilingüismo

Todos los hemos escuchado antes. “Háblales solo en Inglés, porque se confunden.” Pero esto no es cierto! Este y muchos otros son mitos comunes que deben ser desacreditados lo antes posible.

Haga clic en el enlace para descargar un documento con mas información sobre estos mitos. Está disponible en inglés y español:

Inglés/Español

Read More

Bilingüe AAC 5/5/22 Bilingüe AAC 5/5/22

Estrategias Para La Estimulacion De Lenguaje

La conversación consigo mismo, conversación paralela, y la expansión son diferentes estrategias de estimulación de lenguaje. Sumergir y modelar el lenguaje oral o con un dispositivo ayuda a los niños en su desarrollo de lenguaje en español y en inglés, con o sin la CAA.

Para descargar estos folletos, haga clic a continuación:

Estrategias Para La Estimulacion De Lenguaje

Read More

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La conversación consigo mismo, conversación paralela, y la expansión son diferentes estrategias de estimulación de lenguaje. Sumergir y modelar el lenguaje oral o con un dispositivo ayuda a los niños en su desarrollo de lenguaje en español y en inglés, con o sin la CAA.

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DISTRIBUTED UNDER LICENSE...

CREATED BY...

José Manuel Marcos

David Romero

Sara Cachán

Juan Daniel Burró

Aragonese Center of Augmentative and Alternative Communication (ARASAAC) Consultants

A PROJECT OF...

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What is Culturally Responsive AAC?

Speech-language pathologists have identified the provision of services to children with complex communication needs from culturally and linguistically diverse backgrounds as one of their greatest professional challenges (Light & McNaughton, 2012). In the U.S., many clients in need of AAC services come from culturally and linguistically diverse (CLD) backgrounds. Appropriate AAC service delivery to clients from CLD backgrounds requires not only appropriate technologies but also research-based evidence on the efficacy of intervention approaches (Soto, 2018). It is impossible for a clinician or a teacher to know the languages and cultures of all the clients they serve. But it is possible to create a 'climate' where the child is viewed as a whole; where different languages and cultural practices are included and legitimized; where there are materials not only in different modalities but in different languages; and where clients and families feel proud of and build on their home language.

Culturally Responsive AAC Resources

There is an increasing number of online resources available for culturally and linguistically responsive assessments, interventions, and resources for professionals and families of children with complex communication needs. Below is a small curated list of some of the resources that are available.

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Speech-language pathologists have identified the provision of services to children with complex communication needs from culturally and linguistically diverse backgrounds as one of their greatest professional challenges (Light & McNaughton, 2012). In the U.S., many clients in need of AAC services come from culturally and linguistically diverse (CLD) backgrounds.

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On the first Friday of every month, we feature a Spanish version of our AAC Link Up, CAA con Links. If you have AAC-related announcements, materials, or videos in Spanish that you would like others to know about, we'd love to have you add that information below. Also, please share this with anyone who might be interested in contributing to or using the materials that get added to these posts. You'll find the place to add that information at the very bottom of this post.

Organized by Claudia Marimón, these monthly posts also feature AAC work being done in Spanish-speaking countries. Today, she shares the story of Jorge Salfate, whose role as a father of a child with Angelman Syndrome inspired him to create a more welcoming hospital environment for all children.

Este mes los invitamos a compartir links en español, queremos comentar sobre la importancia del acceso a la CAA, en todos los entornos. Sabemos que los usuarios de CAA deben poder decir lo que quieran, cuando quieran y dónde quieran ¡por lo que deben tener acceso a su sistema de CAA todo el tiempo y en todos los lugares! Los compañeros de comunicación también necesitan un acceso rápido e instantáneo al sistema CAA en todo momento.

Compartimos una experiencia llevada a cabo muy al sur del mundo...liderada por un equipo multidiciplinario donde Jorge Salfate, padre de una niña con síndrome de Angelman usuaria de CAA han creado un ambiente inclusivo que da oportunidad y acceso a la CAA a todos los niños a través del proyecto Quirófano Pediátrico Inclusivo Hospital de Puerto Aysén - Chile 2021.

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This month, as we invite you to share links in Spanish, we want to comment on the importance of access to AAC in all environments. We know that AAC users should be able to say what they want, when they want, and where they want, so they should have access to their AAC system anytime, anywhere! Communication partners also need quick and instant access to the AAC system at all times.

We share an experience carried out in the very south of the world...led by a multidisciplinary team where Jorge Salfate, father of a girl with Angelman Syndrome, who uses AAC, has created an inclusive environment that gives opportunity and access to AAC to all children at through the Inclusive Pediatric Operating Room project Hospital de Puerto Aysén - Chile 2021.

HUMANIZANDO LOS CUIDADOS INFANTILES EN EL QUIRÓFANO CON UN ENFOQUE INCLUSIVO Y CENTRADO EN EL PACIENTE
UN SUEÑO HECHO REALIDAD
El Hospital de Puerto Aysén - Chile tiene el orgullo de haber concretado en les mes de noviembre 2021 el Quirófano Pediátrico Inclusivo, proyecto pionero en Chile y en latinoamerica. La iniciativa surge en el equipo quirúrgico debido a la necesidad de crear un ambiente favorable de atención con enfoque inclusivo para todos los pacientes pediátricos durante el proceso quirúrgico, ya que la evidencia plantea que las experiencias quirúrgicas tradicionales producen en los niños ansiedad y traumas psicológicos, además de una respuesta emocional y conductual desfavorable en la etapa de recuperación.

El proyecto se basó en la incorporación de diferentes técnicas, estrategias neurosensoriales y de inclusión al trabajo quirúrgico infantil, destacando:

Ambientación temática del área de preanestesia y quirófano.

Utilización de dispositivos de TV, tablet y música en el área pre y post quirúgica.

Incorporación de autos eléctricos para el traslado del paciente hacia el quirófano.

Uso de sistemas de comunicación aumentativa y alternativa para pacientes no verbales (SAAC).

Murales temáticos volumétricos y relieves para pacientes no videntes.

La entrega de un trato acorde a las necesidades de los pacientes, según lo pesquizado en la entrevista de enfermería y ha sido manifestado por la familia, situación que el equipo quirúrgico tiene presente y adecua su actuar a los requerimientos del paciente.

Esta iniciativa innovadora fue realizada por el equipo de enfermería del hospital de Puerto Aysén, con el fin de ejecutar actividades efectivas para el manejo de la ansiedad en niños durante el proceso perioperatorio, en especial considerando que en la mayoría de los casos es su primera experiencia quirúrgica.

Como equipo de salud se planteó el desafío de cambiar la percepción de los usuarios y sus familias en esta área, y por medio de un trato humanizado e inclusivo apoyado de estrategias comunicación alternativa, entregar una atención personalizada y de mayor calidad para todos los usuarios infantiles del área quirúrgica del sistema de salud de Aysén.
ENFERMERÍA INCLUSIVA
La necesidad imperiosa de avanzar en una medicina y cuidados inclusivos son fundamentales para una salud integral y verdaderamente holística. Hoy uno de los grandes desafíos de los distintos equipos de salud es adecuar su atención según las necesidades de los pacientes, no estandarizando, sino que acomodándose a sus requerimientos y preparando los servicios a prestar en post de una atención personalizada, por ejemplo, el manejo del ambiente en pacientes TEA, adecuando distintos métodos que entreguen mayor tranquilidad y confianza al usuario y su familia en la atención de salud.

Además, avanzar en la incorporación de herramientas, habilidades y técnicas de inclusión, como el uso de lenguaje de señas para pacientes con discapacidad auditiva, la incorporación sistemas de comunicación aumentativa y alternativa en pacientes no verbales y el lenguaje braille para pacientes no videntes, entre otros, que permitan lo más básico de una atención, que es la comunicación efectiva.
CONCLUSIÓN
La puesta en marcha del proyecto ha sido una experiencia formidable, la respuesta de los pacientes y sus padres ha sido de tranquilidad, asombro y agradecimiento a los equipos de salud y al hospital por contar con instalaciones únicas y adecuadas para sus hijos, sumado al trato personalizado, que según el propio relato de los usuarios

comentaron que "jamás olvidarán la experiencia vivida aquel día en el quirófano".
"Haz de tu vida un sueño y de tu sueño una realidad"
Saludos afectuosos desde Chile.

Los invitamos a participar en esta sección, compartiendo su propio contenido relacionado con CAA, novedades de productos, o cualquier otra cosa que estimen interesante para dar a conocer a los demás. Puede ser un post que han escrito recientemente, las diapositivas de alguna de sus presentaciones, algún apunte, video o meme que han publicado online, un producto que hayan creado, el anuncio de algún evento o conferencia relacionado con CAA, o cualquier otro contenido que hayan desarrollado y quieran compartir con la comunidad interesada en la CAA. Nuestra sugerencia es que publiquen una vez al mes.

Para enviar tu propuesta, desplázate hasta el final de esta publicación, y completa el formulario. Ingresa la URL y el nombre/título en los lugares disponibles. Si estás usando un dispositivo móvil, hagan click en la versión website para hacer esto.

La sección AAC Link Up tiene moderadores para evitar el spam, por lo que es probable que pase un tiempo hasta que tu propuesta esté visible.

Nota: Si estás usando un dispositivo móvil, haz click en la versión website para hacer esto. Si te interesa ver lo que está compartiendo la gente alrededor del mundo, chequea nuevamente al fin del día.

This post was written by Carole Zangari

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PráctiCAAmente Conectados Con Links - Febrero 2022

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On the first Friday of every month, we feature a Spanish version of our AAC Link Up, CAA con Links. If you have AAC-related announcements, materials, or videos in Spanish that you would like others to know about, we'd love to have you add that information below.

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An innovative organization educating children with severe speech and physical impairments through the use of:

creative approaches to education and communication

augmentative and alternative communication systems and assistive technology

extensive involvement of families and community

Explore The Bridge School Model to learn about who we are, what we believe, and ways you can contribute to the ongoing programs and activities that move our students closer to a life without barriers to education, participation and communication.

The Bridge School
545 Eucalyptus Avenue
Hillsborough, CA 94010-6404
650-696-7295

The Bridge School is a 501(c)(3) organization. Federal Identification Number: 95-4068784
The Bridge School does not and shall not discriminate on the basis of race, color, religion (creed), gender, gender expression, age, national origin (ancestry), disability, marital status, sexual orientation, or military status, in any of its activities or operations. These activities include, but are not limited to, selection of students, hiring and firing of staff, selection of volunteers and vendors, and provision of services. We are committed to providing an inclusive and welcoming environment for all members of our student population, staff, volunteers, subcontractors and vendors.

The students, families, staff and Board of Directors are pleased to share the exciting things happening at The Bridge School through the pages of our Web site. Enjoy the energy and spirit that shines through the faces of our students and embrace the strength and wisdom that is reflected in the contributions of our staff.

Live Webinar Date: October 30, 20202 - 3 PM PT / 4 - 5 PM CT / 5 - 6 PM ET Register for the live webinar today! This webinar convenes an interprofessional panel to address key issues impacting professionals, children with CVI who require AAC strategies, tools and technologies and their families. The panel will respond ... - Continue reading

We are working closely with the Hillsborough City School District and San Mateo County Health Department and the County Office of Education in terms of monitoring the COVID-19 situation. We are keeping abreast with the situation and as new information is received, will be posted here. Hillsborough City School District - https://www.hcsdk8.org/ San Mateo County Office of ... - Continue reading

May 26, 2020 Presenting BCTAC: The Bridge School's Board of Directors asked the BCTAC Leadership Committee (LC) to share information about their program. The LC developed a framework and produced the following in record time to meet their deadline - all while sheltering-in-place. Kudos to the LC for a highly impressive presentation.

As Distance Learning continues, The Bridge School is dedicated to meeting the changes and challenges as they occur. The Bridge School will continue supporting educators, service providers, students and their families toward a goal of creating a place and means for educating students in their homes with their families, outside of a regular school environment, ... - Continue reading

Our May 6th webinar with Dr. Christine Roman-Lantzy was a success! If you missed the live webinar, don't worry! We have a recorded archived version available online. You can watch at any time and it is still free to view. You must register on our site to access archived webinars. CVI webinar schedule: https://cvi.bridgeschool.org/webinars/ Questions: questions@bridgeschool.org.

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An innovative organization educating children with severe speech and physical impairments through the use of: creative approaches to education and communication augmentative and alternative communication systems and assistive technology extensive involvement of families and community Explore The Bridge School Model to learn about who we are, what we believe, and ways you can contribute to the ongoing programs and activities that move our students closer to a life without barriers to education, participation and communication.

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Maricopa County:
602-222-9444 or 1-800-631-1314

Cochise, Graham, Greenlee, La Paz, Pima, Pinal, Santa Cruz and Yuma Counties:
1-866-495-6735

Apache, Coconino, Gila, Mohave, Navajo and Yavapai Counties:
1-877-756-4090

Gila River and Ak-Chin Indian Communities:
1-800-259-3449

Arizona Statewide Crisis Hotline:
1-844-534-HOPE (4673) or 988

You can contact member services at 1-800-348-4058

You can contact our Children's Services Liaison, Caroline Chu 602-255-1703, caroline_chu@uhc.com

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Learn more about the Developmental Disabilities Program plan for Arizona . Check eligibility, explore benefits, and enroll today.

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Beukelman and Light (2020) estimated that approximately 5 million Americans and 97 million people in the world may benefit from AAC.

This data can be used to approximate how many individuals in a given area or school district may need AAC. When compared to the current number of individuals using AAC in that area or district the need for further AAC awareness, training, and funding is highlighted.

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Augmentative and alternative communication is use of external devices (e.g. dedicated tablets) to help people with speech/language impairments communicate.

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AAC Evaluation Referral Form Spanish/ English

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AAC Evaluation Referral Form Spanish/ English

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Recommended ArSHA AAC Eval Rx Form English_Spanish 2024_fillable

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One of the challenging things about teaching graduate student SLPs to do AAC assessments is that there is no single, comprehensive protocol to cover the needs of all types of clients. We've started a collection of forms and thought some of you might find them helpful. If you know of others, please get in touch so we can add to the list. That way we'll have them all in one place.
Intake and General AAC Assessment Data Collection for Device Trials and Device Usage Client Satisfaction and Follow-Up
Report Writing

Filed under: PrAACtical Thinking

Tagged With: AAC assessment, assessment, assessment form

This post was written by Carole Zangari

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One of the challenging things about teaching graduate student SLPs to do AAC assessments is that there is no single, comprehensive protocol to cover the needs of all types of clients. We've started a collection of forms and thought some of you might find them helpful.

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Effective Strategies for Family Engagement

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AAC Hot Topics: Family Engagement Handout

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AAC Hot Topics: Family Engagement Handout

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Effective Strategies for Family Engagement (Real Estate Flyer)

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Efunding

E-Funding Page Overview

For those living in the United States, the E-Funding Page allows you to complete and submit your funding packet for a speech generating device (SGD) all online. This helps to expedite this step in the funding process as well as give you somewhere where all of your documents are in one place.

The Tobii Dynavox E-Funding page includes information about consulting your physician, consulting your speech-language pathologist, choosing your device, completing the funding packet, submitting the funding packet, waiting for authorization, and receiving your device.

5 Steps of the Funding Process

Welcome to Tobii Dynavox's E-Funding Page.

Most Tobii Dynavox Speech Generating Devices (SGDs) are covered by Medicare/Medicaid and private insurance. Navigating the maze of paperwork required to secure funding for a Tobii Dynavox product may seem like an overwhelming task - but it doesn't have to be. Along with the help of your Tobii Dynavox Consultant, you can count on the knowledge and experience of the consultants in our Funding Department to work with you - every step of the way.

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Efunding For those living in the United States, the E-Funding Page allows you to complete and submit your funding packet for a speech generating device (SGD) all online. This helps to expedite this step in the funding process as well as give you somewhere where all of your documents are in one place.

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Speech-generating devices (SGD) can be funded by Medicaid, Medicare, commercial insurance, and military insurance. From start to finish, we're here to help you through this process.

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Language Based Goals and Objectives- Unity and LAMP Ideas

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Language Based Goals and Objectives- Unity and LAMP Ideas

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NEW resource alert: Our AAC Goal Bank for Measurable Treatment Goals (school-aged/adult) is out now, in addition to our Speech Therapy Goal Bank for Measurable Treatment Goals (school-aged) packet! Save time creating goals with over THOUSANDS of possible goal combinations. Select your own combination of DO + CONDITION + CRITERION (and consistency) statements to develop personalized and measurable goals for your caseload.

AAC goals are used in speech therapy and written by a speech-language pathologist (SLP). In summary, the purpose for writing goals targeting AAC skills is similar to the overarching goals for all other speech and language areas: to increase functional communication across a variety of individuals, contexts, and settings. As parents or caregivers, understanding the goals your loved one has around AAC can help you support the development of their skills as well!

AAC Goals: Intro

For many, AAC systems (links for reference - no tech, low tech, mid tech, and high tech) are the primary expressive communication modality for the individual you are working with or caring for. Individuals who use AAC systems (e.g., speech generating devices/SGDs, communication boards, manual signs, etc.) may also use other forms of communication, such as verbal language/vocal approximations. Working on skills relating to communicating via AAC is incredibly important for any individual who uses an AAC system; as you are helping increase their language use and development. Cue: importance of goals (and that also means how you write them)!

You may be thinking, okay... so AAC goals should be all about making requests/comments/social exchanges - that's functional communication right?! That is correct, but AAC goals can also expand to other functional domains as well... like, operational (e.g., individual will take the AAC system from place to place) and strategic skills (e.g., individual will let their communication partner know, "I use my tablet for talking"). You will need to conduct a clinical observation and/or perform assessments to determine your client's communicative level and understanding using their AAC system, in order to write the most appropriate, evidence-based goals.

Free AAC Assessment Tools*

Clinical observations and interviews with teachers, other therapists, and caregivers will give you an indication of how your client uses their AAC system across natural (e.g., at home) and within more structured (e.g., at school) contexts. If your client is new to AAC and you are considering trialing a system, companies such as PRC-Saltillo offer free speech generating device (SGD) trials with their equipment.

The Tobii Dynavox, Dynamic AAC Goals Grid - 2 (DAGG-2) is an excellent resource that highlights a variety of linguistic components, which can be used when determining different AAC skill areas (think: operational and strategic) to develop goals for.

The Communication Matrix is another tool that is used to record and document an individual's communication skills over time. Information is gathered from observations and experiences/interactions with the individual using AAC.
*It should be noted that there are numerous evaluation tools and resources that can be used to record an individual's AAC skill level (we just mentioned a few of our go-tos, above!). Others include the Functional Communication Profile: Revised, and the low cost (~$12.99), AAC Evaluation Genie iPad application.
Writing AAC Goals

If you haven't already, check out our recent article that outlines How to Write Speech Therapy Goals. For the purpose of this article, we will focus specifically on writing goals for increasing AAC skills during therapy.

As seen above, speech goals should be written with 3* components in mind: the DO statement, the CONDITION statement, and the CRITERION statement.
*Also commonly included is consistency (we incorporate this!). Aka does the individual have to meet a specific criterion more than once? A common example of this may include across 3 consecutive sessions. This is usually something understood by the therapy organization/service provider and is sometimes/sometimes not included in the written goal itself. This is to ensure that the skill has been generalized and provides more reliable data that the skill has been properly mastered.
DO statement

What the client is actually going to DO and the specific skill they will be working towards.
Example: will use the carrier phrase, "I don't want [item/activity]"
CONDITION statement

The specific setting and/or context your client will work on this skill.
Example: when expressing refusal for various presented items/activities
CRITERION statement

How the client's performance will be measured.
Example: in 4 out of 5 opportunities
DO + CONDITION + CRITERION
Example: [Client] will use the carrier phrase "I don't want [item/activity]," when expressing refusal for various presented items activities, in 4 out of 5 opportunities.
There you have it! An example using our Goal Writing Formula containing the DO + CONDITION + CRITERION (don't forget to think about consistency!) for a AAC skill areas.

AAC Goal Bank

For the purpose of this post, we have organized our AAC goal examples to fall under some common (expressively-based) linguistic domains that we see targeted in therapy. The most frequently used level of technology is also indicated at the conclusion of the goal.

Requesting/rejecting

Example #1: [Client] will use carrier phrases (e.g., "I want [item/activity]" or "Can I have [item/activity]?"), when making requests for preferred items/activities during a structured task, in 4 out of 5 opportunities. High tech

Example #2: [Client] will protest by pointing to the "I don't want" symbol on their communication board, when presented with unpreferred items/activities, with 90% accuracy. Low tech

Sentence construction

Example #1: [Client] will link subject, verb, and nominal to create a simple sentence relating to a familiar topic, within a structured activity, with 90% accuracy. High tech

Example #2: [Client] will use directives to generate a multi-word utterance (e.g., "go + [subject]"), within a structured game/activity, in 9 out of 10 trials. Mid/high tech

Pragmatic/social

Example #1: [Client] will initiate a greeting to familiar communication partners, within unstructured contexts, with 90% accuracy. High tech

Example #2: [Client] will respond to questions using the manual signs for "yes/no," within structured/unstructured activities, in 4 out of 5 opportunities. No tech

Self-advocacy

Example #1: [Client] will use the phrase "I need help," to request assistance within structured/unstructured contexts, within 90% of opportunities. High tech

Example #2: [Client] will select the appropriate button to communicate "more" or "finished," during/following engagement with an item/activity, in 4 out of 5 trials. Mid tech

Example #1: [Client] will navigate to 2 levels within their AAC system, when presented with a target word during a structured activity, with 90% accuracy. High tech

Example #2: [Client] will navigate to the appropriate category/group (e.g., things or vehicles) within their AAC system, when participating in a categorization task, in 9 out of 10 trials. High tech

Operational competency

Example #1: [Client] will properly adjust volume controls on their AAC system, within a variety of settings (e.g., school or grocery store), within 90% of opportunities. High tech

Example #2: [Client] will charge their AAC system, when presented with a battery life of <5% across settings, within 90% of opportunities. High tech

Strategic competency

Example #1: [Client] will use a repair strategy (e.g., repeat or rephrase message) in the event of a communication breakdown, when engaged in a conversational exchange, within 90% of opportunities. High tech

Example #2: [Client] will use an introductory phrase (e.g., "I use my tablet for talking") prior to communicating their message, when conversing with a communication partner, within 90% of opportunities. High tech

As you can see above, some of the goals are written very specifically and some are slightly broader - both are OKAY! However, it is always important to remember the main takeaway is that what you are targeting is MEASURABLE. So if you can accurately document in a report a measurable interpretation of the goal, you are adequately presenting the progress of the skill. If you are unable to do so... you might want to reframe the way you wrote the goal.

Looking for more information about goals and goal banks?
Check out some of our other posts:

1. How to Write Pragmatic Language Goals

2. How to Write Receptive Language Goals

3. How to Write Play Skills Goals

4. How to Write Articulation Goals

5. How to Write Expressive Language Goals

6. How to Write Fluency Goals (Stuttering)

7. How to Write Voice Disorders Goals

8. How to Write Cluttering Goals

9. How to Write Phonological Awareness Goals

Want to know how we prep ourselves for goal-writing (and more)?

These are some of our favorite resources for working:

1. Blue light glasses - placebo effect or not, they make a huge difference for me!

2. Lap desk - for when working on the couch is needed (or wanted)

3. Notepads - does anyone else make lists on lists on lists? Or just me?

Have questions? Send us an Instagram DM! @communicationcommunity or email communicationcommunityslp@gmail.com

Happy writing!
This post contains some affiliate links and we may be (slightly) compensated if you use them, but all opinions are our own. We appreciate the support! Citations/further resources: https://www.prc-saltillo.com/https://www.prc-saltillo.com/ http://tdvox.web-downloads.s3.amazonaws.com/MyTobiiDynavox/dagg%202%20-%20writable.pdf https://communicationmatrix.org/

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Augmentative and alternative communication (AAC) goals for speech therapy can initially appear overwhelming, but they aren't so bad! In this post, we will expand our goal writing series to give you an overview of how to use our formula to effectively write AAC goals for your client.

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AAC Online Learning: 5 Free Courses to Explore

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One of the requests we frequently get at PrAACtical AAC is for sources of continuing education in AAC practices. In this post, we share 5 online learning modules that may be of interest to some rea…

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PRC-Saltillo Implementation Classes & Webinars

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PRC-Saltillo Implementation Classes & Webinars

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Boost your knowledge of our products, learn implementation strategies, stay up-to-date on best practices and more. Tobii Dynavox offers a variety of learning options to support you. As an added benefit, many of our courses provide continuing education credit.

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Find training and resources on a range of topics to boost your knowledge of Tobii Dynavox products and general best practice in AAC and assistive technology.

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ableU recruits experts worldwide to provide you with the latest information on assistive technology, best practices, and resources you can use today.

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Many companies provide ASHA Continuing Education Units (CEUs) free of charge for Speech-Language Pathologists looking to minimize the cost of continuing education. Below is a list of free ASHA-credited CEUs which can be submitted to ASHA and will show up in the online CE registry. Alternatively, these courses can be used for ASHA certification maintenance hours (CMHs) which will not show up in the CE registry, but will still count towards the 3-year certification maintenance requirement.

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LEARN MORE CLOSING THE GAP SOLUTIONS MEMBERSHIP Cost Effective, Year-Round Professional Development, Evidence-Based Strategies, Resources and Tools +More Does Your Team Have The Assistive Technology Expertise It Needs? We're here to help. Solutions Membership is a state-of-the-art professional development platform, combining live and

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Skip to content

Our mission is to serve as the collective voice of the assistive technology industry so that the best products and services are delivered to people with disabilities. Learn more about ATIA.

Network, Learn, and Share

ATIA's conference showcases the latest AT developments for attendees from around the globe.

Advance Your Knowledge

ATIA's online education and professional development programs draw on leading experts across the community.

Become a Member

Members of ATIA include for-profit, not-for-profit, and private organizations that are manufacturers, sellers, and providers of technology-based assistive devices and services.
Become a Member

ATIA Partners are leaders in the assistive technology industry that have proven their continued commitment to providing enhanced benefits and opportunities to people with disabilities.

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ATIA | Assistive Technology Industry Association

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ATIA serves as the collective voice of the assistive technology industry so that the best products and services are delivered to people with disabilities.

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ISAAC: the International Society for Augmentative and Alternative Communication

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ISAAC: the International Society for Augmentative and Alternative Communication

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The International Society for Augmentative and Alternative Communication (ISAAC) works to improve the lives of children and adults who use AAC. ISAAC's vision is that AAC will be recognized, valued and used throughout the world. ISAAC's mission is to promote the best possible communication for people with complex communication needs.

Augmentative and alternative communication (AAC) helps millions worldwide who cannot rely on their natural speech to communicate.

On this website you can find information about ISAAC, including our biennial conference, International AAC Awareness Month, the Leadership Project for People who use AAC, and much more. Publications and other information resources are available through the ISAAC International office feedback(at)isaac-online.org.

In our continuing efforts to make our website available globally through translation, we have installed the Google Translate function on this website as a pilot project only. ISAAC does not warrant or guarantee in any way the completeness or accuracy of any translation provided by Google Translate. Translation represents a critical part of the on-going development of the ISAAC website, so please visit our site regularly for future updates.

For informational purposes only.

ISAAC does not warrant or guarantee the accuracy or completeness of the information contained herein, and shall have no liability whatsoever (including but not limited to) for any direct, indirect, special or consequential damages, loss of anticipated profits or other economic loss arising out of, in connection with or relating to the information contained herein, its use or reliance, or from the pursuit or provision of interested parties.

©2011-2021 International Society for Augmentative and Alternative Communication. All rights reserved. ISAAC and the ISAAC logo are registered trade marks of the International Society for Augmentative and Alternative Communication.
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The International Society for Augmentative and Alternative Communication (ISAAC) works to improve the lives of children and adults who use AAC. ISAAC's vision is that AAC will be recognized, valued and used throughout the world. ISAAC's mission is to promote the best possible communication for people with complex communication needs.

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NWACS - Live AAC / AT Webinars and Online Courses

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A list of sources for live webinars and online courses related to AAC and AT.

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Courses

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Explore AAC courses at SLP Nerdcast. Gain insights and strategies to effectively support clients using augmentative and alternative communication methods.

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An overview of the multi-year, iterative development project to create the Project Core implementation model for teachers and classroom staff.

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CVI and communication: Augmentative and alternative communication (AAC) – Perkins School for the Blind

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An SLP and TVI answer parent questions about CVI and communication, with a focus on Augmentative and Alternative Communication (AAC).

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5 essential steps to finding the best AAC system for a learner with CVI

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5 essential steps to finding the best AAC system for a learner with CVI

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Many learners with CVI have complex communication needs. The visual behaviors and characteristics of CVI must be considered at every turn when designing a communication system. Many parents ask: What Augmentative and Alternative Communication (AAC) system is right for children with CVI? There are no one-size-fits-all systems. Every child with CVI has their own unique needs, and therefore a whole-child, collaborative approach is paramount when designing an AAC system for a learner with CVI.

Here are five essential steps to help teams and families find the best AAC system for a learner with CVI:

1. Assessment

2. Define the purpose

3. Evaluate the learner's unique profile

4. Thoughtfully consider CVI visual behaviors and characteristics

5. Monitor progress

But first, let's define AAC.

AAC stands for alternative and augmentative communication. AAC is any system that supports a child's communication and is uniquely designed to fit the child's needs and communication levels. There is no one-size-fits-all AAC system. Options for what AAC can look like fall on a broad continuum. Low tech options can include a picture exchange communication system or making choices using whole objects or tangible symbols. Mid-tech can consist of voice output switches, picture exchange communication books, or leveled speech-generating devices (e.g., GoTalk 9+). High tech is where you see more dedicated, dynamic speech devices, such as Accent, iPads with communication apps like Proloquo2Go, and eye gaze systems.

"AAC includes all of the ways we share our ideas and feelings without talking. We all use forms of AAC every day. You use AAC when you use facial expressions or gestures instead of talking. You use AAC when you write a note and pass it to a friend or coworker. We may not realize how often we communicate without talking." asha.org

Step 1: ASSESSMENT

Every learner with CVI has unique needs. Assessment is critical in understanding how to design an AAC system and individualize an approach that fosters growth in communication skills.

A Speech-Language Pathologist (SLP) completes a thorough evaluation of a learner's language skills, including an in-depth parent interview, observation, and direct assessment. How much is the learner able to understand? Can they follow one-step directions? Does the learner understand everything, but they just aren't talking? Once the SLP completes a series of assessments and has a solid grasp on the learner's communication skills, they start to pull in all the other factors, including motor and sensory skills (touch, hearing, vision). SLPs look at the functional vision assessment results, CVI-specific assessments (Roman's CVI Range, Dutton's Inventory, Tietjen's 2D Image Assessment), and the Learning Media Assessment. We have to look at all reports from the learner's providers to design something matched to the learner's skills and abilities.

There are many assessments available for SLPs to assess speech and language skills, but currently, there is a lack of appropriate assessments for learners with visual impairments. Many speech and language tests include pictures, for example, abstract cartoons, which are often less accessible for children with CVI. On some tests, there is also a visual bias in the questions asked, for example, "When you see someone with their arms crossed and a frown on their face, what does that mean?" Without access to incidental learning and recognition of body language and emotive facial expressions, a learner with CVI will have a challenging time answering that question. Or the assessment relies on milestones only met with visual skills (e.g., eye contact, joint attention). There is a great need for more research on effectively measuring communication in children with visual impairments.

The Communication Matrix and the Functional Communication Profile are both excellent tools to evaluate total communication. Both tools incorporate accommodations for visual impairments. The Communication Matrix includes both interviews and observation and focuses on what the learner can communicate. The Functional Communication Profile consists of a parent interview, evaluates the optimal access method to AAC (vision, touch, auditory), and considers listening comprehension. Beyond these two tools, the Preschool Language Scale (used for children up to 7 years of age) looks at developing language skills and uses real objects and meaningful tasks. This tool allows the SLP to see where the learner is in their development of communication skills, auditory comprehension and oral expression.

Step 2: PURPOSE

Clearly define the purpose of the AAC system. Identifying and recommending an AAC device and approach significantly depends on the individual's unique needs. There are various reasons why a learner might use an AAC system. Here are five examples:

Early communication
Suppose a learner is nonverbal and needs a method to communicate functionally. In that case, the team might recommend a simple AAC design to establish the cognitive "building blocks" necessary to learn communicative exchange. For example, learning to request preferred things, to ask for "more" or "all done," to take turns (necessary for a conversation), and to greet.

Universal communication
Suppose a learner is a nonverbal communicator and needs a universal communication method (more expansive, complex language). In that case, the team might recommend an AAC system that supports the progression of concept development and expressive communication.

Modeling and building language skills
If a learner is a verbal communicator but needs to develop more sophisticated language skills, the team might recommend language modeling using visual supports. Auditory processing may be an issue, so the visual support and modeling done on an AAC device are critical to expanding and building their language skills and, for example, expanding functions of communication beyond requesting and into commenting, directing and greeting.

Modeling motor speech
Suppose a learner has a significant articulation or motor planning issue (e.g., Childhood Apraxia of Speech). In that case, a team might design an AAC device that provides a consistent model that helps them practice and improve their intelligibility of speech, which often helps them build their language skills.

Mending communication breakdowns
If a learner has appropriate language but is relatively unintelligible, the team might recommend AAC to clarify their message to the listeners.

Step 3: UNIQUE PROFILE

After we think about the purpose, then we consider the unique profile of the learner. SLPs must collaborate with the educational team to learn as much as possible about the learner's skills and abilities.

Synthesize results of communication assessments. What are their current language skills? What do they understand, and what inventory of vocabulary do they currently use?

Collaborate with occupational and physical therapists. What are their motor skills? Can a consistent motor plan be easily developed? Will a consistent motor plan augment any deficits in vision and other areas? What are the visual motor skills and fine motor skills? What are the considerations for physical positioning?

Collaborate with the teacher of the visually impaired (TVI). What are the learner's visual skills and tactile exploration skills? What is the learner's functional vision skills? How does the learner use their compensatory skills to access tasks and their environment? How does the expectation of improved vision use factor in developing an AAC system for the learner? What is the impact of the environment and fatigue?

Collaborate with the teacher of the deaf and deafblind educator. What are the learner's auditory skills? What are the learner's functional hearing skills? Is voice output accessible with hearing loss? Does the selection of the AAC device consider auditory accessibility?

All of these considerations factor into determining the most reliable method of access for the AAC system. Is direct contact (touching the screen/symbol) or indirect contact (eye gaze, switches, auditory scanning) most reliable? Is the use of whole objects the most reliable? What are the learner's strengths? That's where we build!

Step 4: CONSIDERATIONS FOR CVI

The SLP and TVI must collaborate to design an effective and accessible AAC system for a learner with CVI. There's a lot to consider with CVI and access. The SLP and TVI must use the recommendations from the vision-based assessments (FVA, LMA, CVI-specific tools) to figure out what is most appropriate to match the learner's unique profile.

Visual recognition
What does the learner mainly visually attend to and recognize? Is the learner able to recognize 3D objects only, or can they interpret some 2D images? What types of 2D images is the learner able to recognize? Matt Tietjen's 2D Image Assessment is critical in helping SLPs assess how the learner responds to 2D pictures and symbols. Many SLPs are quick to use Mayer Johnson symbols or Symbolstix icons because they are easily accessible and appropriate for other populations (children with ASD, Down syndrome, and more). But these are highly abstract images, which are very difficult for learners with CVI to interpret.

When using 3D or 2D, make sure the icons or visuals are closely tied to the learner's life experience. Children with CVI miss so much incidental learning, and therefore miss the opportunity to build foundational skills required for concept development. Whole-object interaction within the context of a routine, task, or other experience is where all children, including those with CVI, learn to develop their knowledge and understand new concepts. It's the multi-sensory exploration of their environment and the world around them that will build the foundational concepts needed for a total communication system.

Consistency of placement on a page or board is important so that the learner can develop a consistent motor plan for access. And it is especially helpful for our learners with CVI to predict the location of the icons/symbols to build more contextual cues and recognition.

Impact of light
What is the learner's reaction to light? Is backlighting necessary for visual attention and to support visual motor? The use of an iPad could be an excellent option for a high-tech AAC system or the use of task lighting with a low-tech AAC system.

Impact of color
How does the learner use color for visual recognition and visual attention? Does purposeful color highlighting improve the learner's visual attention? Would a color-coded system work to support visual memory? How does high contrast support visual attention and recognition? For example, black or neutral background for both the communication board and the background of the symbols/icons, paired with symbols/icons with highly saturated colors. Does the learner attend to and interpret symbols in a single color or are they able to discriminate more detailed presentations?

Impact of spacing, object arrangement, clutter
How does the amount of items presented at once impact the learner's access to the AAC system? How many objects/icons are they able to attend to and recognize when presented together visually? What spacing is required? Consider reducing the number of icons on a page or the number of symbols on a board. This might mean showing the learner one symbol at a time and using a form of Partner-Assisted Auditory-Visual Scanning (PAAVS).

Impact of motion
Does an element of movement need to be incorporated to gain the learner's visual attention? Can this be done with programming on a high-tech AAC or by gently moving a low-tech symbol?

Visual field abilities and physical positioning
What kind of positioning provides the learner with the most consistent access? Is there a visual field preference? Does the device need to be mounted for optimal visual access? It is critical to collaborate with the PT and OT to best understand appropriate body mechanics in combination with accessing the AAC system.

Response interval
Consider the method of presentation of the AAC device. What is the amount of wait time required for visual attention, recognition, and response? If vision is the primary sensory channel for accessing the AAC system, present the page/board or symbol/icon first, wait for the learner to process, and then provide a verbal label or request a demand.

Sensory environment
What kind of environments will the learner use the AAC system? Does the learner need an environment with reduced noise, visual clutter, distracting lights, or movement to access the AAC system? If that's the case, then is it the most reliable method for their communication?

AAC systems need to be accessible in any environment. The SLP may need to teach each symbol, icon, or AAC-related skill in isolation in a highly accommodated environment and then gradually scaffold the learner's use of this skill into more complex and demanding environments. It's important to have a backup system, a safety net for the learner's communication. The student is often learning how to use a high-tech device in a quiet speech suite-navigating between pages and the array of visuals on a page. Eventually, the learner will be able to generalize these skills while in different environments. But in the meantime, if they can't access their device in a busy environment like the grocery store, the family can use a switch with a picture/symbol on it that matches what's on the device. So if the child starts melting down, they can hit that switch and say, "I need something different," "I need a break" or "I need to go home."

Orientation and Mobility
Communication happens everywhere, even when learners with CVI are navigating their environment. Collaboration with Orientation and Mobility Specialists will support expanding communication as the SLP incorporates landmarks for navigating environments in the learner's communication system.

Step 5: MEASURING PROGRESS

Once an AAC system is in place, an SLP measures progress-what's working and what's not-in the following ways:

Collect data during direct speech sessions-always considering the context, level of support and accuracy.

Track progress through the IEP goals and objectives.

Monitor the use of the AAC system throughout the day. Communicate with the team and family, checking in with different service providers to ask how the learner is doing with the AAC system, if anything needs to be changed or added. SLPs often informally check in with all the team members to offer device programming, training, or support as needed. It's a lot more relational legwork of connecting with everyone and making sure that the adults have what they need to support the learner's communication.

Consistent conversations with families are critical. Families can share observational data about how the AAC system is working in different environments. It's also a great opportunity to problem solve communication needs at home and in the community.

Six weeks is often the right amount to trial a new AAC system-to say if it is working or not-and gives enough time for collecting data, for the learner to become familiar with it, build motor plans and reinforce memory. Six weeks also allows some wiggle room for those days when the learner is feeling sick or tired.

Our kids with CVI have so much to say. A carefully designed AAC system matched to the child's unique needs will help them thrive.
Keep the learning going right here at CVINow.org! Read about how two learners with CVI use AAC.

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5 essential steps to finding the best AAC system for a learner with CVI - Perkins School for the Blind

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Our kids with CVI have so much to say. A carefully designed AAC system matched to the child's unique needs will help them thrive.

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Adapted AAC-CVI Framework | The Bridge School

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Children with Cortical/Cerebral Visual Impairment (CVI) who use Augmentative and Alternative Communication (AAC) face unique challenges and receive intervention provided by professionals from multiple disciplines. However, research shows that there is a gap between what they need and what is being provided (Blackstone et al., 2021; Boster, et al., 2021). Professionals who serve these children often provide services in silos with limited guidelines and resources (Blackstone et al., 2021; Luo et al., 2022; McCarty & Light, 2023). Although limited, a retrospective longitudinal study conducted by our school show that with a comprehensive approach to AAC and CVI provided by an interprofessional collaborative team, these children’s vision can improve along with their communicative competence (Blackstone et al., 2024).

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TIPS

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Six DVDs are available to support your learning. DVDs include:

Six Professionally videotaped trainings (35 - 55 min) and Handout Study Guide

Get Yours Today! Visit Our Products Link.

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tools for communication with special needs kids

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TIPS PRODUCTS Check out the new products we have available. Visit the page today! PRESENTATIONS Presentation Handouts available afterEvents ! (for a limited time) Augmentative/Alternative Communication Intervention Six DVDs are available to support your learning. DVDs include: Six Professionally videotaped trainings (35 - 55 min) and Handout Study Guide Get Yours Today!

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Linda J Burkhart Now Available! Switch On Literacy - Emergent Literacy Activities created by Linda Burkhart in Mind Express from Jabbla Click for more information Steps Before Step Scanning - Activities created by Linda Burkhart in Mind Express from Jabbla for teaching

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42 AAC Assessment & Funding ideas | aac, assessment, communication

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Mar 16, 2022 - Evaluation & funding resources for augmentative and alternative communication (AAC). See more ideas about aac, assessment, communication.

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The ALP for AAC is presented at conferences and Access Courses across the US and Canada. If you'd like to inquire about a private ALP for AAC training for your facility, please request one below.
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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TALC Technology & Language Center, Inc. | Helping kids communicate through technology

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Emergent Literacy Resources for the AAC SLP

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Emergent Literacy Resources A central location for evidence-based emergent literacy resources, tools, information, and ideas for SLPs working with people who use augmentative and alternative communication.

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What is “Beginning AAC”? – Jane Farrall Consulting

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In May this year David Niemeijer from AssistiveWare and I did a presentation at the AGOSCI Conference on the Do’s and Don’ts of Implementing Real Communication Through AAC. We created a poster to accompany that blog post – and this is one of the follow ups to the poster.

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How to be a respectful communication partner

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How to be a respectful communication partner

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The AAC users we interviewed shared ten specific strategies or insights that seem the most universal.

1. Good communication partners respect the effort AAC takes

For most people, AAC is more demanding than speech. (A minority of AAC users find speech more difficult than AAC.) Using AAC is labor-intensive. When we speak the words of our first language, we usually think only about the idea we want to express. The individual words just "come out." Using AAC requires far more conscious effort than unimpaired speech. Each individual word has to be generated. For some AAC users, the motor coordination to select or compose a single word is a massive effort. Good communication partners respect this effort. They show their respect by accepting communication in whatever form or combination the AAC user selects: gestures, vocalizations, facial expressions, AAC, and more.

2. Good communication partners are patient and wait

AAC takes more time. A lot more time. The average person speaks 2-3 words per second, or between 150-170 words per minute. An expert typist can produce 75 words per minute, but the average person can type fewer than 40. Most of us can only type one-quarter as fast as we can speak. Most AAC users are not producing messages in ideal typing environments, and many have additional challenges that slow their speed of production. Some AAC users, like some speaking people, need additional time to consider what they want to say. The average AAC user can produce about 15 words per minute. Good communication partners are patient listeners. After they greet the AAC user or ask a question, they wait as long as necessary to hear the response. A common message we heard was "give me time and space so I don't feel rushed."

3. Good communication partners help manage noise

AAC affects how we experience noise. Most AAC systems that generate speech have a limited range of volume. Volume on an AAC device cannot fluctuate as easily as speech, which can range from a whisper to a shout in the same sentence. A noisy cafe, work space, or classroom can drown out the AAC volume. In addition, many AAC users told us they are extra sensitive to background noise. They struggle to process speech in loud environments. Good communication partners help manage noise. This might include taking a conversation into a different room or selecting a different cafe to meet for lunch. It might mean moving a conversation from real-time to having it by email, instant message, or on social media. This could level the playing field if both communication partners are typing or using AAC.

4. Good communication partners help manage physical space

AAC changes how we experience physical space. Bright sunlight can make it difficult to view the device screen. AAC users may require regular access to electrical outlets to charge the device. The table or desk might need to be larger, to hold the usual laptop or meal, plus an AAC device. The AAC user may require extra room to type or select icons. Standing while using AAC can be more difficult than standing and talking if the device needs to be supported. Many AAC users have additional access needs, such as wheelchairs or medical devices. Some may find it difficult to even leave the house. Good communication partners try to find the spaces that are the most accessible to the AAC user.

5. Good communication partners watch the person, not the device

AAC changes the timing of messages and how messages are delivered. For example, an AAC user might contribute to a conversation by touching the screen of their iPad. They might construct the message, then activate speech, so that their message plays in the next moment. Speech is simultaneous with thought for speaking people, but there is a delay for the AAC user because they are speaking with or through a machine. The AAC user then has to activate facial expressions as their message plays, rather than their expressions naturally being simultaneous with their speech. Good communication partners learn how important it is to watch the AAC user's face rather than their device while the message plays. They learn to allow for these changes in the timing of messages.

6. Good communication partners pay attention to the message and other cues

AAC (like all printed messages) is more easily misunderstood than speech. With speech, many of us can easily convey sarcasm, questions, humour, and irritation. Our tone of voice and rate of speech changes when we express an opinion versus make a flippant remark. We emphasize key words to convey meaning. The three words, "You like that", can shift from a simple remark, to a question, to a statement of disbelief or horror, just by emphasizing a different word and shifting the tone. Digital voices are much less flexible. Good communication partners are attentive and observant. Rather than jumping to conclusions about what a person means to say, they look for different cues. They actively consider different meanings, and ask clarifying questions if needed.

7. Good communication partners do not dominate the conversation

AAC changes the routine of conversation. Conversation is a dialogue between two or more people. It is constructed together. It is not an interrogation, with one person asking questions while the other person responds. It is not a monologue, where one person just observes and listens. Speaking people usually have the advantage in conversations with AAC users. It is easy for a speaking person to dominate a conversation, such as swiftly changing subjects while the AAC user is still generating a message. Good communication partners actively try to level the playing field. They seek ways to explicitly pass control of the conversation to the AAC user. They also allow time for the AAC user to take their turn in the conversation.

8. Good communication partners respect an AAC user's voice

Using AAC is deeply personal, the same way that our voices are deeply personal. Our voices are a reflection of our identity. They can reflect our age and cultural background, how we express our gender, how we were educated and where we live. We would expect an American teenager to sound very different from a Dutch child or an Australian retiree. Shaping our voice is a key part of how we express our identity. There are many more options today for the voices used in AAC, but we still lack digital voices for most regional accents and across a range of identities. AAC users need more people to advocate for more voice options. The design of an AAC device is often impersonal. It is a machine. Some use digital voices, while some use the recorded voice of other people. Imagine being a teenager who sometimes speaks with your mother's voice, other times with your sister's voice, and sometimes with your teacher's? Some AAC users may be reluctant to adopt the AAC device as an extension of their own voice. They may need to spend a lot of time ensuring that the voice and the words truly reflect them as a person. Good communication partners learn how the AAC user feels about their voice and respects those feelings and limitations.

9. Good communication partners ask

AAC can become an extension of an AAC user's voice. They may find it invasive if other people try to touch or use their AAC.One AAC user compared this to someone opening your mouth and trying to dig around in your vocal chords! The individual vocabulary, pre-programmed messages, and the history stored in the device, may all be deeply personal. Good communication partners will ask before trying to look at, touch, or use an AAC users device. Some AAC users may prefer you use your own device rather than touch theirs.

10. Good communication partners accept that communication is on the AAC users terms

AAC is a revolutionary and transformative technology. It can move someone from isolation and powerlessness, to connection and autonomy. It can also be very limiting and imperfect. The best AAC is rarely as expressive, flexible, or individual as speech. AAC users may have a love-hate relationship with their technology. Some are afraid to become dependent on it, because they fear what happens if their AAC is taken away, broken, or not available. Good communication partners do not impose their own feelings about how the AAC user "should" feel about their technology. They do not insist the person use their AAC, or not use it. Instead, good communication partners are so interested in what the AAC user has to say that they accept all communication, however it is expressed and however long it takes to convey.

"My partner is my favorite person to communicate with. He's very understanding and I never feel judged by him. If I'm using speech and begin to struggle he will prompt me to get my iPad out (I often forget). He waits for me to type or find symbols in Proloquo2Go.

He is completely understanding of how I may switch back and forth between AAC and verbal speech. It doesn't faze him or make him value one form of communication more than the other.

He values me communicating, however that may be. He listens."
~ Oliver Waite, AAC user

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How to be a respectful communication partner - AssistiveWare

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The AAC users we interviewed shared ten specific strategies or insights that seem the most universal. For most people, AAC is more demanding than speech. (A minority of AAC users find speech more difficult than AAC.) Using AAC is labor-intensive. When we speak the words of our first language, we usually think only about the idea we want to express.

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As we were getting ready for back to school and thinking about 'must haves', it quickly became apparent that it is not so easy to narrow it down. And the 'must haves' would definitely vary depending upon type of class, students, and even school. Based on a wide variety of differences, we organized a wide variety of choices to explore (we apologize in advance if we got carried away but...). Choose what you need, bookmark what you may need later and let us know your 'must haves' for a classroom and speech room AAC collaborative approach. We will create an ongoing list.
Get Started Before School Starts

Prepare Visual Supports for Expression, Understanding and Organizing

Project an AAC Attitude!

Check Out Specific AAC Resources & Materials

Develop a Personal Learning Network/Continued Knowledge
Please let us know YOUR 'must haves' for a classroom and speech room AAC collaborative approach.

This post was written by Robin Parker

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AAC 'Must Haves' for the Classroom and Speech Room

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As we were getting ready for back to school and thinking about 'must haves', it quickly became apparent that it is not so easy to narrow it down. And the 'must haves' would ...

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Our main areas of focus at OpenAAC is to improve the lives of AAC users through openness and collaboration. We do this by providing resources and tools that make it easier for AAC support teams to work effectively, and for AAC developers to not have to start from scratch when implementing.

All of our materials and resources are developed with participation from the AAC community, and we are always looking for additional feedback, so please comment on any doc, or hop onto our chat and share any areas where you think things could be improved. This stuff only works if everyone helps where they can!

Community Tools

Communication Partner Profile (cpp v1.0)

The CPP is a self-reflection form that can be filled out by any communication partner at any level, with the objective of helping identify areas of improvement in supporting AAC users.

Developer Resources

AAC Developer Considerations

The Developer Considerations tool consists of a nearly-exhaustive list of features that are implemented or requested to be implemented in user-facing AAC systems, ranked by user expectation of availability.

Specifications

Open Board Format (obf) Specification

obf is an open, standardized file format for representing a single board or set of boards, enabling users to import and export their personal vocabulary from one AAC system or vendor to another.

Open Logging Format (obl) Specification

obl is an open, standardized logging format used to record AAC user session data. Logging exports an be anonymized if desired, to allow users to share their usage logs with researchers.

AAC "Effort" Score (part of CARE Analysis)

Effort Score is an attempt to quantitatively measure the amount of work needed for a typical AAC user to activate a word or build a sentence in an arbitrary AAC system. This score is a first step in trying to create an objective, measurable system for comparing different AAC vocabularies.

Language Support, "Word Forms and Inflection Rules" Specification

This specification offers a language-agnostic tool to allow AAC developers to support more advanced language-based features without having to recreate the wheel for themselves. You can see it in action yourself if you like!