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We expand the AAC user's message. For example, if the AAC user says "more", you can model back "WANT - MORE" on the AAC system.

We restate the AAC user's message. We show different ways of saying messages. eg. If the AAC users says "My turn", we could say "Oh! you are telling me you want a go", while pointing to "YOU" and "GO" on the AAC system.

6. Accept all forms of communication

Good communication partners accept that AAC users communicate using different ways, not just their communication device. AAC users may use a combination of vocalizations, words, word approximations, pointing to pictures or photos or objects, sign language, natural gestures, body language, and facial expressions, as well as their AAC system.

Often, AAC users will choose the fastest and most efficient means of communication available to them in the moment. Every method of communication has its place. Each one should be valued, respected and responded to.

An AAC user can choose when to use their AAC system. In some situations, they might choose to communicate in another way. They may say some words using their AAC system (e.g. "I want that"), while pointing to the desired object. They may point to a picture on their visual schedule (e.g. "library"), while pointing to the door. They are asking about when they are going to the library. Maybe they use their AAC to say something when their communication partner doesn't understand their unclear speech. There are so many combinations and solutions that can make communication successful.

Remember, AAC is not a test. Most people don't like to unnecessarily repeat themselves. AAC users are no different. Often an AAC user will give their message to us, using any means they have available to them. If we have understood them, then it is unfair to then expect them to say it again using their AAC system.

Here is an example: A child verbally attempts to say "more" and then points to the bottle of bubbles. They have clearly communicated that they want more bubbles. What do you do?

A. Push their AAC system in front of them and say "And now say it on your talker!", expecting them to generate the same message - " more bubbles ", but this time on their AAC system, or...

B. Do you use it as an opportunity to model and expand their language? You pick up their AAC system and say " Oh! You are telling me that ... you want more bubbles", while pressing "WANT MORE BUBBLES" on the AAC system. Or even model more language in a comment like "BUBBLES are such FUN", or " Let's BLOW them UP high", or " You GET the BUBBLES! ".

Of course, choice B is the best choice! Use every attempt at communication as a chance model language. And respect every mode of communication. It all plays a part in becoming an effective communicator.

Start building communication partner skills

Make small but powerful steps toward being a better communication partner. Think about how you model, prompt, respond and allow for all forms of communication.

Watch our "Communication partner skills" video on demand for an easy step by step introduction to the crucial strategies that communication partners can use to support AAC users.

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Communication partner skills for AAC learners - AssistiveWare

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What is a communication partner? This article explains why the people around the AAC user are important, and gives advice on how to best support and interact with AAC users.

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AAC Connect Modules - remember to request access

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AAC Connect Modules - remember to request access

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If the AAC user allows, you can model on their system. Of course, it is best to model on a system that closely resembles the system the AAC user uses - that way, the user is seeing the same symbols and navigation they will need to use. However, it may not always be possible to use an identical system. You may be modeling for a class full of students using different systems. Or you may not be able to afford two of the same high tech system. In these cases, use what you have available, and follow up when possible on the AAC user's own system. This may help him "map" what you've modeled on your system onto the location, so he can find it on his own system.

How many words do we model?

Typically, we match our modeling to the language level of the AAC user; meaning we model one or more words than the AAC user is currently using.

If an AAC user is just starting out, they may not yet be using any words on the AAC system. Perhaps they have started pointing to one word at a time. For these AAC learners, you might model single words, with some 2-3 word sentences.

For AAC users that are beginning to use 1-2 word combinations on their AAC system, try modeling 3-6 word sentences.

Then for AAC users are already producing many different messages on their AAC system, we can model longer sentences. We can also show them how to join ideas or even model grammar and complex sentence structures.

What words do we model?

We can model both core and fringe words on our balanced AAC system. We can model specific or general words that will be powerful and effective for an AAC user, within an activity. We can model different words to help them communicate for different reasons. We must give AAC users the chance to learn the words to do more than request. We should model comments and thoughts, rather than just asking lots of questions.

It is most important to select words that are both meaningful and motivating to the AAC user. Model words and word combinations that will occur often, so there are many opportunities for the AAC user to see them modeled.

The AssistiveWare Core Word Classroom was developed to help teams find words that can be modeled across a variety of situations. Please join the classroom today for many useful ideas in the Core Word Planners on what words we can model.

Modeling in PODD

We also show words and language when modeling using PODD. There are specific strategies for how you can model with either a paper or digital PODD, using simPODD. Learn more about how you can use simPODD to talk together.

Modeling key words, not full sentences and grammar

When we start out, we don't need to model every single word we say. We may not model the exact correct grammar.

Instead, we focus on modeling the key words in a sentence. We target the most important words needed to convey the meaning of the message. If I model this sentence : " I GO SHOP GET BANANAS", even though it is not grammatically complete, the general message of the sentence can be understood. Especially if I say it as I am telling my friend about my morning.

Key words is a powerful way to demonstrate how we start combining words to build sentences and language, without the demands of having to know the grammar. Unfortunately when we first start modeling, we can become worried about not demonstrating correct grammar.

Modeling key words before full grammatical sentences makes sense - this is how the AAC user will develop their language. They are likely to say and communicate to us in key words, before they start composing sentences, much the same as how all people develop language! In time and with more modeling, they can develop the ability for more precise grammar, as long as they have an AAC system that allows for this grammatical development.

Give a correct verbal model

When you are modeling on the AAC system, it is okay to use the AAC system to model 1-2 words (or however many are needed), while speaking the complete sentence aloud. For example, you could model on the AAC system " I go shop get bananas", while saying " I went to the shops to get the bananas " with speech.

Model correct grammar

It is also okay to model the correct grammar at the right time for the AAC user. For example, if the AAC users says " I go shops" on their AAC system to talk about the weekend, then this may be a perfect opportunity to model. We can show how to use grammar supports to find the word " went", or to model little words like " to" and " the" on the AAC system. Model "Really?; you went to the shops on the weekend!?".

Remember, you're modeling the next step the AAC user needs to learn.

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Modeling: Use AAC to teach AAC - AssistiveWare

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Modeling means you point to words on the AAC tool as you speak. This article explains everything you need to know about modeling.

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Modelling with PLQ2Go for Information about Animals

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Modelling with the Core Board from Proloque2Go during Shared Story Time

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Modelling with PLQ2Go for Science Unit Liquids and Solids

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Link Assistive Australia TD snap for Schools

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Link Assistive Australia TD snap for Schools

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To foster inclusive education by empowering students with communication difficulties, we are offering free TD Snap classroom licences to help schools embrace augmentative and alternative communication (AAC). By facilitating the use of TD Snap on classroom whiteboards, we aim to help as many students as possible on their unique communication journey. This also helps teachers become proficient in using TD Snap, practise modelling techniques, and implement communication strategies in a holistic classroom approach.

Accessibility

Students of all abilities can engage with TD Snap on the classroom whiteboard, irrespective of their individual communication needs.

Empowerment

Teachers can access TD Snap's features and intuitive editing tools, enabling them to explore and model effective communication strategies.

Collaboration

The classroom can share communication techniques and foster a sense of community when students already using TD Snap share their setups with the class.
Step 2: Start the process Step 3: Access training resources
As an SLP working with the autistic community, AAC plays a vital role in my work. I use a wide range of low and high-tech AAC options with my clients and my go-to app is TD Snap. It's easy to program, simple for parents and teachers to use and quickly adapts to a child's communication development. I love it for my Gestalt Language Processors (GLPs) as you can easily program gestalts onto it and the kids love that you can program commands for Alexa on it too which helps them play music, jokes and control the environment. - Amy Collins, Senior Speech and Language Therapist

What is TD Snap, and how can it benefit our school?

TD Snap is a versatile AAC application designed to support individuals with communication challenges. For schools, it offers tools to facilitate inclusive education by enabling students with diverse communication needs to express themselves effectively. Implementing TD Snap can enhance classroom participation and learning outcomes.

How can our school obtain TD Snap for Schools licenses?

Free TD Snap classroom licenses are available for schools. These licenses allow the use of TD Snap on classroom whiteboards, benefiting multiple students. Schools can apply for these licenses by filling out the application form available on the Link Assistive website.

What is included in the free version of TD Snap for Schools?

The free version of TD Snap for Schools provides speech and editing features that allow users to create, edit, share, and sync content. Included pagesets are: Core First, Motor Plan, Aphasia, PODD, Text, Core Scanning and Express.

How can we install TD Snap for Schools on our classroom whiteboards?

After obtaining the licenses, it's recommended to download TD Snap onto the laptops connected to your classroom whiteboards. Detailed setup instructions are provided upon approval of your application.

Does TD Snap for Schools support multiple users within a classroom setting?

Yes, TD Snap is designed to accommodate multiple users, making it suitable for classroom environments where several students may benefit from AAC support.

What training resources are available for educators?

Educators have access to an extensive learning hub that includes instructional materials, videos, and guides to master TD Snap. Additionally, on demand webinars are offered to help users maximise the app's potential.

How can we customise TD Snap to meet individual student needs?

TD Snap offers intuitive editing tools that allow educators to personalise the app's content, ensuring it aligns with each student's unique communication requirements.

Is technical support available for TD Snap for Schools users in schools?

Yes, technical support is available to assist with any issues or questions that may arise during the use of TD Snap in educational settings.

How does TD Snap integrate with existing classroom technologies?

TD Snap is compatible with various devices and can be integrated into existing classroom technologies, facilitating a seamless incorporation into daily teaching practices.

What devices and operating system does our school require to use TD Snap for Schools?

TD Snap for Schools is designed to work on Windows devices. Schools should ensure they have compatible Windows-based hardware to use the software effectively.
For school iPads there is another option called TD Snap Enterprise. And for individual students you can discuss options for dedicated devices with their speech pathologist and our clinical team.

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TD Snap for Schools (Australia) - Link Assistive

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We offer free TD Snap classroom licences to help schools embrace augmentative and alternative communication (AAC).

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