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IMPORTANT NOTE Regarding iOS upgrades: Please, be sure to back up all custom vocabulary files within TouchChat ® and update the TouchChat app prior to doing the iOS upgrade. Find the instructions for doing this in the User's Manual or in these articles.

While augmentative communication software on an iPod® and iPad® allows much functionality at a very low price, customer support for these products is limited as compared to traditional, dedicated AAC devices. While this is also true of TouchChat, we offer a number of support options which are not typically available for such applications.

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IMPORTANT NOTE Regarding iOS upgrades: Please, be sure to back up all custom vocabulary files within TouchChat ® and update the TouchChat app prior to doing the iOS upgrade. Find the instructions for doing this in the User's Manual or in these articles.

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Our dedicated support team sits side-by-side with the people who design our products - ready to answer all your questions or challenges. Feel free to also browse our useful resources and links to common topics.

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Contact us - we're here for you. Find resources such as support articles, FAQs, information about warranties, sofware licenses and virtual assessments.

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Tobii Dynavox
2100 Wharton Street
Suite 400
Pittsburgh, PA 15203

Hours: Mon.-Fri., 8 am-5 pm (EST)

Technical support
For product support or repairs, contact:
Hours: Mon.-Fri., 9 am-9 pm (EST)
Tel: +1-800-344-1778
E-mail: support.na@tobiidynavox.com
Chat Hours: Mon.-Fri., 9 am-7 pm (EST);
Sat. - 11am-4pm (EST)

Boardmaker Order support
For assistance with an order or invoice, contact:
Hours: Mon.-Fri., 8 am-5 pm (EST)
Tel: +1-800-588-4548
E-mail: boardmakercss@tobiidynavox.com

Order support
For assistance with an order or invoice, contact:
Hours: Mon.-Fri., 8 am-5 pm (EST)
Tel: +1-800-344-1778
E-mail: canada.support@tobiidynavox.com

Closed Weekends & Holidays.
See all our global locations.

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Feel free to reach out to us with questions, comments or concerns - we are here for you and prepared to help.

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Please have your device and charger available when you call.

PRC Support (US and Canada)

Phone: (800) 262-1990

Monday-Friday, 8:00 a.m. to 7:00 p.m. EST: Your call will be answered by the first available technical service representative (TSR).

Saturday-Sunday, 1:00 p.m. to 5:00 p.m. EST: Your call will be returned by a remote technician; a person who uses a PRC product. Remote technicians are fully trained and happy to assist you.

E-mail: service@prentrom.com
Please include your name, phone number, address and the product name and serial number in your correspondence.

Need a different language?

With access to translators for 200+ languages, we offer the support you need! Simply call the appropriate number below, tell us what language you speak, and we will connect you a translator for the duration of the call.

Support/Service/Repairs: 800-262-1990

Funding (Medicare/Medicaid/Insurance): 800-268-5224

To place an order (non-funded): 800-262-1933

Other: 800-262-1984

Ayuda en Español

Phone: (800) 262-1984 ext 1417, Monday-Friday, 9:00 a.m. to 5:00 p.m. EST

E-mail: espanol@prentrom.com

Words for Life™ NOVA Edition

For support or status of a repair, please call Saltillo Technical Support: (800) 382-8622.

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Please have your device and charger available when you call.

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Please have your device and charger available when you call.

PRC Support (US and Canada)

Phone: (800) 262-1990

Monday-Friday, 8:00 a.m. to 7:00 p.m. EST: Your call will be answered by the first available technical service representative (TSR).

Saturday-Sunday, 1:00 p.m. to 5:00 p.m. EST: Your call will be returned by a remote technician; a person who uses a PRC product. Remote technicians are fully trained and happy to assist you.

E-mail: service@prentrom.com
Please include your name, phone number, address and the product name and serial number in your correspondence.

Need a different language?

With access to translators for 200+ languages, we offer the support you need! Simply call the appropriate number below, tell us what language you speak, and we will connect you a translator for the duration of the call.

Support/Service/Repairs: 800-262-1990

Funding (Medicare/Medicaid/Insurance): 800-268-5224

To place an order (non-funded): 800-262-1933

Other: 800-262-1984

Ayuda en Español

Phone: (800) 262-1984 ext 1417, Monday-Friday, 9:00 a.m. to 5:00 p.m. EST

E-mail: espanol@prentrom.com

Words for Life™ NOVA Edition

For support or status of a repair, please call Saltillo Technical Support: (800) 382-8622.

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Please have your device and charger available when you call.

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Our dedicated support team sits side-by-side with the people who design our products - ready to answer all your questions or challenges. Feel free to also browse our useful resources and links to common topics.

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Contact us - we're here for you. Find resources such as support articles, FAQs, information about warranties, sofware licenses and virtual assessments.

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How to Use a Device So Your Child Will Too

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How to Use a Device So Your Child Will Too

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How to use device so your child will too_updated

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How to Get Started Modeling Language on AAC

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Want a Child to Communicate? Inspire, Don’t Require.

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Video of children using AAC to joke around

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Video of children using AAC to joke around

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How to Use a Communication Board to Get your Child Talking

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TouchChat WordPower60 Basic | A Quick Tour (youtube.com)

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TouchChat WordPower60 Basic | A Quick Tour

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Word Finder Tutorial for NovaChat with Chat Software

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English TouchChat App User Guide

English TouchChat App Quick Reference Guide

English TouchChat App Backup Quick Reference Guide

English Communication Journey: Aphasia Vocabulary Manual for TouchChat App and NovaChat Devices

English UK Communication Journey: Aphasia Vocabulary Manual for TouchChat and NovaChat

English WordPower Vocabulary Manual for TouchChat App and NovaChat Devices

English WordPower Vocabulary Quick Reference Guide

Spanish TouchChat App User Guide

Spanish TouchChat App Quick Reference Guide

Spanish TouchChat App Backup Quick Reference Guide

Spanish Communication Journey: Aphasia Vocabulary Manual for TouchChat App and NovaChat Devices

Canadian French TouchChat App User Guide

Canadian French Communication Journey: Aphasia Vocabulary Manual for TouchChat App and NovaChat Devices

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English TouchChat App User Guide English TouchChat App Quick Reference Guide English TouchChat App Backup Quick Reference Guide English Communication Journey: Aphasia Vocabulary Manual for TouchChat App and NovaChat Devices English UK Communication Journey: Aphasia Vocabulary Manual for TouchChat and NovaChat English WordPower Vocabulary Manual for TouchChat App and NovaChat

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Backing Up and Restoring - Novachat and Chat Editor

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AAC How-To: Tobii Dynavox Motor Plan 66 Vocabulary Overview

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Stimulation du langage à l'aide de symboles

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Stimulation du langage à l'aide de symboles

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Stimulation du langage à l'aide de symboles

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Stimulation du langage  à l'aide de symboles

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Meet the new Motor Plan pagesets in TD Snap

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Setting up your device with TD Snap for the first time or looking for support and training guidance? Find video tutorials, how-to guides, software downloads, manuals and other useful resources.

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Get the most from your TD Snap communication app. Find tutorials to help you set up and customize your software with your speech generating device.

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Our popular Core First Books & Lessons are available to special education teachers and parents in print format. Discover these 36 beautifully illustrated books designed to support you in teaching your students specific core words. Each of the 12 core words is supported with 5 unique lessons designed to be used over the course of a week. You have the flexibility to use the Books and Lessons in any way that is most supportive of your student.

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Our popular Core First Books & Lessons are available to special education teachers and parents in print format. Discover these 36 beautifully illustrated books designed to support you in teaching your students specific core words. Each of the 12 core words is supported with 5 unique lessons designed to be used over the course of a week.

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

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Proloquo2Go

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Read the Help articles

Choose a topic from the table of contents for quick help. This option is usually the fastest.

Learn more about AAC

Read about best practice and tips to start your AAC journey off right. This option gives you in-depth information written by AAC experts.
Read symbol-based AAC articles
Watch on-demand AAC training videos

The world-renowned AAC specialists on our team bring you the latest insights and AAC implementation strategies. Rent one of our training videos and watch at a time that fits your schedule.
View on-demand training videos
Join the community

Our active community often shares advice about Proloquo2Go on Facebook. This option is helpful if you want the opinions of others using AAC.
AssistiveWare's Teachers and therapists AAC community
AssistiveWare's Family members AAC community Contact support
AssistiveWare's Adult AAC users community
Contact our support team

If you still need help, you can contact our Support team for help in English, French, Spanish, and Dutch. They're on hand to answer your questions and help with issues 7 days a week.

Contact our support team

If you still need help, you can contact our Support team for help in English, French, Spanish, and Dutch. They're on hand to answer your questions and help with issues 7 days a week.

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If someone from our Support team asks: __EMAIL_LOG_FILES_LINK__

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Proloquo2Go help overview - AssistiveWare

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Access support for Proloquo2Go - How can we help you best?

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Practical tips for setting up Proloquo2Go

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The AssistiveWare Core Word Classroom - AssistiveWare

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The doors to the AssistiveWare Core Word Classroom are open! The Core Word Classroom is a free resource designed to support the implementation of any communication device based on core words.

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Everyone has something to say. Working closely with the AAC community, we build apps and share best practice to help you communicate with the world.

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Try TouchChat Before You Buy it!

NEW! Experience TouchChat® Discover, your risk-free way to try all the features of the popular TouchChat app before you buy. After downloading, you'll have the option start a FREE 30-day trial OR to explore the WordPower®96 English and Spanish lite-tech boards.

Before your 30-day trial ends, you'll have the option to purchase TouchChat HD w/WordPower, TouchChat HD, or TouchChat HD Lite. If you don't make a purchase, you'll still have access to the WordPower96 English and Spanish low-tech boards when your trial period ends.

TouchChat provides both English and Spanish options in a universal app supporting iPhone®, iPod touch® and iPad®.

Check it Out!

How to Start Your Free 30-Day TouchChat Trial
Step 1
Download TouchChat Discover from the App Store ® .
Step 2
After downloading, you'll have the option to start a free 30-day trial OR to use WordPower96 English and Spanish lite-tech boards.

Step 3
When your 30-day trial ends, you'll have the option to purchase TouchChat HD w/WordPower, TouchChat HD or TouchChat HD Lite without needing to download a separate app. If you don't make a purchase, you'll only have access to the WordPower96 English and Spanish lite-tech boards. Please be aware that after an upgrade, the app's icon will update to the option chosen, but " TouchChat DS" will still be the app name that appears under the icon.

What is TouchChat?

An industry-leading iOS-based AAC app, TouchChat has easy-to-customize features and a wide range of vocabularies, languages, and voices. Its intuitive design gives individuals who have difficulty using their natural voice the ability to communicate with the world around them using the familiarity of an iPad ® , iPad mini ® , iPhone ® or iPod touch ® .

Twelve page sets along with eight additional Spanish vocabulary files are included during the TouchChat Discover 30-day trial period.

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NEW! Experience TouchChat® Discover, your risk-free way to try all the features of the popular TouchChat app before you buy. After downloading, you'll have the option start a FREE 30-day trial OR to explore the WordPower®96 English and Spanish lite-tech boards.

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ChatEditor is a supplemental program that has been provided for customizing the Chat vocabulary on your Windows desktop or laptop computer. Although customizing is also possible on the app itself, the Editor allows the family and/or professionals to customize the vocabulary when the device is not pr…

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A low-tech option is a great tool as a back-up to the dedicated solution, use for modeling or during water activities. These low-tech printable options are available to support some of the WordPower ™ files. Pre-made downloadable options are offered for the WordPower42 Basic, 60 Basic, 60 and the 108 location files. Note the 108 location option will include a full page flip to verbs. WordPower48 Español Básico recently joined the WordPower low-tech family. The flipbook downloads include instructions to make the flipbooks for these great low-tech options. These options are designed with flips to the access more vocabulary within various categories, similar to the way you would navigate the vocabulary on a NovaChat® or ChatFusion™.

*Please note that printers may have variations that cause downloaded pages do not line up perfectly. It is recommended to print, laminate, cut and check the alignment of the flips before you punch holes. Adjust by cutting or aligning flips before punching holes.

You will find personal manual communication board options and poster size options. The manual communication boards can be printed on standard or legal size paper. The poster size options allow you to customize the size. We have tried printing at 34.5 by 53 inches with success. In addition to the 88 location Core Words Poster, you will find an option to download the individual core words (grouped 4 on a page) to create pull-offs to the poster or build the poster through individual buttons.

If you want to create your own customized low -tech option, check out the video tutorial providing you with a how-to demonstration. The ChatEditor software is used to customize the low tech options. Create a low-tech option using the customized NovaChat or ChatFusion file.

Virtual Background

Flip Options

Personal Manual Communication Boards

Cantonese Translation
Russian Translation
Japanese Translation
Traditional Chinese Translation
Poster

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TouchChat. 8,131 likes. TouchChat is a full featured communication application for iPod/iPad/iPhone technology. For questions regarding support please email us: support@touchchatapp.com

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Hello and welcome to our online community for TouchChat users, parents, therapists and others who support TouchChat users. This is a place where you can share information with others or ask questions...

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touchchat "aac device" aac "communication device" "augmentative communication"

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One stop for all your PRC-Saltillo AAC App needs. Find features, tutorials, and implementation resources for LAMP Words for Life, TouchChat, and Dialogue AAC.

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Introduction to Augmentative and Alternative Communication (AAC)

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Eddie the Elephant has Something to Say (Eddie happens to use AAC)

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Eddie the Elephant has Something to Say (Eddie happens to use AAC)

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Video of the Week: AAC with Eddie the Elephant

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Eddie the Elephant Has Something to Say is a children’s book about a delightful elephant who happens to use AAC to communicate and his animal friends. The story was written by SLP Allison Johns and…

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For parents/caregivers of children/youth working with Augmentative Communication.

For More Information

Troubleshooting
Accessibility challenges or difficulty running the training?
Care has been taken to ensure accessibility of these eLearning modules and compliance with the Accessibility for Ontarians with Disabilities Act (AODA). However, please let us know (education [at] tvcc.on.ca (education[at]tvcc[dot]on[dot]ca) ) if you have any accessibility challenges in using this material. We will address any such issues.

Please contact education [at] tvcc.on.ca (education[at]tvcc[dot]on[dot]ca) for assistance. Please provide the following information:

The device you are using

The operating system (if known)

The browser you are using

The eLearning module you are having difficulty with

A description of the difficulty you are having.

This email is only monitored Monday to Friday between 8:00 and 4:00 pm

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(Online learning module) will teach you about shared reading and how to get the most out of reading with your child who uses AAC.

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Home :: Literacy Instruction for Individuals with Autism, Cerebral Palsy, Down Syndrome, and Other Disabilities

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Research-based guidelines for early intervention designed to maximize the language and communication development of young children with complex communication needs including those with autism, Down syndrome, cerebral palsy and multiple disabilities.

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This site provides information about comprehensive literacy instruction with a focus on students with complex communication needs and significant disabilities. The aim of the site is to provide information and resources which will help in your classrooms. Click on the menus above to get information in different areas of comprehensive literacy instruction.

In October 2019 I was one of the plenary speakers at the Angelman UK Communication and Literacy Conference. The topic was Literacy and Complex Communication Needs: Developing Language and is an overview of why literacy is important for every student in our schools. Below is a video of the presentation. Augmentative and Alternative Communication (AAC) is also a critical component of all literacy intervention for students with complex communication needs.

Blog posts from Jane Farrall Consulting related to Comprehensive Literacy as a general topic:

Other Resources

For much more detailed information see: Comprehensive Literacy for All: Teaching Students with Significant Disabilities to Read and Write (2020) by Erickson and Koppenhaver.

Acknowledgements

Thanks to all the students, staff and families I have worked with over the years who have taught me so much.

Huge thanks to Karen Erickson and David Koppenhaver, from the Centre for Literacy and Disability Studies, who changed my life when I first met them in 2000 and who continue to challenge and educate me.

Special thanks to Sally Clendon - who teaches me more every year

And a final, heartfelt thanks to the people who support me almost daily - Helen Tainsh, Mary-Louise Bertram, Clare Dole and everyone else in my tribe.

Jane Farrall, Jane Farrall Consulting

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Comprehensive Literacy for ALL - Maintained by Jane Farrall Consulting

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This site provides information about comprehensive literacy instruction with a focus on students with complex communication needs and significant disabilities. The aim of the site is to provide information and resources which will help in your classrooms. Click on the menus above to get information in different areas of comprehensive literacy instruction.

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Literacy Instruction for Students with Significant Disabilities

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Literacy Instruction for
Students with Significant Disabilities

Karen Erickson and David Koppenhaver from Children With Disabilities: Reading and Writing the Four Blocks Way " We do not believe that a different curriculum is required in order for children with disabilities to succeed in learning to read and write. We have learned, however, that teachers must attend consciously and thoughtfully to the significant learning differences of children with disabilities in order to make good instruction accessible to these students."
-

Literacy Instruction for Students with Significant Disabilities offers information, research-based instructional approaches, and effective instructional and learning strategies to support school leaders, teachers, and other specialists working to better meet the literacy and communication needs of students with significant disabilities, including students with:

moderate to severe cognitive disabilities

complex communication needs

multiple disabilities including deaf/blindness and/or physical access challenges

The Four Blocks Literacy Framework is a comprehensive approach to teaching literacy developed originally Dr. Patricia Cunningham and Dr. Dorothy Hall and then adapted by Karen Erickson and David Koppenhaver for students with disabilities. The Four Blocks include Guided & Shared Reading, Writing, Self-Selected Reading and Working With Words.

Using the Four Blocks framework, Literacy Instruction for Students with Significant Disabilities is built on the work of Dr. Karen Erickson, Dr. David Koppenhaver, and Dr. Caroline Musselwhite and the many sessions and workshops they have provided across the province of Alberta:

Karen Erickson, Ph.D., Director of the Center for Literacy and Disability Studies, Professor in the Division of Speech and Hearing Sciences, and the Yoder Distinguished Professor in the Department of Allied Health Sciences, School of Medicine at the University of North Carolina at Chapel Hill. Her research addresses literacy assessment and instruction for students of all ages who struggle with reading including those with significant disabilities. Karen is co-developer of the Tar Heel Reader online library of accessible books for beginning readers, as well as several other assistive and learning technologies.

Visit the Center for Literacy and Disabilities
http://www.med.unc.edu/ahs/clds

David Koppenhaver, Ph.D., Professor and Reading Program Graduate Director, Reading Education and Special Education Department, Appalachian State University. David holds a Ph.D. in curriculum and instruction from the University of North Carolina at Chapel Hill (UNC). He is the former director of the Center for Literacy and Disability Studies and has worked for the past 25 years with preschool and school-aged children who have a wide variety of literacy learning difficulties. He currently teaches undergraduate and graduate classes in reading methods, special education, and instructional technology.

Visit Dave's Literacy & Disability Blog http://www.litdis.com

Dr. Caroline Musselwhite is an assistive technology specialist with more than 35 years of experience working with children and adolescents with significant disabilities in a variety of settings. Dr. Musselwhite has written a number of textbooks and "how-to" books on a range of topics, and has also authored many books and software programs for youth with disabilities. She has presented thousands of workshops throughout North and South America, Australia, Europe, and Africa, and is a founding member and Fellow of the International Society for Augmentative and Alternative Communication.

Visit http://aacgirls.blogspot.ca and http://www.aacintervention.com.

Support for Implementation

The resources found on this site were developed by the ERLC, a member of Alberta Regional Professional Development Consortia (ARPDC), as a result of grants from Alberta Education, to support implementation.

Learning for All | Copyright © 2016
Terms of Use | Contact Us

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Literacy Instruction for Students with Significant Disabilities

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Literacy Instruction for Students with Significant Disabilities Karen Erickson and David Koppenhaver from Children With Disabilities: Reading and Writing the Four Blocks Way " We do not believe that a different curriculum is required in order for children with disabilities to succeed in learning to read and write.

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Literacy Instruction for
Students with Significant Disabilities

"Students can start exploring and experimenting with alternate pencils BEFORE they know letter names or sounds,
and well before they have control of the choice making required to choose specific letters.
Over time, you begin to see evidence that students are learning letters."
-The Center for Literacy and Disability Studies

What is an alternative pencil?

In order to develop literacy skills, all students need a way to write using the full alphabet no matter what level of understanding they appear to have about print.

Developed by Hanser (2009) at the Centre for Literacy and Disability Studies (CLDS), an alternative pencil is defined as anything that provides a student with access to all 26 letters of the alphabet.

How can students benefit from using an alternative pencil?

Writing is an essential component of literacy instruction for students without disabilities and a part of their daily instruction. In order for students with significant disabilities to develop as readers and writers, daily writing is equally, if not, more important. However, this becomes a challenge when most students with significant disabilities are unable to hold a pencil.

Which students would benefit from using an alternative pencil?

For students with physical, cognitive or linguistic challenges, an alternative pencil can offer a way to write and/or explore the alphabet while focusing the majority of their cognitive energy on text production.

Alternative "pencils" were created for students unable to hold a traditional pencil or physically manipulate a standard keyboard. As well, if a student can hold a pen or a pencil but struggles to form letters with it, especially if they have already been practicing for years, then we need to look at an alternative pencil for the majority of their writing.

Alternative pencils can be used with writers of varying abilities and ages including students who are emerging writers and those who are able to write more conventionally (Browder & Spooner, 2011).

But what about...

There are no exclusion criteria for students to use an alternative pencil. Students learn to write by writing, regardless of perceived ability or skill set. A student does not need to be a proficient speller or have consistent letter-sound correspondence skills to begin to explore the act of writing.
(From Alternative Pencils http://alternativepencils.weebly.com)

It is especially important to note that students DO NOT need to know how to independently read or spell words in order to use an alternative pencil. Alternative pencils can be used with students who have a range of understandings about writing, all the way from random, emergent "scribbling" to more conventional writing with recognizable words.

How do we get a student started with an alternative pencil?

Each student needs the pencil that is the easiest for them to use and offers the greatest potential over time.

Pick an alternative pencil that has the most potential for students to easily use.

Students do not need to know their letters in order to write with an alternative pencil.

Students need access to the full alphabet in order to learn about the alphabet.

All students, regardless of their ability, learn about writing and alternative pencils, by writing.

There are no prerequisites to writing. Don't wait! Students don't need to be ready to write. No one is "too...anything" to begin writing with an alternative pencil.

Pick an alternative pencil and get started.

Alternative pencils that might be considered, include: portable word processors, iPads, tablets, alternative keyboards, onscreen keyboards, word prediction software, or speech recognition.

Pencil grips

Magnetic letters

Alphabet stamps

Alphabet Intellikeys Overlays

Word prediction

Alphabet letters that can be cut out for the student to arrange to make words or sentences.

To address the needs of students who are not successful with commercially available solutions, other alternative pencils might be considered such as an Alphabet Eye Gaze Frame or a Alphabet Flip Chart.

Print Alphabet Flip Chart is an alternative pencil intended for students with multiple significant physical, vision and hearing impairments, including those with unknown cognitive skills.

Students write with the flip chart using a partner assisted scanning technique to select letters. The partner scans through the letter choices and the student uses a device or physical response to indicate the letter they want.

The Print Alphabet Flip Chart is made out of laminated cardstock and printed letters. The whole alphabet is divided up into five letter strips that are bound together. On the large space below the letters is a pad of paper where the partner writes the letters as the student selects them. A Braille version of the flip chart could be made for students who are blind and have difficulty physically exploring a Braille keyboard or using a 6-key Braille writer.

Make your own Alphabet Flip Chart

Alpahbet Flip Chart Directions
Alternative Pencil Making Print Chart
Alphabet Flip Chart Pages
Alphabet 36 Caps
Alphabet 36

Some alternative pencils such as the Alphabet Eye Gaze Frame and the Alphabet Flip Chart require that the student have a partner to assist in the writing.

Partner Assisted Scanning is a way for communication "partners" to "assist" students by listing or "scanning" through possible choices. Below is a quick strategy to use when a communication device is not available or the student does not have the needed vocabulary.

Partner scans through choices for student

Simply state/list choices. Do not ask a lot of questions

Pauses between choices- give the student time to process

Student indicates a choice

No tech: gesture, vocalization, eye movement, expression

Light tech: single message device, switch

If no selection is made‐list is repeated in same order

To learn more about Partner Assisted Scanning, see the documents below.

Where can I learn more?

Alternative Pencils
What are they? What does the research say? Alternative pencils in action! There is an abundance of information about alternative pencils available on this web site created by Toby Scott, an assistive technology consultant in Edmonton, Alberta.
http://alternativepencils.weebly.com

Dynamic Learning Maps (DLM) - Writing with Alternate Pencils
This module describes ways to get students started with writing when they cannot use a traditional pencil, pen, or computer keyboard. The content of this module applies to students at all levels of literacy understanding including students who do not yet know letter names or sounds.
Online Self-directed Module
Facilitated Module Materials for Groups

Learning Technologies: Information for Teachers
The information on this Alberta web site is for teachers, learning coaches, and others who want to know more about how educational and assistive technologies can support students in their classrooms. Technologies considered include text-to-speech, word prediction, speech recognition, and visual thinking tools.
http://www.learningtechnologiesab.com

Print Flip Chart Guide, Center for Literacy and Disability Studies

Students with Significant Disabilities, Including Deaf-Blindnes Getting Started with Emergent Writing, Gretchen Hanser Ph.D., 2007.

Top 10 Tips for Partner Assisted Scanning, Gretchen Hanser, Ph.D., Center for Literacy and Disability Studies, 2007.

Write From the Start with an Alternativre Pencil, Gretchen Hanser Ph.D., The Center for Literacy & Disability Studies, UNC - Chapel Hill, 2009.

Support for Implementation

The resources found on this site were developed by the ERLC, a member of Alberta Regional Professional Development Consortia (ARPDC), as a result of grants from Alberta Education, to support implementation.

Learning for All | Copyright © 2016
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Access to writing | Literacy Instruction for Students with Significant Disabilities

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Literacy Instruction for Students with Significant Disabilities "Students can start exploring and experimenting with alternate pencils BEFORE they know letter names or sounds, and well before they have control of the choice making required to choose specific letters. Over time, you begin to see evidence that students are learning letters."

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Check out what’s new on AAC Language Lab

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Brown Bear Brown Bear, What Do You See? 

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Brown Bear Brown Bear, What Do You See? 

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Overview of the Accent device

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To learn more about the LAMP Words for Life app, learn more about the LAMP approach, or get the status of a service ticket, contact us.

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Our video tutorials will walk you through step-by-step and include some clinical tips about how to use these features to teach language and communication using the Langauge Acquistion through Motor Learning approach.

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Our video tutorials will walk you through step-by-step and include some clinical tips about how to use these features to teach language and communication using the Langauge Acquistion through Motor Planning (LAMP) approach.

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Why a child with verbal speech may benefit from AAC

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Why a child with verbal speech may benefit from AAC

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4 Reasons Why a Child with Verbal Speech might Need AAC

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We've had many nice comments about the resources shared by AAC SLP Alicia Garcia, clinical lead of the AAC Clinic at One Kids Place, a children's treatment centre in northern Ontario. With over two decades of experience in pediatric rehabilitation practice in private and public settings, Alicia's ideas for how to support AAC learners and their families are tried and true. In today's post, Alicia shares thoughts and materials for situations in which the AAC is needed to repair communication breakdowns.

Children with unclear speech not only have different intelligibility levels but also different levels of awareness, focus, and interest on repairing their communication breakdowns. We use different approaches based on how they react and respond when they are not understood.

As a general guideline when a communication breakdown occurs, regardless of the child's profile, we first try determining the level of urgency or importance of the child's intended message. If it looks like the message is time-sensitive, we ask questions such as: "Do you need help?" "Do you want permission to do something?" "Do you need me to come with you?" "Can it wait?" If we perceive urgency, we focus on solving the child's problem, as opposed to addressing the breakdown.

When the child has no awareness that a breakdown has occurred, we try helping him/her notice that they were not understood in a gentle, subtle manner. It is important to focus on maintaining the child's interest in communicating. At this stage we, partners, take most responsibility to repair the breakdown by:

Looking for language and speech patterns: learning about the child's most common conversational topics, typical sound errors; conditions that may help improve intelligibility such as slower or louder speech

Proving feedback and asking for repetition e.g., I'm sorry, I didn't get that; Say that again?

Asking questions: try guessing what the child might be saying e.g., Did you say____?" Is it about _____?

Using familiar translators: If we know of a peer or family member in close proximity who understands the child, we acknowledge verbally the breakdown and involve the child in finding help e.g., I'm sorry, I don't quite understand what you're telling me; let's find Johnny

Some children may have the awareness that they are not understood but don't have enough focus or attention to use AAC to repair the breakdown. In these cases we try:

Introducing AAC by modeling during natural, incidental communication: when we hear a potential breakdown (i.e., we know what the child is communicating but other people may not), we model by pairing what the child is saying with a picture, a gesture or a sign

Prompting and expecting the use of AAC tools only during scripted, game-type activities (as opposed to natural face-to-face exchanges). For example, we practice using a device during barrier games where the partner and child take turns describing and guessing pictures or objects, or practice pointing to pictures during functional scripts such as pretending going shopping, ordering at restaurant, meeting new people, answering teachers' questions

Some children seem to have some level of awareness and good focus but no interest or desire to repair their communication breakdowns. We focus on encouraging engagement, in making sure the child understands that we are interested in what they have to say. We try finding out why the child has no interest in repairing breakdowns and try developing a consistent clarification process for partners to implement. We focus on promoting opportunities to have the child experience payoff of successful repairs.
Tips to Teach Children How to Use Augmentative Communication for Clarification Purposes
Children whose speech is not clear frequently have a difficult time learning to use pictures to clarify the messages they are trying to communicate. Just having a device or pictures available is not enough. They need training to learn to use these tools to make themselves understood. The following tips are recommended when introducing a clarification system (device, picture book etc):

Teach the child to respond to the question: What is it about? The child needs to understand that just repeating what he said does not help us understand him better. We start teaching the child to respond to this question by MODELING the phrase "talking about" many, many times during the day. For example, when the teacher talks about how cold it is today, the communication partner says: "Ms. Smith is talking about the weather" and then looks for the picture of weather on the device

Spend time with the child learning the location of the pictures on the AAC system. Both, communication partner and child need to be able to find pictures within categories in a relatively fast manner. You need to spend time with the child exploring where pictures are located. E.g., applesauce is in the FOOD and DRINKS button, swimming is in the ACTIVITIES button, mom is in the PEOPLE button. Partners should do the navigation out loud e.g., "I'm trying to find the word HOCKEY.... Let's see... is it here, under Activities?... No, it's not... Maybe it's here, under Sports... YES, I see it here"

Until she child learns to navigate the AAC system, partners should take ownership of repairing the communication breakdown. Partners should hold the AAC system in front of the child and point to pictures of categories while asking questions such as "Are you talking about... someone?(PEOPLE)... something you did? (ACTIVITIES) ... a place you are going (PLACES)? Partners should gradually fade the level of support until the child is comfortable finding pictures to repair communication breakdowns on his own

Communication partners need to be become more systematic and aware of their questions and requests for clarification. It is recommended to follow a pattern of steps. For example, asking the child to:

1. Slow down (encourage him to keep trying)

2. Say it in a different way (i.e., "tell me more")

3. Show with his hands or body (by acting it out or pointing at things in the environment) or Draw it

4. Use the device

Other valuable clarification resources are the iPad Calendar and Camera Roll:

CAMERA ROLL: encourage the child to take photos or objects and events representing activities he has participated in. Photos allow the child to initiate conversations - especially with less familiar partners. Have the child take photos from special places he goes (movie theatre, restaurants), people he encounters, activities and events he participates in. Encourage the child to take photos of books and characters he likes to talk about. This will be a way for the child to have contextual cues readily available. Add in photos from new units at school that the child has difficulty saying e.g., dinosaurs, volcanoes, insects. Model using the camera roll. You can add labels to pictures while keeping them in the camera roll using the app PhotoName.

CALENDAR: it keeps family and school partners informed about new or interesting topics that the child may want to talk about. It also lets the child comment on activities in which he participates in regularly. The app Photo 365 allow partners to enter photos on a blank calendar grid.

You can download Alicia's handout on this topic and a questionnaire for communication partners here.

This post was written by Carole Zangari

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How We Do It: Using AAC to Repair Communication Breakdowns

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We've had many nice comments about the resources shared by AAC SLP Alicia Garcia, clinical lead of the AAC Clinic at One Kids Place, a children's treatment centre in northern Ontario. With ov...

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TVCC Resource - Theme and clarification boards 

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TVCC Resource - Theme and clarification boards 

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The Internet is a wonderful resource for finding a variety of theme boards with picture symbols that can support a child in sharing a message during a specific activity or environment.

Having a theme-based communication board may be beneficial if a child has verbal skills, but extra support is needed sharing a message in an environment where there may be peers or other people outside their family members who do not understand them. For example:

Going to a birthday party

Ordering at a restaurant

Talking at the doctor's office or during a hospital stay

Sharing what they did on the weekend or at school (when the context is unclear)

Participating socially or making choices at Brownies, Scouts, music lessons or swimming

Speaking of Speech
http://www.speakingofspeech.com/AugCom_Materials.html
This website is dedicated to sharing resources to support language and communication development. The "AAC Materials" folder of the "Materials Exchange" folder has PDF files to print easily.

Pinterest
https://www.pinterest.com/explore/communication-boards/
Not only is Pinterest helpful for recipes, but there are a lot of families, clinicians and parents who are "pinning" helpful Alternative and Augmentative (AAC) resources.

Consider searching with words such as AAC, Alternative and Augmentative Communication, communication board and the theme you are looking for (e.g. "birthday party").

Boardmaker Online Community
https://boardmakeronline.com/Activities/CommunityActivities
For those who have access to Boardmaker, you can save, print, or alter pre-made communication theme boards. Parents or professionals who do not have a paid subscription or computer program can save and print templates as pictures.

Amy's Speech & Language Therapy Resources
http://www.amyspeechlanguagetherapy.com/communication-boards.html
Amy's site has a variety of resources for kids and adults with vocabulary related to home, feelings, medical appointment, and play-based theme boards.

Although these websites may not allow you to customize the words or phrases, they are a great place to start in using picture symbols. If your child is using a variety of symbols purposefully, they may also benefit from Core Vocabulary to say exactly what they want rather than pre-set phrases. To learn more about Core, how you might be able to create your own symbols, or any other questions related to AAC, theme boards, and clarification strategies, please contact us at acs [at] tvcc.on.ca (acs[at]tvcc[dot]on[dot]ca) .
PDF Format of Theme and Clarification Boards Resource

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This resource also offers links to various websites that provide pre-made communication boards.

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Simplified Clarification Strategies for Partners

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Communication Repair Strategies to support verbal children who use AAC

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Communication Repair Strategies to support verbal children who use AAC

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Communication Repair for Verbal Communicators Branded

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Introduction to Unity

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_ AT Dept _ Staff - SpecialEducationSvcs

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Quick Reference Guide for Unity

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Accent with NuVoice: Adding Words in UNIDAD

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Vocabulary Builder Quick Reference Guide 

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Vocabulary Builder Quick Reference Guide 

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Rationales for Unity 84 icons

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Quick Reference Guide for Editing Unity

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PASS Software Quick Reference Guide

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Backing up and Transferring Vocabulary Files 

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Backing up and Transferring Vocabulary Files 

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Tutorial on Backing up and Transferring Vocabulary Files

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Share your videos with friends, family, and the world

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Check out what's new on AAC Language Lab

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Unity 84 Poster