-Low tech.

Resource link:

-https://afirm.fpg.unc.edu/resource/functional-communication-training-brief-packet/?utm_source=chatgpt.com

How it helps:

-Replaces challenging behaviors with a functional way to communicate (e.g., using a “help” or “break” card). Example: A student throws papers when work is hard; instead, teach them to hand over a break card.

Steps to follow:

1. Conduct FBA to find function of behavior.
2. Choose an easy communication response.
3. Model and prompt use.
4. Reinforce immediately.
5. Fade prompts as independence grows.

Is it working:

-Track decrease in problem behavior and increase in independent functional requests.

-Low Tech

Reference link:

https://afirm.fpg.unc.edu/resource/visual-supports-brief-packet/?utm_source=chatgpt.com

How it helps:

Makes routines and expectations predictable and concrete. Example: A student struggles with transitions, so you use a visual schedule with “First–Then” boxes.

Steps to follow:

1. Create visuals that match student’s comprehension level.
2. Teach how to use the visuals.
3. Refer to them often.
4. Fade slowly as student gains independence.

Is it working:

-Note on-task time, smooth transitions, and independence with schedule use.

-Low-tech

Resource link:

https://afirm.fpg.unc.edu/resource/social-narratives-brief-packet/?utm_source=chatgpt.com

How it helps:

-Prepares students for specific social events or routines. Example: Before assemblies, read a story about what to expect and how to ask for help.

Steps to follow:

1. Write a positive, short story.
2. Add visuals.
3. Read before event.
4. Review consistently.

Is it working:

-Measure reduction in anxiety or need for adult prompting.

High-tech

Resource link:

https://afirm.fpg.unc.edu/resource/video-modeling-brief-packet/

How it helps:

-Shows the student a model of desired behavior. Example: Watch a peer video asking a friend to play, then practice on the playground.

Steps to follow:

1. Record a short clip of correct behavior.
2. Show before the activity.
3. Practice immediately after.
4. Reinforce success

Is it working:

-Count number of independent performances after viewing.

-Mid/High-tech

Resource link:

https://www.asha.org/practice-portal/professional-issues/augmentative-and-alternative-communication/

How it helps:

-Adults model speech by selecting symbols or words on the AAC device while talking. Example: During snack time, say “I want crackers” while touching symbols on the student’s device.

Steps to follow:

1. Have device ready with key vocab.
2. Speak while selecting words.
3. Respond to all communication attempts.
4. Encourage but don’t force imitation.

Is it working:

-Track increase in spontaneous word/symbol use and longer phrases.

-High-tech

Resource link:

https://www.assistiveware.com/products/proloquo2go?utm_source=chatgpt.com

How it helps:

-Symbol-based app that supports sentence building. Example: Student uses it to say “I want more time” instead of yelling.

Steps to follow:

1. Program core words.
2. Model during daily routines.
3. Train staff and family.
4. Update vocabulary as needed.

Is it working:

-Count spontaneous initiations and new combinations weekly.

High-tech

Resource link:

https://touchchatapp.com/?utm_source=chatgpt.com

How it helps:

-Offers core vocabulary layouts to build sentences quickly. Example: A student practices academic conversations using pre-set phrases.

Steps to follow:

1. Choose WordPower file (42/60).
2. Add classroom vocab.
3. Teach navigation.
4. Reinforce attempts.

Is it working:

-Measure independent navigation and message length.

High-tech

Resource link:

https://www.prc-saltillo.com/?utm_source=chatgpt.com

How it helps:

-Uses consistent icon patterns for motor planning. Example: Nonverbal student uses same sequence to say “I want music.”

Steps to follow:

1. Select correct layout.
2. Teach consistent button routes.
3. Embed in routines.
4. Review and reinforce.

Is it working:

-Count number of unique utterances each week

-High-tech

Resource link:

https://www.asha.org/public/speech/disorders/aac/

How it helps:

-For students with limited mobility. Example: Student selects icons with eye gaze to make requests.

Steps to follow:

1. Calibrate eye gaze.
2. Position securely.
3. Model language use.
4. Train caregivers.

Is it working:

-Track accuracy and variety of messages produced.

-Mid-tech

Resource link:

https://www.ablenetinc.com/

How it helps:

-Simple 9-cell voice output device for early communication. Example: Student presses “help” instead of yelling.

Steps to follow:

1. Record key words.
2. Teach each button.
3. Reinforce correct presses.
4. Rotate overlays by topic.

Is it working:

-Count successful requests and independence with device.

ASHA – Augmentative and Alternative Communication (AAC)

AFIRM Evidence-Based Practice Packets