Happy Sunday, AAC friends! Here are some posts that you might enjoy. Monday – PrAACtical Resources: Free Web-based AAC with Cboard Tuesday – AAC Link Up Wednesday – Video of the W…

Happy Sunday, AAC friends. We have some posts that may be of interest. Monday – AAC in Secondary School: Research Project AACtivity Tuesday – AAC Link Up Wednesday – Video of the …

There are some terms that will reoccur throughout discussions of AAC. They are briefly defined here, and will be discussed in more depth throughout my introductory course. Aided Communication An AAC system that utilizes something that is external to the user; such as a communication book or device. (In contrast, speech, vocalization, gestures, and signs are examples of UNaided communication.) Alternative Instead of speech; replacing speech. Augmented In addition to the user’s speech to supplement and/ or provide support and additional communication. Complex Communication Need (CCN) Usually used to refer to those AAC learners who have significant disabilities and needs beyond simply replacing their speech. Symbol Something that represents or stands for something else. In the simplest form, a symbol is a signal that is interpreted the same way by at least two people. There are 2 types of visual symbols; graphic and lexical. Graphic symbols include line drawings, photographs, color or black & white images. Lexical symbols are with letters or words. Gesture A general term for movements that are made with hands, arms, and facial expressions. Signs are more conventional gestures that have been ascribed meaning by a group of users and become a part of the lexicon (which is, essentially, a catalogue of a language’s words) SGD (speech generating device) or VOCA (voice output communication assistant) Voice output can be either digital (recorded speech) or synthesized (computer generated) speech. High tech devices are referred to as SGDs because the speech can be computer generated. However, many high tech devices also have the capability of using digitized speech in some instances. Low tech static display devices use recorded speech only to provide the voice output. Partner Assisted Scanning (PAS) A strategy in which the communication partner scans through the choices available on the (low-tech) AAC system, always in the same order, looking for an agreed-upon response from the individual to accept an option. Partners present the choices in the same sequential order every time. This strategy is usually used with an individual with significant motor or visual problems who has difficulty accessing an AAC system independently. The human partner is called a “smart partner” in contrast to computer assisted scanning because the computer cannot adapt to the individual’s day to day or minute to minute fluctuations or read facial expressions and body language the way a live partner can. Aided Language Stimulation (AlgS) A strategy in which a communication partner teaches the AAC user the meanings of symbols, their locations, and how/when to use them through modeling their use while providing verbal input for genuine communication interactions. Access The way in which the individual makes a selection of a word or message on the AAC system. Direct selection access involves the user pointing or touching the system directly. Scanning involves using a switch to activate the system’s movement through the messages available in sequential order until the user activates the switch again (or a second switch) to make a selection. Eye gaze is an access mode for those with significant motor disabilities wherein a built-in camera tracks the eye movements of the individual, allowing the user to point to the message button with their eyes. Eye gaze is faster and more efficient than using a scanning system. Core Vocabulary Those high frequency words which we use the most often. These words are usually useable in a variety of contexts on a variety of topics, and can be combined together in a large number of ways to create novel messages. A variety of parts of speech are represented in core words, but rarely nouns. About 80% of what we say is comprised of core words. Fringe Vocabulary Those topic specific words that are used less often and are less useful in a variety of contexts; they are usually nouns, and make up only about 20% of the words one would find in a 100 word sample. Symbol Transparency and Opacity AAC systems can use concrete objects, photographs, life-like drawings, or line drawing symbols. Symbols are said to be transparent when what they represent is obvious to any communication partner either immediately or with an initial explanation. Opacity refers to symbols that are abstract, don’t have any resemblance to the word or concept, and which are not easily identified without the accompanying label or direct instruction. Next post: I'll revisit myths and misconceptions Until then, Keep on Talking! An InLinkz Link-up

Beyond the Device: Holistic Approaches to AAC Learning and Implementation This blog post explores the challenges faced by adults with acquired communication difficulties post life-altering events, and emphasizes the crucial role of enhanced communication methods. We delve into the significance of alternative communication modes and specifically highlight the

Communication (AAC) Notebook Starter This download was created in a PowerPoint format so that you can customize every page to meet your patient's needs! *Edit, print, and place into a three-ring notebook for your patient to use to communicate wants/needs, talk to family members, and to use with you during speech therapy. Note: This is simply a starter pack! Please encourage family members (or the patient) to add items such as pictures, menus, etc. to aid communication! Give them a voice! *Created by One Stop Speechie Shop*

We’ve been focusing on training communication partners recently and today we’re focusing specifically on paraprofessionals/educational assistants. Our guest post is authored by SLPs Cor…

How can we best empower people with AAC needs to achieve their goals, become autonomous, and fully develop their sense of self? Today, we learn from Stephanie Faso, a graduate student in Communicat…

Learn how to make your own AAC visuals, customized to what your students need most! Perfect for core word of the week units!

You might have heard about using Core Words with your AAC users but do you know what they are? Core Words for AAC are words that are in your student’s daily vocabulary that make up

As we prepare to take down our 2018 calendars, we’re looking ahead to January and gearing up to model and teach some more core words to our AAC learners. If you have some prep time this week,…

When your child has little or no functional speech, it is tempting to jump right into purchasing AAC technology and get started with therapy and instruction. Usually, though, it helps to slow down …

Most of our conversations with SLPs about teaching literacy to individuals with AAC needs revolve around the ‘How’s.” “How can I possibly teach reading and writing? I don’t have enough time with he…

Are you looking for more ways to build vocabulary with students who use AAC devices or a VOD? Here are 6 phrases to get you using AAC more in the classroom!

Enabling Devices offers the largest variety of AAC devices for people with special needs. Browse high & low-tech AAC communicator devices & order online!

This FREE resource allows students and educators to engage with play based activities while using visual aids to expand utterances, model language for those using assistive technology/symbols to communicate, or to provide visual aids to your own language during play based activities. This is a communication board that is to be used with the game Candy Land. To use this resource, you must have access to a Candy Land game. Continue to play Candy Land as instructed in the game rules. I know from personal experience that Candy Land is a staple game in my speech room. I personally will be using this resource to target goals related to commenting with attributes (colors, numbers, 1-2 attributes per sentence), expanding utterances, using carrier phrases, turn taking, etc. This resource is for a newer version of the Candy Land game, however, I have included an additional board with blank icon spaces in order for you to input your own symbols based on your game version. This Communication Board would pair lovely with my AAC Adapted Candy Land Cards which can be found here! https://www.teacherspayteachers.com/Product/AAC-Boardmaker-Adapted-Candy-Land-Playing-Cards-4748806 Thank you for supporting my store! If you have any questions, do not hesitate to contact me at [email protected] This product features Boardmaker Symbols. PurrrfectSpeech is a licensed seller of PCS. PCS, Copyright 1981-2019 by TobiiDynavox. All rights reserved worldwide. Used with permission.

We wanted to know if the body of research that exists for Implementation Intentions would work to increase AAC modeling/aided language input.

This is the excerpt for your very first post.

Chatting about fun in room 414, resources, games, and more...

Better Hearing and Speech Month is in full swing and we are excited to see SLPs talking about tools and strategies for supporting people with AAC needs. Many individuals with AAC needs have difficu…

We started our 2019-2020 school year last week. It’s an odd schedule, but starting in July works for our family. In addition to some bigger calendar reasons to start school so early, there’s the weather and living with a trach. The heat and humidity outdoors prevented Nathaniel from being outside mo

One of the most important parts of AAC implementation is making sure that the entire team (family members, staff) is using simple but effective AAC strategies such as consistent AAC access, modeling, and core vocabulary throughout the entire day! This resource will help you educate others about four foundational, research-based, strategies (or "best practices") for implementing and teaching AAC. This resources includes five sections as follows: AAC Basics: Get familiar with AAC, what it is, the different types, and who uses it. Access: Make sure the system is out and available at all times. Modeling: Consistently model using the system. Core Vocabulary: Focus on core vocabulary and keywords. Communication Opportunities: Plan opportunities for communication throughout the day. Each section includes handouts that teach the skill and explain why it's so important for AAC learning. In addition, each section includes information on related skills and strategies. For example, in the communication opportunities section, there are handouts included about effective prompting and eliciting a variety of communication functions. Each section also includes a challenge in order to boost your use of each strategy and measure your increased success! This resource also includes data sheets, reminder visuals, posters, core vocabulary boards, clear directions for modeling, AAC research citations, staff handouts, and so much more! In addition to the AAC training guide (with the contents noted above), there is also a staff training PowerPoint (which briefly explains each of the 4 strategies) and editable forms of the challenges and data sheets included. These files are PowerPoint files which means you must have access to PowerPoint to use them. To see a video tour of everything you will receive after purchasing the packet, please click here to watch a complete video tour on YouTube. **Since the video was taken, the resource now includes core vocabulary handouts and AAC goal writing tips. Want to see examples of AAC goals? Click here to learn more about AAC on my website! Please DOWNLOAD THE PREVIEW before purchasing to ensure this packet will work for you and your caseload. If you're looking for this entire resource in SPANISH, click here to check it out! This packet does not include information on advanced implementation strategies, AAC activities, AAC assessment, or device specific information. I use many of the forms for assessment and progress monitoring, however it is not intended as a complete resource for this purpose. You can use this packet with any AAC system or device. There is also an alternate version included that can be used with individuals of any age! The page number shown includes the training packet, the editable pages, AND the presentation slides in total. Please Note: This is a zipped file. If you need help opening the file, please click here to read a tutorial from TPT. If you have any questions about this packet, please email me at [email protected] and I'll get back to you as soon as possible. ☟ Let's stay in touch! Sign up for my email newsletter and follow me on social media to hear about freebies, new product releases, and helpful ideas for your therapy room! ☟ Sign up for my email newsletter! • Join my Facebook group! • Follow me on Instagram and Facebook!

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Are you unsure of how to create daily opportunities for AAC implementation? Afraid you need fancy tools or expensive resources? Here is how to do it without needing to change what you are already doing throughout the day: routines. Typically developing children first learn a lot of early language based on the routines and familiar activities within their environment. Routines by definition are predictable; they use predictable vocabulary, predictable sequences, and occur frequently. They create a structure onto which children can build language; especially vocabulary words. Choice making is also an early language opportunity that is already, or can be easily, built into daily activities and routines. Offering students choices of what is done, where and when it is done, and/or with whom can provide students with opportunities to exert control over their environment and learn about the usefulness of communicating. By taking a look at how the classroom day unfolds, we can create simple scripts for routines that help build communication by providing communication partners with the vocabulary needed for each step within the routine for a variety of communication functions. Every classroom day begins with students arriving or, in a more structured activity, specific greetings and acknowledgement during circle time or morning meeting. This is an opportunity for students to learn greetings exchanges, make comments, express feelings, and learn names. Every student’s day has at least 1 mealtime, and often students also have breakfast and/or snack at school. Again, this is a daily routine with specific actions and opportunities. Students can express choices, make requests, protest, comment, express opinions, ask for help. Students who purchase lunch have more natural opportunities for communication than students who bring their meal, but either way staff can provide opportunities for talking about not just the meal, but how the student feels about it, what he likes or doesn’t, and what he is going to do at the break time that typically comes after lunch. Additionally, students typically wash their hands before lunch and often after it, as well. Staff can provide input in the form of directions and can sabotage the process by moving the soap or towels out of reach; so that students need to ask for help. Describing words, like clean and dirty, can be modeled, as well as the vocabulary for each step in the sequence. So, to recap, it is easy to implement AAC in the classroom by offering choices as often as possible using consistent vocabulary and sequences within frequently repeated classroom routines sabotaging the environment during a routine task so that students need to communicate utilize simple scripts within routines so that staff are consistently modeling the same vocabulary and sentence types make sure to model vocabulary used during routines that goes beyond requesting; to include commenting, providing information, asking questions, and other communication functions AAC implementation does not need to take a significant amount of planning time or equipment. Just think about the language you use routinely. Keep on talking!

It’s the beginning of a new semester for us, and that got us thinking about assessment for our new and returning clients with AAC needs. Here are some of the tools we’ll be thinking abo…

We don’t get to as many AAC conference presentations as we would like to, and are always appreciative when the speakers generously post their handouts online. Here are some that we think you might …

Communication breakdowns happen to everyone from time to time. When they happen, they can make us feel frustrated and not heard. Imagin...

Happy Sunday, AAC friends. Here are some posts that you may have missed in your busy week. Monday – TELL ME About It: AAC Learning with ‘What Do You Like?’ Tuesday – AAC Link Up Wednesd…

These daily living communication cards are a great basic AAC tool that you can use for non verbal students, autism visuals, ABA, speech therapy, and more. Portable adapted mini boards are the perfect way to allow learners to point to what they need, want, and engage in short social skills exchanges. Your digital download will include: 1 printable PDF 5 pages of communication cards 2 communication cards per page (10 total) 6 communication options on each card Print, laminate, cut, and combine cards onto a book ring for easy transportation! Take a look at the full preview to see EXACTLY what you'll receive before you purchase. Get yours today and thanks for supporting AllDayABA! ----------> BIGGEST SAVINGS!!! FULL STORE GROWING BUNDLE!!!

Research has suggested that AAC will not stop an individual from speaking. In addition to the research, this has also been evident based on our own clinical experiences. We discuss commonly shared research articles and additional AAC-related information.

So this year we are using a new core vocabulary board and in my current classroom I have limited storage. I have been trying to organize all my stuff to make it accessible and easy to find. I was tryi

Research indicates that we need to provide at least 200 opportunities each day for aac users to become effective communication system users....

AACtual Therapist Tanna Neufeld comes through again, putting a prAACtical touch on an activity we all know and love. Tanna has generously shared both her ideas and the communication boards that she…

October is here. I love the Fall, and here in Southern California it is finally thinking about cooling off. Although, today is supposed to be in the 90’s. Oh well. (And if, like me, you live in an area with a greater chance of fires, don’t forget to grab last week’s fire drill visual symbols!) This week, I am joining the crowd and gearing up for Halloween. With today’s free communication board students have the vocabulary to talk about Halloween. Give them the opportunity and tools to talk about scary books and silly costumes and pumpkins that are frightening and funny. All too often our nonverbal students get left out of the fun, even when they’re included in all-school events. Costume parades and parties and group assemblies can all be great places to practice using your language skills. But without an adequate aac system, our students don’t have a way to engage with peers. This illustrates one of the problems I have with the PECS (Picture Exchange Communication System) books and boards. I want students to do more than say “I want…” or “I see…” I want them to describe what they see, or how they feel. I want them to be able to tell someone, “I like your costume,” or “That’s so… (cool, funny, scary, silly, awesome, etc.). And I want them to have the core words to combine into phrases or, if they aren’t doing that yet, that staff can use to model using phrases. And you know what? Students don't need to be using all of these words before their communication partners use them to model. Having the words available to them and having others use them is the best way to teach the student to use them. SO, grab this Halloween topic board and use it. Halloween is a great opportunity for building vocabulary and language. How are your kids describing Halloween?

Our guest post for today is from SLP Kimberly Ho, an AAC specialist who operates a private practice, AAC Services. I met Dr. Ho many years ago when she was getting her master’s degree at Purdue Uni…