PECS visuals and other AAC systems enhance or support a person’s ability to communicate (oral or written). Learn about 11 types of AAC and how to choose ...
Learn how AAC Devices can help children communicate if they are struggling to speak. Includes examples, research, and how to teach AAC users
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So many things go into an AAC evaluation. And, while the format of most of those evaluations has changed over the years, the things that need to be taken into account haven’t. Over the years, some of the device manufacturers and some software (and now app) developers have created formalized (though not standardized) assessment activities. These look at the size, style/representation format, array size, location on screen, amount of contrast and color that the user responds best to. These are all important factors that we have to think about. Some students have difficulty when there are more than, say, 6 buttons or symbols on a page. Some users with cortical vision impairment (c.v.i.) respond best to specific color contrasts; such as the use of bright red, or use of a dark gray background. Some students need picture spaces/buttons to be at least, say, 2” in size, due to motor issues. There are lots of these functional details to consider. Another thing we need to look at is the user’s support system and environment. Who will be communicating with the individual? Where do they spend their time? How consistent can those communication partners be with using Aided Language Stimulation, or with learning a completely new symbol language system; such as Unity? How much support are parents going to get from other sources? Recently, I did a consultation with a 4 year old boy with cerebral palsy who had no prior experience with using pictures at all. He was unable to move any part of his body volitionally, except for his head. He wore glasses, AFO’s, and sat in his mother’s lap during the assessment being completely supported. He was unable to move his arm to reach without support/full assistance, although he was reported to be able to reach out and touch somethings sometimes. His family said that they had an iPad that he could “touch.” (His hands were fisted. After trying unsuccessfully to touch an iPad, I demonstrated 'Accessibility' features of the system and created a new gesture for him.) I started blowing bubbles at him. He smiled each time. His mom said he likes bubbles a lot. If he had been able to access a device I would have continued with the bubbles activity, using any combination of bubbles activities pages on a variety of systems. I would have tried to get from "blow" to "blow more" to "blow more bubbles," and see where I could get him to go. Right off the bat, without a way to utilize direct access to pictures through point or touch, I had to think about scanning in some form. But this was a little boy who had no prior experience with using pictures to communicate. He had no idea, yet, of the power of communication beyond the few gestures and vocalizations he had been using. So, I want to get him a good, solid start with picture-based communication and picture aided input. So I demonstrated the PODD (Pragmatic Organized Dynamic Display) communication book (designed by Gayle Porter) for them, and modeled how to provide Aided Language Stimulation. I talked about how the pragmatic branch starters work; how finding words for different message functions was an important part of learning how to navigate. And I modeled Partner Assisted Scanning. Unusually, for me, they did not show disappointment at not walking out with a shiny, bells and whistles, communication device (or at least a recommendation for one). They were happy to find a place to start, and one that would provide sufficient vocabulary for their son to communicate about lots of different things in his life. He smiled. How are you assessing AAC users?
Ready to embark on your Stepping Into AAC journey? Take a look at this roadmap to get an overview of where we’re headed. Download Let’s get started. Before You Begin Ch…
Do you find yourself trying to decide how to move next in teaching students with autism how to communicate? Think about increasing communicative functions.
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
So many things go into an AAC evaluation. And, while the format of most of those evaluations has changed over the years, the things that need to be taken into account haven’t. Over the years, some of the device manufacturers and some software (and now app) developers have created formalized (though not standardized) assessment activities. These look at the size, style/representation format, array size, location on screen, amount of contrast and color that the user responds best to. These are all important factors that we have to think about. Some students have difficulty when there are more than, say, 6 buttons or symbols on a page. Some users with cortical vision impairment (c.v.i.) respond best to specific color contrasts; such as the use of bright red, or use of a dark gray background. Some students need picture spaces/buttons to be at least, say, 2” in size, due to motor issues. There are lots of these functional details to consider. Another thing we need to look at is the user’s support system and environment. Who will be communicating with the individual? Where do they spend their time? How consistent can those communication partners be with using Aided Language Stimulation, or with learning a completely new symbol language system; such as Unity? How much support are parents going to get from other sources? Recently, I did a consultation with a 4 year old boy with cerebral palsy who had no prior experience with using pictures at all. He was unable to move any part of his body volitionally, except for his head. He wore glasses, AFO’s, and sat in his mother’s lap during the assessment being completely supported. He was unable to move his arm to reach without support/full assistance, although he was reported to be able to reach out and touch somethings sometimes. His family said that they had an iPad that he could “touch.” (His hands were fisted. After trying unsuccessfully to touch an iPad, I demonstrated 'Accessibility' features of the system and created a new gesture for him.) I started blowing bubbles at him. He smiled each time. His mom said he likes bubbles a lot. If he had been able to access a device I would have continued with the bubbles activity, using any combination of bubbles activities pages on a variety of systems. I would have tried to get from "blow" to "blow more" to "blow more bubbles," and see where I could get him to go. Right off the bat, without a way to utilize direct access to pictures through point or touch, I had to think about scanning in some form. But this was a little boy who had no prior experience with using pictures to communicate. He had no idea, yet, of the power of communication beyond the few gestures and vocalizations he had been using. So, I want to get him a good, solid start with picture-based communication and picture aided input. So I demonstrated the PODD (Pragmatic Organized Dynamic Display) communication book (designed by Gayle Porter) for them, and modeled how to provide Aided Language Stimulation. I talked about how the pragmatic branch starters work; how finding words for different message functions was an important part of learning how to navigate. And I modeled Partner Assisted Scanning. Unusually, for me, they did not show disappointment at not walking out with a shiny, bells and whistles, communication device (or at least a recommendation for one). They were happy to find a place to start, and one that would provide sufficient vocabulary for their son to communicate about lots of different things in his life. He smiled. How are you assessing AAC users?
We return to Michigan today to hear more from school-based SLP, Rachael Langley. In this post, Rachael shares some prAACtical thoughts on making PODD books always available for communication. :::::…
Effective communication is based both on the capacity of the person with complex communication needs, and of other key stakeholders (including communication and education professionals, family memb...
Augmentative Communication Unlocks Potential, improves communication, enhances social interactions, increases participation in education
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There are so many acronyms when you enter the therapy world. Arguably, the most important acronym in pediatric speech therapy is AAC. AAC stands for augmentative and alternative communication, which are some pretty intimidating words, so let’s dive into them a little more...When a child uses a device in an augmentative manner, it means they are adding to their own verbal speech. “Why would we need to add to their own speech?”, you may ask. There are quite a few reasons, but some of the main one
When my lovely Kindergarten student began school, she had an iPad and an app with 30 words on it. She was primarily using gestures, facial expressions, and a few ASL words to communicate her needs and wants. The problem was that she had receptive language skills within the average range. She understood nearly everything but was
Why Augmentative and Alternative Communication is So Helpful
