(adapted from Keri Huddleston, 2016) ABC’s of AAC Hot Topics 2017 Elizabeth Echeberria Robbin Dunn (adapted from Keri Huddleston, 2016)

AAC Basics – “why” Why use AAC? “Just because I can’t talk doesn’t mean I have nothing to say!” Misperception: Lack of communication = lack of intellect Invisible people – fade into background without communication Supports receptive and expressive communication/language development Can facilitate speech Motivation Participation – interactive learning Makes language visible and concrete Reduce frustration and problem behaviors Supports cognitive processing Supports literacy

AAC Basics – “when” When is a student ready for AAC? “The only prerequisite to communication is being alive” When should you use AAC at school? All the time!

AAC Basics – “how” Some tips for making AAC work Systematic training and modeling, in context, throughout the day is essential AAC must be efficient and effective Why 20 minutes 2x per week doesn’t work

Common mistakes and misperceptions Limited opportunity (i.e.; Communication is limited to snack time) Focuses on yes/no Low motivation in subject matter (i.e.: colors) Materials are left in a closet or on the shelf System is not taught (osmosis training doesn’t work) Communication attempts are not acknowledged

Which type should you teach? Everyone communicates with a variety of modes One system does not exclude another

Communicating with pictures Symbol Transparency Relying on text for meaning Some pictures are easily understood – other are not! Can’t assume student understands the receptive meaning of picture symbols – must be taught Teach symbols in context Picture Aided Language Stimulation

Beyond Requests… Other options Consider the goals when choosing what systems to implement and how Andy and I might see some things differently Back in the day…one board for everything! Standard three

Communicative Function What are some communicative functions students need to have at school?

Functions Request – items or information Comment Direct Question Tease Greet Accept Protest Answer Gain Attention Express feelings/opinion Share information Assert self Bargain Show manners Relate or share events and information

Activity Specific Vocabulary Provided needed vocabulary for context/situation Different boards for different situations Not kid specific – situation specific Visual support for new vocabulary Allows students to interact communicatively – just like speaking students

Teaching AAC How do most children learn language?

Key concepts Testing vs. communicating (drill is not effective method of learning commnication) Receptive support Input before Output (Linda Burkhart) Modeling, Modeling, Modeling Immersion in language and system Repetition Active Participation Motivation

Checklist for good overlay/picture display Vocabulary appropriate to the context or activity Allows for comments variety of communicative functions Allows for interaction with a communicative partner Other considerations May not need to include what student can readily express (yes, no, bathroom) May be important/primary means of teaching icons and use of symbols for communication Input is important before output Model, demonstrate, teach, expand language

Analyze the overlay

Good examples

Take home Point “Language is not learned by straight imitation, it is learned through broad experiences that provide multiple repetitions of concepts, vocabulary and conventions. This provides a scaffold from which children can construct language.” Linda Burkhart

Aided Language Stimulation Also known as Picture Aided Language, Natural Aided Language Using activity specific language boards to enhance communication No test to pass (picture ID) Supports receptive and expressive language development (visual representation) Modeling Allows for repetition and expansion Scaffolds communication development Requires partners to participate

Teaching Strategy Partner Augmented Input Point to pictures while you are talking No expectation for the AAC user to point to pictures Provide repeated modeling Recognize all communicative intents as errorless

What are the benefits? AAC User Observes others communicating in the same way they are expected to See’s AAC as an acceptable way to communicate Increases comprehension by providing visual representation of language Receptive and Expressive language skills improve Familiarity with icon location Use of AAC increases with more communication partners and in various environments Communication Partner Learns vocabulary location and current supports in place Increases awareness to what may need to be modified, changed, or added Increases processing time/comprehension by decreasing speech rate and sentence length Allows emphasis on key words and ideas Provides opportunities to scaffold Interactions become more natural by using a wide variety of communicative functions Can be implemented IMMEDIATELY

Factors that impact responses Working memory Cognitive attention needed for non-automatic responses Physical challenges Reaction time We must: respond to any attempts to communicate Reinforce communication Build and scaffold on attempts rather than focus on trials and accuracy “Meaningless repetition produces boredom and habituation” Burkhart

How do you do it? Create a board for the activity Appropriate vocabulary that supports functional communication Use pictures to support your communication to the child (receptive needs) Cue child to respond (point or other cue) Build on child’s responses by using board Use conversational language Avoid asking too many questions Scripts may help in the beginning

Group activity Use an activity specific overlay One verbal/one non verbal Use the activity specific display or Step by Step to interact with each other Model language, offer opportunities, honor communication and scaffold on it