Integrating AAC into the School Curriculum Breanna Allor & Andrea Ryba April 25, 2012

Role of Language in Schools “Proficiency in the language of instruction is a vital condition for success at school.” Students use speech to: – answer questions, to – ask questions – share information – socially interact with peers. – aid in learning literacy skills. Good Communication Skills lead to Successful: – Speaking, Thinking, Reading, Writing, Learning Poor Communication Skills Lead to Problems: – Understanding instruction, participating in classroom instruction, developing and maintaining relationships (EU Green Paper, July 2008)

Role of SLP in incorporating AAC in Classroom According to ASHA, – Speech-language pathologist’s are responsible for the developing, selecting, and prescribing of AAC systems and devices. – The speech-language pathologist must acquire and maintain the knowledge and skills that are necessary to provide quality professional services.

Types of AAC used in School Settings PECS A picture exchange communication system using pictures instead of words to communicate. How it works: – The child wants an item. – He/she gives the picture to a communication partner (parent, therapist, caregiver or another child). – The communication partner then hands the child the food or toy which reinforces communication. QOJo0&feature=related

The 6 Phases of PECS Phase One: The communication partner makes a list of the child’s favorite items (usually begins with toys or food). Phase Two: The communication partner moves slightly away from the child so that the child has to move towards the communication partner to place the picture card in his/her hand. Phase Three: The child is given more than one picture card. Now the child must choose which one represents a desired object, and then give this card to the communication partner. Phase Four: The child is given a card with the phrase “I want ____” on it. This card now must be used with the picture card showing what is desired. Phase Five: In this phase the communication partner asks the child “What do you want?”and waits for the child to hand him/her a picture card. Phase Six: Once the child can use PECS with fluency and has generalized the system to more than one communication partner, the child is taught how to comment on something he/she observes.

Types of AAC used in School Settings Picture Communication Boards

Types of AAC used in School Settings Electronic Devices: iPad “There’s an App for that!” AAC Apps – Proloquo2Go – Tapspeak – Speaking Images – iConverse – iCommunicate – Grace – Voice4U – MyTalk Mobile – Look2Learn – AAC – Tap to Talk

Types of AAC used in School Settings Electronic Devices: DynaVox & Mayer-Johnson – Maestro – V+ – Vmax – EyeMax – M3 – DynaWrite – MT4 – Tango! M3 MT4 DynaWrite Tango! DynaVox, 2011

System Selection Student’s physical and cognitive abilities – One hit for one message (yes/no) – Multiple messages – How much the user has to say and in what contexts? Selection Set? – The items from which the user can choose to deliver his/her message (symbols, tactile symbols, words, letters). Mobility/Portability – Some are highly portable and suitable for a mobile user. – Some are not easily portable and are best suited to use by a wheelchair user. Appropriate Vocabulary and Pictures vs. Words Guendling et al., 2003

Other System Selection Considerations The family’s culture and value system The environment it will be used in The functional tasks for participating in daily routines Available materials and technologies The barriers to his/her participation Ongoing intervention and evaluation Possible Features of AAC Devices Enlarging the size of the text Changing the color or font of the text Having the text read aloud Hearing labels read of pictures/simulations Speaking into a computer microphone to write Using alternate input options: trackballs, larger keyboards, touch screens, etc.

11 School Placements Advantages and Disadvantages to: – Specialized Schools – Special Education Classrooms – Least Restrictive Environment - general education

School Involvement Issues – Training Administrators, professionals and all others involved should know how AAC can benefit education as well as how the AAC works. Technology planning in school districts often neglects issues of AAC Hardware, software use and ongoing training. – Maintenance When the AAC is no longer meeting student needs, they need to be modified, replaced or abandoned, either temporarily or permanently. School district policy and procedures must address the ongoing maintenance of the equipment. – Universal Design Manufacturers are encouraged to follow suggested federal guidelines to design products that are accessible to more users. This would ease the transition into the classroom. Jackson, 2009

Collaboration Team members vary depending on the school curriculum. Members typically include: – SLP (team leader) – General Education Teacher – OT and PT – Special Education Teacher – Student and Family

Collaboration Staff training – It is important that educational personnel understand their expected roles and responsibilities within inclusive classrooms so that they can meet the needs of the students they serve. Family training – Families need to be trained on how to use the AAC device. It is likely that the child will be using the device at home with their family, so training the family on how to communicate with their child using the AAC device is necessary. Soto et al., 2009

What is a Successful Team? Successful teaming incorporates: – Regular team meetings. – Positive interdependence. – Strong organization, communication, and team building skills. – Work toward common goals and objectives. – Individual accountability. – An understanding of expected roles and responsibilities within the classroom. Soto et al., 2009

Goals and Objectives Individualized Education Plans – Each public school child who received specialized education and other related services must have an IEP. – Allows teachers, parents, administrators, and students to work together to improve educational results for children with disabilities. – MUST be individualized to each student. National Center for Learning Disabilities, 2009

Goals and Objectives Incorporating family attitudes – IEPs must include: Child’s strengths Parent’s ideas for enhancing communication and their child’s education Results of evaluations that have been discussed with the family Results of state and district-wide assessments Behavioral issues Communication needs Assistive technology

Goals and Objectives 1. Given 3 out of 4 opportunities in the classroom, student will spontaneously use his/her communication device to request objects and/or activities as well as to greet adults/peers. 2. Student will respond to teacher directed questions by touching an appropriate symbol on the display of her voice output communication aid or communication booklet with 80% accuracy when a visual cue or gesture prompt is provided. 3. During times of outward frustration, student will use augmentative communication device to indicate "need a break" or "I don't like/no/I don't want" for undesired items of activities with minimal prompting with 80% accuracy.

Peer Education Social Support Groups – Purpose: aids in promoting social interactions between the student and peers, training peers as good communication partners, and identifying and cultivating natural supports within the classroom. Providing in-services to various classrooms – Answering the question: How do I communicate with someone who uses AAC? Soto et al., 2009

References Beukelman, D. & Mirenda, P. (2005). Augmentative and Alternative Communication: Supporting Children and Adults with Complex Communication Needs, (3 rd ed.). Baltimore, MA: Paul H. Brookes Publishing Co. AAC Devices. (2011). Find help in your area. Guendling, Heidi, and Bridget Connolly. (2003). How to select a device." Students.depaul.edu. Healing Thresholds. (2009). Autism therapy: Picture exchange communication system (PECS). communication-system-pecs. Hustad, K.C., & Miles, L.K. (2010). Alignment between augmentative and alternative communication needs and school-based speech-language services provided to young children with cerebral palsy. National Institute of Health, 4(3),

References (Cont.) Jackson, Richard. (2009). Technologies supporting curriculum access for students with disabilities. National Center on Accessing the General Curriculum. NCLD Editorial Staff. (2009). What in an IEP? National Center for Learning Disabilities. Rockville, MD. (2005). Roles and responsibilities of speech-language pathologists with respect to augmentative and alternative communication: position statement. American Speech-Language-Hearing Association. Soto, G., Müller, E. Hunt, P., & Goetz, L. (2001). Professional skills for serving students who use AAC in general education classrooms: A team perspective. Language, Speech, and Hearing Services in Schools, 32,