The Rough Guide to AAC! Essential ideas for success. Suzanne Martin Speech & Language Therapist: AAC Consultant ACE Centre

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1 The Rough Guide to AAC! Essential ideas for success Suzanne Martin Speech & Language Therapist: AAC Consultant ACE Centre

2 Sorry I couldn t be with you!

3 What I want to share Challenge the professionals!

4 Myth Busting in AAC Some common myths about AAC Cognition Myth: His/Her cognitive skills are too low to learn to use AAC. An AAC system is for higher functioning kids. Proof of desire myth: We re waiting for him/her to develop more so that we can tell if he/she actually wants to communicate. Hierarchy Myth: He/She can t use AAC unless the individual has moved through an object-photo-symbol hierarchy Symbol representation myth: He/She has to understand symbol representation before we can introduce AAC. Motor skills myth: They need bigger buttons (less language) because their motor skills are too poor for little buttons. Adapted from

5 Presume Competence Perception Achievement Expectation Opportunity Carole Zangari praacticalaac.org

6 Creating the right environment Aided Language Input Providing robust vocabularies Communication functions Core Words Implementation strategies If processes and strategies are in place and are used naturally across different environments then communication opportunities will create themselves!!

7 Aided Language Input Gayle Porter 2004

8 Aided Language Input Gayle Porter 2004

9 The stats! Adapted from Jane Korsten 2011

10 The stats!

11 Aided Language Input Aided Language Input is also called Aided Language Stimulation, or just referred to as modeling. This is simply explained on this YouTube video: There are many guides to Aided Language Input/Stimulation, including this one: And many videos showing it being used, for example:

12 Providing robust vocabularies The ultimate aim is to develop autonomous communication Being able to say what I want to say, to whoever I want to say it to, whenever I want to say it (Gayle Porter) Communication is more than wants and needs. Sometimes an AAC user may get stuck at the requesting stage and not develop their skills over the full range of functions. We need to have access to vocabulary that can express a range of communicative functions. To achieve the ultimate goal of autonomous communication, AAC users need to have the tools, and develop the skills, to communicate meaningfully in a wide range of functions.

13 Functions of Communication

14 Core Vocabulary Temptation to fill a communication system with nouns Core vocabulary is the term given to very commonly used words in our everyday communication.

15 Benefits of using core vocabulary Common, high frequency words A variety of word types are Core (verbs, adjectives, pronouns, etc.) Can be used in a variety of communication functions Useful across many contexts - not just within a single topic. Makes up around 80% of our spoken words Build LANGUAGE rather than building VOCABULARY say more with less Important to develop language skills beyond single words More some more need some more I need some more Core words are a very important part of a vocabulary but an AAC system should include all word types, including some personalized to the AAC user.

16 Social Communication and Small Talk Research shows that: Social communication, chit-chat, is more than 50% of our daily use. Small talk accounts for: 48% of all utterances in 3-5 year olds 39% of all utterances in year olds. The most common form of small talk is continuers such as Really? Great! Cool! Yeah? Joining in with small talk and chit-chat can be very motivating! It should be included in the communication system and modeled to the AAC user, just like the rest of the vocabulary.

17 Implementation Strategies Create opportunities and the right environment - it doesn't just happen! Become familiar with the communication device, book or board - practice! Accept any initiations and attempts at communication and respond to it. When modelling, point to the symbol and speak out the label Don't just ask questions - talk, comment, describe what is happening Talk about what you are doing as you navigate the device/book. Occasionally use the same access method as the user. If it goes wrong, or a mistake is made, model what to do, eg "oops the word isn't here, where else could it be?" Don't make demands that they use the communication device/book.

18 And don t get us started talking about literacy!! AAC users without sufficient literacy would rely on picture symbol support to help them identify the word on their communication system. This is usually also supported by the printed text so that the AAC user may learn the word as well as the picture symbol. Some core words are very difficult to represent with pictures. For really small core words an abstract symbol may not be any easier for the user to recognise than the written word. For example:

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20 Emerging theories in literacy and AAC Symbolising all words when presenting literacy activities in education does not support the development of literacy New thinking around literacy and AAC - The Four Blocks Way Adapted for special education students balanced diet of: Guided Reading Self Selected Reading Writing Working with Words Plus lots of exposure to print, presume competence, have expectation, allow time in curriculum! See Also see PrAACtical AAC, Communication Matters AAC forum, Marion Stanton AAC and Literacy Group

21 AAC Resources and Information ACE Centre: Getting Started with AAC ibook s: Introduction to low tech AAC Using low tech symbol based systems with children Designing and using Alphabet charts