1. Augmentative Communication- the Path to Social Empowerment
For students who do not speak, social empowerment and personal dignity is not easily realized. Technology that enhances communication abilities can enable people with communication disabilities to participate to the fullest in education, vocation, and leisure activities.
February 2014
Region 4 ESC

2. Lost Voice Guy
British Comedian who uses AAC…he’s not just in it for the parking
February 2014
Region 4 ESC

3. AAC 101- The gadgets
February 2014
Region 4 ESC

4. What is AAC? http://www.youtube.com/watch?v=r3m8_YmTDDM February 2014
Region 4 ESC

5. Low Tech AAC
February 2014
Region 4 ESC

6. Types of Low Tech Boards Books Wallets Walls Eye Gaze Dial Scans
Auditory Scanning
“Just in Time”
February 2014
Region 4 ESC

7. Making Low Tech Computer Based programs
Pixon
Boardmaker
MS Word
Attaching: Magnets, Velcro, Loc Lift
“Just in time”
Dry erase
Sticky notes
Recycle bin
February 2014
Region 4 ESC

8. Strategies Partner assisted scanning
PECs or other picture exchange programs
PODD- Pragmatic Organization Dynamic Display
Aided Language stimulation
Janice Light’s resources
DON’T FORGET CORE VOCABULARY
February 2014
Region 4 ESC

9. Mid Tech AAC
February 2014
Region 4 ESC

10. Types of Mid tech Single message devices
Single message, multiple level devices
Static multiple level devices- 2 to 32 locations
Dynamic digitized speech devices
Some Tablet (iPad, Android, Windows) apps
DON’T FORGET CORE
February 2014
Region 4 ESC

11. Strategies Use for fringe and content specific vocabulary
Use for games and activities that control others
Use in conjunction with electronic aids to daily living and environmental controls
Dr. Janice Light
DON’T FORGET CORE VOCABULARY
February 2014
Region 4 ESC

12. High Tech AAC
February 2014
Region 4 ESC

13. The big secret
February 2014
Region 4 ESC

14. Features
Synthesized Speech (text-to-speech feature) allows for spelling & word prediction
Usually have digitized speech option well
Large memory
Multiple access modes
Generative language
Support independent programming by communicator
Already have core vocabularies built into the devices
February 2014
Region 4 ESC

15. High Tech Access Options
TCEA
February 2014
High Tech Access Options
Indirect Selection
Single switch scanning
Two switch scanning
Auditory scanning
Partner assisted
Direct Selection
Pointing
Optical sensor
Eye movement/gaze
Joystick
Mouse
Trackball
Auditory fishing
MyTobii P10
Auditory fishing: A setting that allows users to browse the items on the display through direct selection by listening to the output at a reduced volume before making a selection (Dowden & Cook, 2002).
February 2014
Region 4 ESC
Developed by Region 4 ESC

16. Types Dedicated- is only an AAC device
Integrated- is an AAC system integrated into a full computer system (usually a Windows laptop)
Tablets, smart phones (some apps only)
February 2014
Region 4 ESC

17. Strategies
Use existing core and customize (personal, academic, high interest)
Direct instruction vs. customary environments
What is the demand on the student (linguistic, academic, physical, cognitive)
LITERACY can be addressed concurrently
Natural language cues
Model
February 2014
Region 4 ESC

18. The Tablet Revolution iPads, Androids and Windows! Oh My!
Not a Computer (except Windows Pro)
Not a dedicated AAC device
The Good- cost, cool, accepted
The Bad- functionality, power, accessibility
The Ugly- developer maze, the apps, the rate of change
So…what should we do?
Keep an open mind
And a critical consumer eye
Hold on for the ride
February 2014
Region 4 ESC

19. AAC 101- Intervention
February 2014
Region 4 ESC

20. TCEA
February 2014
What is expected from the tool, the child, the staff and the environment?
Participation
Communication
Press and play
Allows students to engage in an activity
Circle time
Scripted activities
“tell me”, “show me”
Often utilizes only content or context specific vocabulary
Low and high tech
Involves the use of core vocabulary
May involve the use of fringe, content/context specific, and academic vocabulary
Sharing of basic needs/wants AND novel utterances (thoughts, feelings, opinions)
February 2014
Region 4 ESC
Developed by Region 4 ESC

21. It’s just language intervention!
Clearly define expressive/receptive skills
Note the gap between the two
Write an Intervention Plan
Teach at the appropriate developmental level
Utilize multiple customary contexts
MODEL
Review and adjust regularly
February 2014
Region 4 ESC

22. Dr. Janice Light’s Research
Indentify contexts
Provide an effective means
Select appropriate vocabulary
Set up the environment
Use interaction strategies
February 2014
Region 4 ESC

23. More fabulous AAC sites
Gail VanTatenhove
Linda Burkhart
AAC Language Lab
AAC Intervention
USAAC Scoop It
Practical AAC
YAACK
SET BC
February 2014
Region 4 ESC

24. Top 10 AAC Intervention Strategies
Start early (AAC will not inhibit oral speech development)
Keep the activities authentic and in natural environments
Focus on sustained turn taking activities that are more than just need/want based
Utilize a total communication approach
Teach symbol representation skills for objects/pictures
Develop pragmatic language/social skills
Use established language intervention techniques
Engage in communication partner training
Develop physical skills to consistently and reliably access an AAC device
Start with the easiest teacher/lesson/environment
February 2014
Region 4 ESC

25. AAC 101- core vocabulary
February 2014
Region 4 ESC

26. TCEA
February 2014
Just the Facts
Core vocabulary consists of the most frequently used words we speak and write
About 80 % of what we say is comprised of about the same 300 words- across age levels, gender, culture, etc.
In order to communicate, access to core vocabulary in single word units is required
If intervention time is invested in teaching, modeling and reinforcing core vocabulary, communicators will be able to say most of what they need to say
ISAAC’s AAC professional journal
ASHA professional journals and SIG 12/listserv
Take a look at Normal Language Development article by Gail Vantatenhove
February 2014
Region 4 ESC
Developed by Region 4 ESC

27. So what are the core vocabulary words?
Most of those words are pronouns, prepositions, demonstratives, common verbs, common adjectives, common adverbs and a few common nouns
February 2014
Region 4 ESC

28. 26 Core Words: Toddler Words Percentage I 9.5 you 3.2 no 8.5 what 3.1
yes/yeah
7.6 on
2.8
the
5.2 in
2.7
want
5.0
here is
4.9
more
2.6 it
out
2.4
that
off
2.3 a
4.6
some go
4.4
help
2.1 my
3.8
all done/finished
1.0
mine
TOTAL
96.30%
Banajee, M., Dicarlo, C., & Stricklin, S. B. (2003). Core vocabulary determination for toddlers. Augmentative and Alternative Communication, 19,
February 2014
Region 4 ESC

29. 25 Most Frequent Core Words: College Texting
yo (u)
are my
want(ed)
I’m
to(2 too)
ye (yep ya)
and
with it I we is a
like
o (okay k) be
just at me
that(s)
good no
have
y (why)
From
February 2014
Region 4 ESC

30. The Language Stealers http://www.youtube.com/watch?v=Vib2__BDCXc
February 2014
Region 4 ESC

31. What about the other words?
Fringe, context/context specific, academic vocabulary
Vocabulary that is less frequently used, but is often germane to the interaction
Often consists of nouns
Many times, the meaning can be gleaned from context
“I want it”
But, not always…
February 2014
Region 4 ESC

32. So…what should we do about that?
Absolutely teach/model core vocabulary first and often
The communicator gets a huge benefit from being able to say 80% of what they intend
Concurrently enable/teach/model access to fringe/context specific vocabulary- PROBABLY WITH LOW TECH TOOLS
February 2014
Region 4 ESC

33. Providing Access to Fringe
MODEL what you expect!
Utilize technology (low and high tech)
Communication partner assisted scanning
Literacy- low and high tech strategies
February 2014
Region 4 ESC

34. Technology High Tech Low Tech AAC systems
TCEA
February 2014
Technology
High Tech
Low Tech
AAC systems
Computers/tablets
Accessible software
Alternative access tools
General Education applications
Word processing
Internet
Text-to-speech software
Smart phones/tablets
MP3 players
Communication/spelling boards, books, flip charts
Eye gaze systems- simple to complex
Word Walls
2D and 3D Dial Scans
Sticky notes, Lok-Lift
Dry Erase Boards
Flip charts
Sentence strip holders
Take a photo of an “on the fly” system and save/print/share
Anything!
February 2014
Region 4 ESC
Developed by Region 4 ESC

35. Communication Partner Assisted Scanning
TCEA
February 2014
Communication Partner Assisted Scanning
With low tech picture choices
With spelling
With oral choices (similar to “twenty questions”)
It is about school, home, other?
Is it about something that happened before, today or will happen later?
Pragmatic Organization Dynamic Display (PODD)
Novita (Gayle Porter)
Linda Burkhart
Need a reliable “yes/no” or affirmation/negation
February 2014
Region 4 ESC
Developed by Region 4 ESC

36. AAC 101- Literacy
February 2014
Region 4 ESC

37. TCEA
February 2014
Literacy
Many non-oral speakers do not have access to literacy instruction
70% are behind their peers in literacy skills
90% of AAC users will enter adulthood functionally illiterate
Successful access to the curriculum is very dependent on literacy skills
Lack of strong literacy skills is the main obstacle for AAC users to obtain employment and independence
Contextual Factors
environmental expectations
opportunities for literacy learning
quality and quantity of literacy experiences
Literacy Skills
criteria based measurement tools
standardised tests
observations
adapted materials for AAC users
Tools
materials/devices/software/equipment enabling AAC users to read and write
Alphabet knowledge
Concept of word
Phoneme awareness
Site word recognition
Developmental spelling assessment
Developmental reading inventory
Language comprehension
Print processing
Word knowledge
Reading interest
Writing- chapter 5- page 93
February 2014
Region 4 ESC
Developed by Region 4 ESC

38. Accessible Instructional Materials (AIM)
TCEA
February 2014
Accessible Instructional Materials (AIM)
Universal Design for Learning
AIM-
TATN-
TEA
Bookshare
Learning Ally
Learning materials can be anything
February 2014
Region 4 ESC
Developed by Region 4 ESC

39. AAC and Literacy Resources
Dr. Janice Light
Center for Literacy and Disability Studies
Alternate Pencil
Reading Assessment and AT
Route 66
Bridge Assessment
Tarheel Reader
Synchronous development of reading, writing and spelling
Visual methods of teaching literacy
JUST START!
February 2014
Region 4 ESC

40. High Tech and Literacy
AAC systems with access to spelling and word prediction- MODEL!
Computer/tablet word processors- possibly with word prediction
, IM, web conferencing, social networking
Smart phones
February 2014
Region 4 ESC

41. Good AAC Books to Have
Glennen, S. and Decoste, D. (1997). Handbook of Augmentative and Alternative Communication. Singular publishing: San Diego, CA.
Light, J., Beukelman, D., Reichle, J. (2003). Communication Competence for Individuals who Use AAC. Baltimore, MD: Paul H. Brookes.
Mirenda, P. and Iacono, T. (eds.). (2009). AAC for Individuals with Autism Spectrum Disorders. Baltimore, MD: Paul H. Brookes.
Paul, R. (2001). Language Disorders from Infancy through Adolescence: Assessment and Intervention. St. Louis, Missouri: Mosby.
Soto, G., & Zangari, C. (Eds.). (2009). Practically Speaking: Language, Literacy, and Academic Development for Students with AAC Needs. Baltimore, MD: Brooks Publishing.
February 2014
Region 4 ESC