1. An introduction to Augmentative and Alternative Communication (AAC)
© NSW Department of Education | An introduction of Augmentative and Alternative Communication (AAC)
15 November 2018

2. Alternative Communication (AAC)?
What is Augmentative and
Alternative Communication (AAC)?
Symbols, aids, strategies and techniques
that serve to supplement speech
Hierarchy of symbols
Easiest
Most difficult
Objects
Logos
Photographs
Line drawings
Orthography
Speech
© NSW Department of Education | An introduction of Augmentative and Alternative Communication (AAC)
NSW Public Schools – Leading the Way
15 November 2018

3. Types of AAC Unaided Support Aided Support  Objects Body language
Facial expressions
Gesture
Mime
Key Word Signing
AUSLAN
Finger Spelling
Olfactory (smell)
Aided Support
 Objects
 Logos
 Photographs
 Line Drawings
pictographs
symbols
 Sight Vocabulary
 Orthography
 Speech/Vocalisations
NSW Department of Education & Training
© NSW Department of Education | An introduction of Augmentative and Alternative Communication (AAC)
NSW Public Schools – Leading the Way
15 November 2018

4. Why use AAC?
Some students may have biological and neurological impairments.
Speech is complex, transient and most importantly functional
NSW Public Schools – Leading the Way
© NSW Department of Education | An introduction of Augmentative and Alternative Communication (AAC)
15 November 2018

5. Why use visuals? Improve understanding and expression
decrease fear & anxiety
teach self
management
enhance
aid shifting & establishing attention
promote
memory
independence
Support appropriate behaviour
NSW Department of Education & Training
NSW Public Schools – Leading the Way
© NSW Department of Education | An introduction of Augmentative and Alternative Communication (AAC)
15 November 2018

6. Why use visual communication?
Some students may be visual learners
Visual communication is permanent, consistent, tangible & concrete
NSW Public Schools – Leading the Way
© NSW Department of Education | An introduction of Augmentative and Alternative Communication (AAC)
15 November 2018

7. Profile of a visual learner
A visual learner may:
prefer to read, to see the words, illustrations and diagrams
talk quite fast, using lots of images
memorise by writing repeatedly
when inactive, looks around, doodles or watches something
when starting to understand something says, ‘that looks right’
be most distracted by untidiness
NSW Department of Education & Training
© NSW Department of Education | An introduction of Augmentative and Alternative Communication (AAC)
NSW Public Schools – Leading the Way
15 November 2018

8. Using an AAC approach
A multimodal approach- students may need more than one approach i.e. speech, sign, symbol
Immersion in AAC across
environments
Practice within everyday activities at home, school and community
NSW Department of Education & Training
© NSW Department of Education | An introduction of Augmentative and Alternative Communication (AAC)
NSW Public Schools – Leading the Way
15 November 2018

9. Using symbolic representation- real objects
As visual learners most students can be supported by the use of visual prompts. Starting with the ‘real object’ or an ‘object of reference’ supports understanding.
‘Objects of reference’ are usually real objects representing daily routines e.g. a cup could represent a drink or an armband could represent swimming.
Objects needs to be portable and easily accessible. Substituting real objects may be more practical - a fridge magnet could depict a pizza.
NSW Department of Education & Training
NSW Public Schools – Leading the Way
© NSW Department of Education | An introduction of Augmentative and Alternative Communication (AAC)
15 November 2018

10. Why use real objects?
By using a concrete object to represent an abstract concept, the real object can provide the student with an increased understanding of expectations. This may reduce anxiety and the subsequent challenging behaviour.
Using real objects will allow students to:
develop communication skills so the student can indicate their needs and wants.
anticipate events and understand what is currently happening
make choices to control what is happening
understand time, sequences and events
have the opportunity to learn daily routines
learn a new activity as an adult introduces it.
NSW Department of Education & Training
© NSW Department of Education | An introduction of Augmentative and Alternative Communication (AAC)
NSW Public Schools – Leading the Way
15 November 2018

11. Real objects can be used to:
enable the student to increase independence by accessing a bank of real objects to indicate a preference and/or meet their immediate needs.
introduce a change of activity where the student is encouraged to handle the real object relevant to each activity
indicate the end of the activity by removal of the object
provide a visual timetable with a sequence of real objects displayed and removed as appropriate
NSW Public Schools – Leading the Way
© NSW Department of Education | An introduction of Augmentative and Alternative Communication (AAC)
15 November 2018

12. Assessing symbolic understanding
What does the student currently use?
objects logo/ symbol picture word
coke
What does the student look at/attend to?
person, object, favourite toy etc.
What does the student select when given a choice?
How does the student link this to their need?
will point to, request using a sign, exchange symbol, locate with verbal direction
NSW Department of Education & Training
NSW Public Schools – Leading the Way
© NSW Department of Education | An introduction of Augmentative and Alternative Communication (AAC)
15 November 2018

13. Visual supports in a range of environments
Photos assist with sequencing and reduce verbal directions to build student independence.
An example of visuals supporting
behaviour and tasks at home.
© NSW Department of Education | An introduction of Augmentative and Alternative Communication (AAC)
15 November 2018

14.    Tips for making visuals - photos Centre the object
 
Centre the object
Eliminate backgrounds or other items – use a plain background if possible
Where possible, make
photos generic. 
© NSW Department of Education | An introduction of Augmentative and Alternative Communication (AAC)
15 November 2018

15.    Making visuals - photos towel Photos should:
be well-defined and clearly focused
only contain one object at a time when teaching new vocabulary
have a written label   
towel
© NSW Department of Education | An introduction of Augmentative and Alternative Communication (AAC)
15 November 2018

16.   Making visuals - photos
Avoid using a flash which can result in a distraction to the photo for students with ASD.
© NSW Department of Education | An introduction of Augmentative and Alternative Communication (AAC)
15 November 2018

17. Designing visual systems
When developing a visual system you need to consider the following issues for the student:
cognitive skills
portability
durability
accessibility
visual skills
storage
ownership of system
NSW Department of Education & Training
© NSW Department of Education | An introduction of Augmentative and Alternative Communication (AAC)
NSW Public Schools – Leading the Way
15 November 2018

18. Making visuals – using velcro
Communication systems and individual symbols become inter-changeable and compatible, providing you follow the:
GOLDEN VELCRO RULE!!
SOFT VELCRO (LOOP) ON THE
WALLS, BOARD OR BOOK (can
also use Frontrunner fabric)
Velcro loop
ROUGH VELCRO (HOOK) ON
THE INDIVIDUAL SYMBOLS
Velcro hook

19. Consider a student’s visual skills
follow recommendations by a therapist if available
visual perception skills – colours and patterns
knowledge of a specific disability i.e. vision impairment, tracking ability, colour blindness etc
age specific requirements such as use of colour and/or text/font
© NSW Department of Education | An introduction of Augmentative and Alternative Communication (AAC)
15 November 2018

20. Consider language stir fry Chinese
Use the language of the student or their equivalent age group peers
Where possible develop the communication system in consultation with the student
stir fry
Chinese
© NSW Department of Education | An introduction of Augmentative and Alternative Communication (AAC)
15 November 2018

21. Accessing symbols
Symbols for visual supports can be accessed from a variety of sources including the following:
empty packets
broken equipment
remnants from activities
labels from packaging
catalogues & advertisements
photo software programs e.g. Picture This and Flash Pro
Boardmaker – Picture Communication Symbols (PCS)
Writing With Symbols – PCS and Rebus
websites – and cards/
NSW Public Schools – Leading the Way
© NSW Department of Education | An introduction of Augmentative and Alternative Communication (AAC)
15 November 2018

22. False assumptions about using visuals and the students who need them
It will stop him from learning to talk.
He understands everything I say.
It will make him look disabled.
He can’t use that, he’s an adult.
I know what he wants.
NSW Department of Education & Training
© NSW Department of Education | An introduction of Augmentative and Alternative Communication (AAC)
NSW Public Schools – Leading the Way
15 November 2018

23. I hear and I forget. I see and I remember. I do and I understand.
Chinese proverb.
NSW Department of Education & Training
© NSW Department of Education | An introduction of Augmentative and Alternative Communication (AAC)
NSW Public Schools – Leading the Way
15 November 2018