1. Communication Assistive Technology Group Project
Stephanie Miller, Jess Secrest,
Lauren Reimels, Corinne Yorlano, and Alexis Vergos

2. What is Communication? Exchange of information
Expressing and receiving…
Information
Feelings
Ideas
Wants
Desires

3. What is Communication? Occurs through
Seeing
Hearing
Speaking
Reading
Writing
Gesturing
Involves at least 2 participants, except when we are talking to ourselves

4. Language
“The formal code of abstract symbols used by a group of people to communicate.” (p. 105)
Includes rules for combining the abstract symbols into larger parts
Rules for how spoken language is used to communicate involves 3 kinds of skills
Using language for different functions
Greeting or informing
Following rules for dialogues
Personal space between speaker and listener
Adapting to needs of a listener or situation
Speaking to a teacher vs. a peer

5. 5 Components of Language
Phonology
Rules of the sounds in language
Individual speech sounds
Morphology
Form of language and structure of words
Meaningful units of sound
Syntax
Meaningful structure of words into sentences
Semantics
Content or meaning of a word or words
Vocabulary and relationships among words
Pragmatics
Social use of language

6. Speech Formation and production of oral language
Produced by 4 processes
Respiration: powers speech
Phonation: produces sound in larynx
Resonation: shapes the sounds
Articulation: forms specific speech sounds

7. Communication Disorders
Definition according to the American Speech-Language-Hearing Association:
“An impairment in the ability to receive, send, process, and comprehend concepts or verbal, nonverbal, and graphic symbol systems.”
Can be…
Mild to profound
Developmental or acquired
One or a combination of disorders
Students can receive special education services if the disorder or impairment has an adverse affect on their learning

8. Language Impairments
Difficulty with comprehension or using speech, writing, or other systems such as gestures
Aphasia
One of the most severe types
The language centers of the brain are damaged
Causes include stroke or traumatic brain injury
Apraxia (learned movement cannot be performed)
Traumatic brain injury
Cerebral palsy
Autism

9. Speech Impairments
Affects articulation of speech sounds, fluency, or voice
Articulation: substitutions, omissions, or distortions
Fluency: flow of speaking is interrupted
Voice: vocal quality, pitch, or loudness is absent or produced abnormally
Causes
Cerebral palsy, cleft lip or palate, stuttering, significant hearing loss

10. Augmentative and Alternative Communication (AAC)
“The combination of communication tools available to an individual.” (p. 108)
Augmentative
Helps the student use the communication he/she has
Alternative
The oral system is bypassed
The type and method depends on the student’s communication skills (including physical, cognitive, sensory, and receptive)

11. Augmentative and Alternative Communication (AAC) cont.
Considerations
Primary is the student who needs it
Secondary includes: people who interact with the student on a regular basis, financial resources, support, and usefulness across all environments

12. Indications for AAC
Indication: the technique the student uses to make his/her message known
Scanning
Choices are offered in a predetermined order and the student picks his/her choice
Yes or No responses, 20 questions game
Encoding
Parts of the message are communicated by a pattern
Sender selects signals to send a message using things like manual signing and spelling
Direct Selection
Student directly chooses the parts of the message he/she wants known
Usually connected to an output device like a printer or monitor

13. Implementations for AAC
Implementations are devices to help students communicate
Unaided
No device is present
Body language, head nods, or manual signs
Fundamental
Communication supplements
Picture board
Simple Electronic
Interprets motion
Scans selections and student stops the scanner at his/her choice
Fully Independent
Output can be auditory, visual, or both
Connected to a monitor, printer, or speech output device
Connected to a power source
Fully Independent and Portable
Same as Fully Independent, but not connected to a power source
Some run on batteries

14. Assistive Technology for Student Learning

15. Helpful strategies for using Augmentative and Alternative Communication (AAC):
Provide a supportive environment- collaboration is key
Challenge the student- providing challenges and positive reinforcement assists in the use of the device
Keep communication open among team members- develop common goals and consistent strategies
Take an active role- become knowledgeable about the system (be an expert)
Check the IEP, IFSP, and the transition plan language- these plans guide the process so be sure to follow them
Try simple strategies first- move from low to high devices

16. Assistive Technology and the Speech- Language Pathologist (SLP)
The SLP can assist the classroom teacher by developing lesson plans, co-teaching lessons and adjusting teaching styles
The role of the SLP:
Provides services to students on a one-to-one basis
Collaborates with the IEP team to select appropriate AT devices and goals as well as provides assistance to the family with regard to using the AT device at home
Works with students in an inclusive setting to assist with accessing the curriculum
Consults with the general education teachers so that the student is getting the most beneficial use of the AT device in their classroom

17. Assistive Technology Strategies for Language
Structure the classroom environment to maximize the potential for success
Incorporate techniques such as eye gazing, gesturing, or sign language into the daily routine and content
Develop and utilize a communication system which uses symbols for those students who use symbols for words

18. Assistive Technology Strategies for Speech
The teacher should consistently encourage students to respond verbally whenever possible
Verbalization can be encouraged through pictures, symbols, gestures, and eye gazing
Repeat the same question each time a student uses a symbol in order to encourage verbalization
Record lectures so that students may vocalize words on the tape when they are cued to do so
Provide opportunities for students to work in groups to encourage participation in discussions

19. Assistive Technology Strategies for Reading
Pair text with pictures or symbols
Present instruction using videotapes or DVDs so that students may pace themselves and replay content
Use e-books
Always have a variety of activities designed and planned for students who have severe communication impairments

20. Assistive Technology Strategies for Reading: Phonemic Awareness
Record books on tape with emphasis on specific sounds
Program output communication devices so that pictures have certain sounds
Program letter games on output communication devices
Make index cards with letters and pair two cards together while making a sound, this will allow students to gaze or point to the letter that makes the sound
Use scan/read systems which can read printed material aloud while it is being displayed on a computer screen

21. Assistive Technology Strategies for Reading: Guided Reading
Introduce vocabulary prior to reading
Relate vocabulary to symbols the student is familiar with
Use graphic organizers to highlight and organize information
Frequently stop throughout the story to ask the student to summarize information using vocabulary developed specifically for the story

22. Assistive Technology Strategies for Writing
Allow students to use the computer and adapt the computer to fit the needs of the AAC user
Allow students to take notes using abbreviations of their own and store notes on the computer

23. Low Tech Assistive Technology for Communication
One of the advantages of “low tech” systems is that they require both the student and their communication partner to be actively involved in the communication interaction
Can include concrete representations and communication with pictures, words, and symbols.
White boards and pinch cards

24. Picture Exchange Communication System (PECS)
Using picture symbols, individuals learn to construct sentences and more complex communications and thus are more effective communicators. Individuals are taught to initiate communication in a social context. The emphasis on the social approach sets this picture-based system apart from more traditional systems.
$33.00
$69.00
$35.00

25. Eye Gaze Board
When the eye gaze board is held up at eye level to the child, the child and his/her communication partner should be able to make eye contact through the open window. Several steps may be involved in the training process, including:
Learning to scan the items available on the board
Learning to fixate eye gaze on the desired item
Learning to look back at the communication partner to confirm the selection

26. Eye-Com Board Combination Kit
Eye-Com Board, 1 Pocket Overlay, and 5 Standard Overlays.
$105.00
Eye-Com Board: Transparent acrylic board that fits into a study
Wooden stand. $29.00
Pocket Overlay: Has 8 pockets sized to fit small toys or objects
As well as oversized pictures. $29.00
Standard Overlay: 5 transparent overlays are custom sized to fit the
Eye-Com Board. Place a different set of pictures or stickers on each overlay
To expand vocabulary. Easy to Change. $29.00

27. Mid Tech Speaking Homework Wiz
HomeWorkWiz ($24.95) & Talking Homework Wiz ($49.95) for
primary & early elementary; Merriman Webster Dictionary & Thesaurus ($59.95) or the
Speaking version ($79.95) for upper elementary to high
$29 for photo album, $45 for album with idea book; can also be found sometimes at large discount stores.
Talking Photo Album
Time Timer
$30 & up
Neo
$150 & up

28. What does high tech AAC look like?
May require a large financial commitment
Some examples are:
Text-to-speech devices
Single-level voice output devices
Multiple-level voice output devices
Screen display devices

29. Text-to-speech Devices
Name: Optimist-MMX-3
Benefit: preloaded with a choice of AAC packages and a variety of speech synthesizers
Cost: $2,900-$4,750
Name: e-Talk GT
Benefit: can be accessed using the touch screen, any USB input device; combines symbols, text, sounds, and/or pictures
Cost: $4,995-$5,295

30. Single-level Voice Output Devices
Name: BIGmack and the LITTLEmack Communicator
Benefit: can record a single message, up to 2 minutes, and use the large, colorful button to play back the message
Cost: $183-$131
Name: Step-by-step
Benefit: each touch of the button plays and advances messages in sequence
Cost: $179

31. Multiple-level Voice Output Devices
Name: 7-Level Communication Builder
Benefit: allows user to record 16 messages per level; up to 300 seconds of recording time
Cost: $359.95
Name: Tech/128
Benefit: allows users to record up to 128 personal messages with corresponding images
Cost: $1,240

32. Screen Display Devices
Name: Jabbla Tellus 4
Benefit: using the touch screen, user can generate words, phrase, and complete sentences; internet capability, wireless printing, cell phone access,
Cost: $7,645
Name: DynaVox Maestro
Benefit: user can customize this device by creating original pages; approx. 25,000 pre-made pages; touch screen
Cost: $8,025

33. High tech AAC can come in so many forms!
Touch & Talk
Cryano
Communicator
Device
NOVA Chat 7
Tonii TX300 Eye Tracker
PapooTouch

34. How Successful High Tech AAC Can Be!

35. Real Life Scenario
Johnny is a first grade student in Mrs. Johnson’s general education class. He is on the autism spectrum and he is high-functioning but non-verbal. Mrs. Johnson incorporates a variety of communication devices that range from low to high tech to assist Johnny during instruction.

36. During Reading, Mrs. Johnson uses Every Pupil Response by utilizing pinch cards and white boards. The entire class is involved, so Johnny is an active participant in the class. Center time and small group instruction includes talking photo albums and e-books. These tools provide an interactive and engaging opportunity for Johnny and his classmates to demonstrate understanding of curriculum. Johnny has also been provided a DynaVox Maestro in order to give him a voice at any time during the day.