Students Who Use AAC

A workshop for paraeducators

Overview of Today’s Topics

 What is augmentative and alternative

communication (AAC)?
 Importance of student participation in order
to be successful in the general education
classroom
 Basic (AAC) device information
Augmentative and alternative
communication

 Augmentative and alternative

communication (AAC) is a way to
compensate for either a temporary or
permanent inability to use spoken and/or
written communication. AAC can include sign
language, picture boards and electronic
devices (Beukelman & Mirenda, 2005).
Central AAC user goals

1. Communicating messages in order to

interact in conversations
2. Participation in home, school, and during
recreational activities
3. Learning about one’s native language
4. Establishing and maintaining social roles
such as friend, classmate, family member
5. Meeting personal needs
Goal of inclusive education

 For the student to be able to be engaged in

meaningful ways, both academically and
socially, in general education classroom
environments
Importance of participation

 Participation in the general education

classroom leads to
– A comprehensive, cohesive educational program
– Positive peer pressure to learn
– Increased opportunities for peer interaction and
instruction
– A more positive self-image for the student who
uses AAC
The challenge

 Typical students
– Input = output
 Students who use AAC
– Input does not = output
 Strategies to increase participation of
AAC users in the general education
classroom

 Assume competence
 Present curricular materials in a way that is
familiar to the student
 Model socially appropriate interactions with
peers.
What the student needs

 Curricular vocabulary on device

 Social vocabulary on device
 Example of connecting verbal instruction to
what’s on the device
 Example of appropriate conversation with
peers using the device
 Aided input is the strategy we will use to
provide students with a model
Aided Input

Aided input requires that communication

partners model the use of AAC by
highlighting messages using an AAC user’s
own communication technique, or, in a group
setting, by using an overlay similar to that of
the AAC users. After modeling the use of
AAC, the communication partner should then
facilitate a response from the user.
Prompting Hierarchy
by Cathy Binger

 Refer to word document

AAC device information

 Springboard
General Tips and Tricks

 Hand over hand?

 All day, every day
 WAIT time
 Model, Not direct
 Honor all requests/choices
Activities

 Labeling
 Labeling, or naming an object or picture, is a typical
language skill between 4 and 18 months.
 Here are some activities for encouraging labeling:
– Establish the ability to match objects to their pictures.
– Play games and make requests with low tech boards.

Introduce a consistent symbol set. There is no real

prerequisite for being introduced to Unity symbols!
 Cause and Effect
Cause and effect refers to the ability to associate what one does
with what occurs as a result of that action.
 Using a touch screen or a single switch, the person can select
from items on a dynamic screen.
You may even limit the number of items seen on the screen by
hiding keys.
 Reinforce the person's selections with appropriate feedback.

 Springboard Lite with 4 location pages for singing, playing with

bubbles, or selecting snacks.
 Caution: Don't stay at this point too long, as
nouns are limiting to the development of
language.
 If they are not given access to other words
until they learn to spell or to recognize sight
words, they are at risk for becoming
"requesters." The way to avoid this is to
provide access to other words.
Questions

 Any questions?