AAC IN THE CLASSROOM

FOR STUDENTS WITH AUTISM

Jennifer Thomas, M.Ed., CCC-SLP
Speech Language Pathologist
Assistive Technology Team
Houston County School System
WHAT IS AAC?

 Augmentative and alternative communication

(AAC) includes all forms of communication (other
than oral speech) that are used to express
thoughts, needs, wants, and ideas. We all use
AAC when we make facial expressions or
gestures, use symbols or pictures, or write.
 From www.asha.org
WHO, WHAT, WHY, AND HOW
 People with severe speech or language problems
rely on AAC to supplement existing speech or
replace speech that is not functional.
 Special augmentative aids, such as picture and
symbol communication boards and electronic
devices, are available to help people express
themselves. This may increase social interaction,
school performance, and feelings of self-worth.
 AAC users should not stop using speech if they
are able to do so. The AAC aids and devices are
used to enhance their communication.

 From www.asha.org
TODAY:
 Define communication v. language skills
 How do we move the language skills that
students have into functional communication
 Identify basic communication needs of students
within a school day
 Identify AAC options for meeting those needs
(low tech to high tech solutions)
 Identify implementation strategies
Communication Language
AAC IS FOR
COMMUNICATION….
BUT how do we move
the LANGUAGE that
students have into
FUNCTIONAL
COMMUNICATION????
LET’S AVOID THE INEVITABLE…
 He can’t talk…
 He needs a device….

 We got a device….

 He still can’t communicate….

IDENTIFY THE COMMUNICATION DEMANDS
 General communication demands
 Classroom specific communication demands

 Activity Specific communication demands

HOW?
 Let’s make the implementation plan part of the
evaluation process
 Let’s know what he needs to say
 Let’s know who he needs to say it to
 Let’s write a plan we all have access to
 Let’s select a tool that is right for the task (we
may have more than one tool)
“SCHEDULING” COMMUNICATION
Priority Routine/ActivityCommuni Message/Purpose Current Communication Desired Communication&Vocabulary
cation Partner

Lunch/Mrs. Help opening

Offered Verbal request “will you
Jackson container to para open please”
Lunch/Mrs. Request Point to “I need to put my spoon in
Jackson supplies lunchbox,hold up my bag” or “Can I have my
spoon lunchbox” meal vocab
Lunch Order lunch Point, adults ask Desired food choices
yes/no
Adults Gain attention Wait, tap table, “excuse me”/call specific
gesture toward, name
look at
Teacher/Cla Clarify task on Sit and wait “What do I need to be
ss work arrival or when doing” “can I …(request
finished with leisure)”
work I’m finished. What’s next
Adults Communicate Gesture Feelings, body parts, hurt,
body needs (ex:pointed to excused to use restroom
sore on nose,
points to body
part)
Message Current Desired/Vocabulary
Gain adult attention Touch, physicalPhotos of teachers
proximity Teacher names
Gain peer attention Touch Students names
Photos of students
Tattle on peers Point Action words photos
of students
Request assistance Brings object to Say help
with play/work teacher
Signal Completion Sits, waits Say “I’m finished”
Message Current Desired/Vocabulary
Request more Wait Say “more”
Request to begin Go
Request peer leave Hits Say “stop”
alone
Communicate Runs away, Say “like” or “don’t
preference pushes away, like”
takes others
Toileting needs
Needs a break Runs away, Say “I need a break”
yells, throws walk, trampoline, balls
activity
PRACTICE
 Find a partner or small group and think through
some of the activities that you do
 Pick an academic activity

 Pick a social, leisure, or self help activity

 Pick a “community based instruction” activity

 Identify current and desired communication

demands and participation of a particular
student
AAC SYSTEMS
What are you using now? What do you know about?
PECS SYSTEM AT HOME
Rush, Lana, “Goin’
Old School”
entry.” Along
Came the Bird.
Posted July 24,
2012. Accessed
January 22, 2014.
(http://alongcamet
hebird.blogspot.co
m/2012/07/goin-
old-
school.html?m=1).
 Based on The

MANUAL COMMUNICATION BOARD

Pixon Project Kit
by Gail M. Van
Tatenhove, MS,
CCC-SLP
DYNAMIC DISPLAY (HIGH TECH) DEVICES
APP BASED DYNAMIC DISPLAY
 Proloquo2go
 http://www.assistiveware.com/product/proloquo2go
IMPLEMENTATION
We decided that we needed something else in addition
to spoken language to succeed in the classroom.

We decided what we needed.

We bought it or made it.

NOW WHAT?
USING YOUR OBSERVATIONS TO DETERMINE AAC
NEEDS AND IMPLEMENTATION PLAN
 Look at the communication demands that are not
being met, the setting and the communication
partner.
 What tools would help to meet that
communication need?
 Who will teach the skills?

 Who will collect the data to determine if the tool

is working?
 Refer to the SETT Framework by Joy Zabala at
www.joyzabala.com
CLASSROOM PLAN FOR INCREASING
COMMUNICATION
GET BACK INTO YOUR GROUPS
 Put your observations into the plan. Identify the
activity, desired outcome, who and where
(setting), target vocabulary and action plan (how
teach this skill and collect the data)
HOW DO WE TEACH STUDENTS TO USE AAC
 Prompts
 Core Vocabulary

 Routines or activities (see your charts)

 Scripts

 Aided Language Input

 Motivating Activities
PROMPTS…MADE TO FADE
 Spontaneous
 Natural cue

 Verbal prompt

 Indirect visual prompt

 Direct point prompt

 Physical assist/physical prompt

CORE VOCABULARY
 Teach core vocabulary first
 Words that can be used in multiple settings for
multiple purposes
 Toddlers’ first words

 Most frequently used words for all people

 GO

 I, YOU
ROUTINES (SEE YOUR HANDOUTS)
 Math Number sense small group…just had the
board or device available to model requesting,
signaling completion, and answering “how many”
questions

 Morning Meeting…rote but still great practice for

responding!

 What are your examples?

 Pick the routine/activity, choose your vocabulary,

partner, and then model and practice!!
USING SCRIPTS TO FACILITATE AAC USE
 What is a script?
 Why use a script?

 When do we use scripts?

 Predictable, natural, “promptable”, and natural

reinforcement….continued conversation
 EXAMPLES OF SCRIPTS
Person Words Navigation
1
Adult Hey, student!
2
Student Hey Mrs. Martin (med tech) Verbal or quick-fire or My
Phrases Social
3
Adult Hang on (if busy) OR How
are you?
4
Student Bad/not good/Good. How are
you?
5
Adult Ok/Tired/Good
6
Student Will you check my batteries?
7
Adult Ok, sure. They are good to
go OR it’s almost dead. I’ll
need to change it.
8
Student Ok, thanks.
9
Adult See you tomorrow.
10
Student See you.
 Person Words Navigation
1 Adult Hey, student!
2 Student Hey! Verbal or quick-fire or My
Phrases Social
3 Adult How are you?
4 Student Good/Bad/Tired. How are Talk. My Classroom, Student
you? Desk, My Phrases, Talking with
friends, close popup
5 Adult Good, bad, alright.
6 Adult What are you doing?
7 Student {Current Classroom My Classroom, Student Desk,
Activity} What I do, Select, close pop

8 Adult Are You having fun?

9 Student I like it/I don’t like it. My Classroom, Student Desk,
My Phrases, What I think

10 Adult Gotta get back to work!

See you later!

11 Student See you later! See you later! (my phrases,

talking with friends)
 Person Words Navigation
1 Cashier Hello!
2 Student Hey! Verbal or quick-fire or My
Phrases Social
3 Adult Can I help you?
4 Student I want to buy this.
5 Adult Ok. That will be $____
6 Student Here’s my money.
7 Adult Ok.
8 Student Can I have my change?
9 Adult Here you go. Thank
you.
10 Student Thank you! See you See you later! (my phrases,
later! talking with friends)
 Person Words Navigati
on
1 Adult Hey, student!
2 Student Hey!
3 Adult How are you?
4 Student Good/Bad/Tired. How are you?
5 Adult Good, bad, alright.
6 Adult What are you doing?
7 Student I need to return my library book.
8 Adult Ok. Did you like it?
9 Student I like it/I don’t like it.
10 Adult Did you want to check out another book?

11 Student Yes or no.

12 Adult What’s your reading level?
13 Student Level or I don’t know.
14 Adult What kind of book do you want to get today?

15 Student Answer with topic or type of book (realistic

fiction, etc)
16 Adult You can find that (Location)
17 Student Look at the book I found.
18 Student Ok. Thanks
18 Adult I like it. Are you ready to check out.
19 Student Yes m’am. My number is
20 Adult Got it! See you next time.
21 Student Thanks! See you later!
HOW TO WRITE AND USE A SCRIPT
 Listen to other students have a conversation
 Write the conversation down

 Put your device or pictures in front of you and

think through how that would look using it.
 Revise the conversation for simplicity

 Model the conversation for your student

 Provide a print copy of the conversation for the

partner
 Provide practice having the conversation with
you prompting the student
 Decrease the prompts and CONVERSATION!!!
AIDED LANGUAGE INPUT
 “Aided language stimulation (ALS) is a
communication strategy, where a communication
partner teaches symbol meaning and models
language by combining his or her own verbal
input with selection of vocabulary on the
Augmentative and Alternative Communication
(AAC) system. This is done by simultaneously
selecting vocabulary on the AAC system and
speaking.”
https://aaclanguagelab.com/files/130627aidedlanguagestimulationresource.pdf

 Modeling AAC is something that we forget to do.

 Teaches us the system, slows us down, allows for
aided receptive language input.
AIDED LANGUAGE INPUT
 Is a student support
 Sometimes use printed boards to teach the
language and how to use it…then transition that
skill to his personal device.
 Examples of when to use

 Storybook reading
http://praacticalaac.org/praactical/building-
communication-skills-during-storybook-reading/
 Play
http://www.iidc.indiana.edu/index.php?pageId=51
1
STORY BOARD FROM :
HTTP://AAC-UCF.UNM.EDU/RESOURCES/AAC-BOARDS.HTML
MOTIVATING ACTIVITIES
RESOURCES
 Dynavoxtech.com Implementation Toolkit search
for “Scripts”
 SETT Framework by Joy Zabala resources
available at www.joyzabala.com
 Dynamic Goal Grid available at
Dyanvoxtech.com
 AAC Language Lab lesson plans available at
www.aaclanguagelab.com
 Storybook boards are at: http://aac-
ucf.unm.edu/resources/aac-boards.html
 http://praacticalaac.org/