Sarah Jones

CSD 5530 High Intensity Needs

Considerations for Developing an AAC System for a Student with CCN

When developing an Augmentative and Alternative Communication (AAC) System for a

student with complex communication needs (CCN), it is important to ruminate on these seven

considerations: who uses AAC?, what are the needs of the student?, what are the student’s

current abilities?, what form of AAC would work best for this student?, how can the student best

access his AAC device?, what selection of vocabulary would work best for this student?, and

how do you engage this student with the AAC device during a typical school day?

Before a team of professionals can work to find the best AAC system for a student with

CCN, it is important for the team to understand who uses AAC. Oftentimes, an individual that

uses AAC has a severe expressive communication disorder that can be categorized by

impairments in speech, language, reading, and writing (ASHA, n.d.). Some common

populations of people who utilize AAC include those with congenital disabilities, such as.

Autism Spectrum Disorders, Cerebral Palsy, Intellectual Disabilities, Developmental Apraxia of

Speech, and other genetic disorders. As a team is identifying who would benefit from the use of

AAC, they need to explore an individual’s expressive language abilities. After determining the

level of which the individual can communicate expressively, the team can then determine

whether the individual would use the AAC as a complete communication option or as a way to

aid in language development (ASHA, n.d.).

Once the team has determined a target student that would benefit from AAC, they can

then establish the needs and abilities of that target student. To begin, the team should consider if

the student communicates through speech or through another method. If the student

communicates without using speech, then determine if the student has the ability to speak.

Another major consideration is if this student has any major disabilities or deficits that may
 Sarah Jones
CSD 5530 High Intensity Needs
impact his communication directly (Moore 2020). If the student does have a directly correlated

disability or deficit, what is it and how does it impact his communication? Once the needs of the

student have been determined, the team can now examine the student’s current abilities by

looking at five main competency areas. First, is linguistic competence; does the student use

language or could he use linguistic code (symbols, syntax, grammar, etc.)of an AAC system?

Next is operational competence; does this student have mastery of fine and gross motor skills,

and can they navigate between different systems? Third is strategic competence; how well can

the student use available resources to convey messages efficiently and gain attention from

peers? Fourth is social competence; what are the student’s pragmatic skills and how does he

request or provide information? Finally is psychosocial competence; is this student motivated to

communicate and does he show a positive or negative attitude toward using AAC (Moore,

2020)?

Now that the student has been identified and his needs and abilities have been taken into

consideration, the team must now decide which of the two forms of AAC would best for him, as

well as determine how the student will access the device. The first form of AAC is unaided

form, meaning it does not require an external tool (Moore, 2020). Examples include gestures or

sign language, facial expressions, or body movements. It is important to note that the student

must have some degree of motor control to use an unaided form of AAC. The second form of

AAC is aided form, or those that do require an external tool. Aided communication can be low-

tech -- like pictures, objects, photographs, or communication boards --or high-tech -- like

speech generating devices or single-message devices. Depending on the student, it is possible

that he may need a combination of AAC forms in order to optimize his communication efforts

(Moore, 2020). Regardless if the student requires a low-tech or high-tech AAC device, there are
 Sarah Jones
CSD 5530 High Intensity Needs
a few ways to access a communication system. The first is by touch, which can include using a

stylus or a finger to select a choice. Another option is by scanning. This may involve a student

using a switch to scan through choices and make a selection. Next is by head tracking where a

student would move his head to direct a mouse or a light and then select a choice. The last

option is by eye-tracking. Here, choices are made by directing one’s gaze to what is desired

(Moore, 2020).

As the team continues to determine the right AAC system for a student, they should also

consider the vocabulary selection necessary for the student. There are two approaches for

choosing the vocabulary that will be included on the student’s AAC device. The first is

Activity/Needs Based Communication Displays (ABCDs), which are used for a specific

activity, event, or topic so the student can begin to learn how to make requests and comments

(Zangari, 2015a). If a student has already learned how to make requests and comments, then

Core Learning Based vocabulary may be a better option. This type of vocabulary has a strong

base of words that can apply to any situation and be generalized in a functional format (Zangari,

2015b). When deciding what kind of approach to take in regard to vocabulary, be sure to

consider the student’s levels of current communication and language.

The last step for the team is to determine how to engage the student with his AAC device

throughout the school day. One option is to consider the use of aided AAC input (O’Neil, Light,

& Pope, 2018). This model is based on supporting a learner’s comprehension and modeling

expressive output for the learner. Essentially, the language input provided by the professionals

working with the student needs to contain both speech and the use of AAC. This can be

integrated easily into literacy time with shared readings or predictable chart writings; however,

this can happen in a cafeteria line while a student is getting their lunch and during recess time
 Sarah Jones
CSD 5530 High Intensity Needs
when explaining rules to a game as well. Another way to incorporate the AAC device into

everyday learning is to ensure that the teacher is employing Universal Design for Learning

(UDL) and Differentiated Instruction (DI) in her classroom (Soto & Zangari, 2009). The use of

these practices ensures that each student’s strengths, interests, and skills are addressed in a

flexible environment where students can choose what works best for them. One last way to

ensure a student is engaged with his AAC device is to consider the preparedness of teachers and

other professionals before the child receives his device . It was found that the majority of AAC

was used during direct teaching time and to support transitions (Norburn, Levin, Morgan, &

Harding, 2016). These two activities are going to be the most frustrating for students, so

teachers need to be aware that AAC systems should be put in place during every activity of the

school day. Additionally, there is evidence to support that regular access to planning time with

experts on AAC increases in communication attempts for students (Norburn, Levin, Morgan, &

Harding, 2016). The more prepared teachers are to use and incorporate AAC into their

classrooms, the more students will feel comfortable and confident learning to use their own

devices.
 Sarah Jones
CSD 5530 High Intensity Needs
References
American Speech Language Hearing Association (ASHA). (n.d.). Augmentation and alternative

communication. American speech language hearing association. Retrieved from

https://www.asha.org/public/speech/disorders/AAC/

Moore, T. (2020). Assistive technology module [PowerPoint slides]. AsULearn.

https://asulearn.appstate.edu/course/view.php?id=111380#section-4

Norburn, K., Levin, A., Morgan, S., & Harding, C. C. H. (2016). A survey of augmentative and

alternative communication used in an inner-city special school. British Journal of Special

Education, 43(3), 289–306. https://doi.org/10.1111/1467-8578.12142

O’Neill, T., Light, J., & Pope, L. (2018). Effects of interventions that include aided augmentative

and alternative communication input on the communication of individuals with complex

communication needs: A meta-analysis. Journal of Speech, Language & Hearing

Research, 61(7), 1743–1765. https://doi.org/10.1044/2018_JSLHR-L-17-0132

Soto, G., & Zangari, C. (2009). Practically speaking: Language, literacy, and

academic development for students with AAC needs. Baltimore, MD: Paul H. Brookes

Publishing.

Zangari, C. (2015, October 27a). From activity-based AAC to robust language: Part 1.

PrAACtical AAC. Retrieved from https://praacticalaac.org/praactical/from-activity-based-

aac-to-robust-language-part-1/

Zangari, C. (2015, November 4b). From activity-based AAC to robust language: Part 2.

PrAACtical AAC. Retrieved from

https://praacticalaac.org/praactical/from-activity-based-aac-to-robust-language-part-2/