Transcript Augmentative and Alternative Communication

Augmentative and
Alternative
Communication

Teacher consult with SLP

SLP consult with AAC specialist

Case Manager schedules IEP meeting

If IEP team recommends an evaluation
Referral Procedures

Documentation
◦ Signed Evaluation Plan and meeting notes
◦ Copy of recent Speech and Language Eval
◦ Complete AAC/AT referral form
◦ Pragmatic Profile (parent/teacher/SLP)
Referral Procedures

“A child who uses speech will independently
select the words she wishes to use from the
vast array of words she hears/sees used
everyday.”

“A child who uses AAC will independently
select the words she wishes to use from the
vocabulary other people have chosen to
model and, for aided symbols, made
available for her to use.”
Poter and Kirkland, 1995
Challenge

People supporting children learning to
communicate using aided symbols need
to….
◦ predict and provide sufficient vocabulary to
meet communication needs
◦ stimulate the further development of
communication and language skills
More Challenges
INPUT
OUTPUT
Spoken Language Development
Spoken Language
Spoken
Language
INPUT
OUTPUT
Child Learning Aided Symbols
Spoken Language
Aided Language

Aim to create a language learning
environment with more balance in the
modes of communication used for
receptive input and those the child is
learning to use expressively.
INPUT
Aided Language
Spoken Language
OUTPUT
Aided Language
(Spoken Language)
Prospective users must be provided with
frequent examples of interactive,
generative use to acquire any semblance
of proficiency.
Goossens’, Crain and Elder (1988)
Duh!

Typically developing child by 18 months
has been exposed to 4,380 waking hours
of oral language.

Typical AAC user exposed to 2x/week for
30 minutes would take 84 years to have
same level of exposure.
Statistics

Typically developing child will demonstrate
language competency around 9-12 years
of age having been immersed and
practicing oral language for 36,500 hours.

Typical AAC user exposed to 2x/week for
30 minutes would take 701 years to have
same level of exposure.
Jane Korsten (2011) QIAT Listserv
Statistics

NOT choice making boards

Modeling how to initiate and maintain
conversation, not just respond
Aided Language Displays

Core Vocabulary: high frequency words
which can be combined to get a message
across

Fringe Vocabulary: low frequency, topic
related
Core Vocabulary Displays
PODD is a way of organizing whole word
and symbol vocabulary in a
communication book or VOD to provide
immersion and modeling for learning.
(www.novita.org.au)
Pragmatic Organization
Dynamic Display (PODD)

PODDs have different formats depending
on the individual physical, sensory, and
communication needs.
Style

Developed over 15 years by Gayle Porter

Students with CP and expanded to
students with complex communication
needs
Development
How to model PODD system

Model the student’s means of initiating
conversation (e.g., raising hand,
establishing eye contact, etc.)
How to model PODD
Always start on the Front Page
Conversation starters
Follow branch pathways and
operational symbols.
Speak aloud as you touch a
symbol.
Repeat the message.
Being a Smart Partner
Let’s try it!
Let’s try it!
What about the measurable goals?
Johnny will show interest and attention to
someone using an aided communication
system by: looking toward the symbols
or partner, calming during process,
looking away but appearing to listen, or
responding to the message a minimum of
10x/day over a variety of contexts.
Date
Opportunity
Presented
Child
Attended
Type of
Attention
9/30
lllll lllll
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Looked,
smiled
Operational Competency

Johnny will relate information or tell a
story by providing sufficient information
for his partner to understand his specific
message in 4/5 morning circle times over
a 3 week observation period.

Johnny will use appropriate syntactical
forms to provide sufficient information to
enable listener to understand message
without contextual cues.
Linguistic Competency

Johnny will increase the number of
communication intents/functions used to
5 across a school day on 4/5 days

Johnny will initiate communication with at
least 5 different communication partners
across a school day on 4/5 days.
Social Competency

How to enhance communication beyond
the system.
Strategic Competency
Move on!