Communication/AAC
Determining the Need
Points to Consider
Student:
- How does the student currently communicate to get needs and wants met?
- How often is the student is able to meet communication needs? (e.g. All of the time, Most of the time, Some of the time)
- In which of the following situations is the student consistently understood by partners?
- Familiar Partner/Known Context, Unfamiliar Partner/Known Context, Familiar Partner/Unknown Context, Unfamiliar Partner/Unknown Context
- What hobbies/interests does the student have?
- What motivates the student? What frustrates the student?
- What are the student's current language/reading/writing skills?
- Describe any fine or gross motor skills that might impact the student's ability to access or transport an AAC system.
- Describe any hearing or vision concerns that might impact the student's ability to access an AAC system.
Environment:
- Are there communication supports available in the environment (program, classroom, building, district) that can first be trialed with the student? Describe available supports & opportunities available to use these supports
- What communication opportunities are readily available or built-in throughout the student's day?
- Where, When, and with Who is the student able and/or expected to communicate during the day?
- Do these environments support the AAC language learning and development of functional communication skills?
- Are the communication partners across environments motivated to use a particular AAC system?
Task:
- What do school and family team members want the student to communicate that he/she is not able to do today?
- What are the student's peers communicating?
- What activities are motivating for the student? Practical for the parents to implement, and easy to generalize across environments - at home, at school, in the community?
- How might existing activities be modified to allow increased progress and participation?
Tool:
- What communication tool(s) or strategies has the student utilized or trialed (successfully or unsuccessfully) for functional communication in the past?
- What are the features of a system that will help develop the individualized communication and language skills of the student? (e.g. vocabulary options, voice output, symbol type/size/array, static or dynamic display, portability, and alternate/adapted access methods).
- Alternate Acces Methods - AAC systems offer a variety of alternate access methods. Click here to learn more about determining the most efficient way an individual can access an AAC system.
- What types of training might be required for this student or team members when determining a tool?
- Trial new tools from the AT Lending Library, based on the identification of priority tasks and activities.
Training Supports
These videos can be used to guide discussion with staff and family members on vocabulary selection, functions of communication, & strategies to support the language and communication development of the person who uses AAC.
Implementation Resources
When designing goals for people who use AAC consider principles of language development. Consider using one of the tools below that provides a systematic means to determine an individual’s current skills in AAC and supports partners in developing both short-term and long-term goals that enhance communication independence for the person who uses AAC.
Free Supports & Resources
Dynamic AAC Goals Grid 2 (DAGG-2) (link to Snap & Read)
AAC Profile (available in AT Lending Library) (link to Lending Library instead?)
Alternative Access Methods
Many students cannot physically access toys, games, technology or their environment with traditional methods. Alternative keyboards, mice, trackballs, joysticks or switch interfaces may be necessary for access and independence. AAC systems offer a variety of alternate access methods.
Switches
A switch can be used to help interact with a battery-operated or electronic device such as a toy, communication device, computer/tablet or environmental control.
Switches can be activated by any part of a students body hand, head, foot, eye blink, sip/puff, etc. Switches can be used as single-point access or combined for multiple-switch access.
Switches can be used for simple cause and effect, or complex communication and technology access.
Keyboards, Mice & Stylus
External hardware, such as ergonomic keyboards, compact keyboards, enlarged keyboards, alternative mouse pointing devices, touch screens, stylus, joysticks, and single or dual switches may improve access to computer or tablet devices.
Head Tracking & Eye Gaze
When using computer technology, head tracking and eye control systems measure head or eye positions and directly translate their movement into mouse movements. With a quick nod of the head or blink of the eye and individuals with mobility challenges can navigate a computer completely hands-free. Head tracking and eye gaze can also be reliable methods allowing a user to access no tech and light tech communication systems.
The speed and ease of using eye gaze or head tracking by the student in comparison to many other alternative access methods should be considered in the decision-making process.
Inclusive Supports
Items below are only just a few of the items or accommodations that may be readily accessible or easily put in place in your student's learning environment. Data gathered from using Universal Supports can lead to purposeful and individualized learning accommodations.
CORE Boards (link?)
Choice-making & Partner-assisted Scanning
Symbol Supported Software
Lending Library
Visit our robust AT Trial Lending Library for AAC tools and devices. Use the search term “atcommunication” to see a full list of available resources.
You'll find AAC systems of Light/No Tech, Mid Tech and High Tech.
