Tag Archives: aac

Which Types of Words Are Represented Using Autodraw?

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Google’s Autodraw is a free, web-based tool which utilizes picture prediction. Users sketch something and Autodraw attempts to predict what that drawing might represent. This tool can be helpful for developing artistic expression but it can serve another purpose as well. It can help illustrate the idea that some words can be more easily implemented using an image than others. Let’s look at some examples below. Which words in the list below create pictures in your mind? Which would be more difficult to draw?

  • Cookie
  • Snow
  • Truck
  • It
  • Do
  • Make 

You might easily envision a cookie, truck, and snow. Why? These words create a picture in our mind. When you attempt to draw them in Autodraw, they can be much more readily recognized by the tool than words that do not produce pictures. Use AutoDraw and try to draw some words. You’re invited to get creative and pick 2 nouns, 1 verb, and 1 preposition (i.e., cup, door, run, in). Which words did AutoDraw successfully predict pictures for? Which words did Autodraw not produce images for?

Screenshot of Autodraw

A cup drawn in Autodraw

When teaching language using augmentative/alternative communication, recognize that some words produce a picture in a learner’s mind while others do not. Learners will need to experience what some words mean in more ways than simply showing them a picture. They’ll need to learn what the words mean through actions, play, analogies, metaphors, stories, examples, and experiencing others use them repeatedly!

Using Multiple Images To Represent the Meaning of a Word

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Have you ever played Pictionary? In this classic game, one teammate draws a picture of a word while others attempt to guess what it is. The whole basis for the game is that, depending on the word one is being asked to draw, it can be tricky to represent a word with a picture. If we asked a room full of people to draw the word WORK, we get lots of different drawings. What would YOU draw to represent the word WORK? A construction sign? A hard hat? A desk with a computer on it? A hammer and nail?

If we ask people to guess the word being drawn by looking at only one picture, they will likely struggle. However, if we ask them to look at 3 or 4 pictures that build a pictoral representation of the word, players may have a better chance at figuring it out. This is exactly why sometimes people playing Pictionary draw multiple images in an effort to provide clues to their teammates!

What word are we trying to represent with the picture shown below? Is it car, drive, transportation, vehicle?

Automobile, Cayman, Coupe, Design, Driving, Expensive

When these other pictures are added, such as those below, does it give you a better idea of the word trying to be represented?

Motorcycle, Speed, Helmet, Motorcycle Rider, Motor Bike Hurry Up, Sport, Speed, Running, Stretching, ForwardCheetah, Wildcat, Fast, Speed, Spotted, Color, Wildlife

Did these images help you guess that the word we were going for was FAST?

When it comes to learning language using augmentative/alternative communication (AAC), some applications attempt to represent concepts using one to one correspondence, where one image represents one word. Other applications lean into the notion that multiple images sequences together can be used to represent one singular word. Which works best for the student(s) you support?

Using A Dry Erase Marker To Help Learn Where Words Are Located on Augmentative/Alternative Communication

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It might be difficult to remember where all the words are located when first learning  augmentative/alternative communication (AAC) even after you’ve practiced them. If using AAC with a touchscreen, a visual strategy you can use to help you remember what you want to say and where the words are located is to write on a transparent protective covering over the screen. If you use a fine point marker, you can add numbers to remind yourself about the order as well. The video below will show you how!

Repetition With Variety When Modeling Language Using Augmentative/Alternative Communication

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When modeling core vocabulary on augmentative/alternative communication (AAC), it is important to repeat the same word used in different ways and in different contexts. This shows the AAC user that the word isn’t just used to mean one action or thing in one specific situation, and helps them learn all of the meanings and uses of the word. For example, “turn” can mean physically spinning something in a circle (turn around) and can also mean it’s time for you to perform an action (it’s your turn). Communication partners can help those learning language using AAC by modeling the word in all the varied ways the word can be used.

This YouTube playlist features a number of videos featuring specific core words demonstrating how each word can be used in a variety of ways. Use these videos to introduce or reinforce the word you’re teaching.

 

Learning Where The Words Are Located on AAC Through Practice

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Supporting someone learning language using augmentative/alternative communication (AAC) means modeling the use of vocabulary by use the AAC yourself. No matter the AAC being used, finding where the words are to model them takes effort, time, and practice. The following are some ideas for how to learn where the words are:

  1. While watching television together, listen for the use of core words (the most frequently used words) and practice finding them as you hear them in the show or during commercials. Try finding a few fun, high-impact, fringe words (less commonly used words) too!
  2. Get peers or siblings involved by inviting them to randomly call out words for you to find and then switch roles where they search for words. Peers and siblings make excellent communication partners!
  3. Most robust AAC applications have a search feature that helps users locate words. Use the search feature whenever stuck on where to find the sequence of buttons to press to say that particular word.
  4. Going slow is a good thing! Taking time to find the word while modeling can provide the time necessary for the AAC user to process the language.
    Word Finder on LAMP:WFL

    Use the Word Finder function on the Language Acquisition Through Motor Planning: Words For Life application to search for the location of words.

    Keyboard icon circled on LAMP:WFL

    Use the Keyboard button on the home screen of the Language Acquisition Through Motor Planning: Words For Life application to access the Word Finder function

    The Search Feature of Proloquo2go

    How to Locate the Search Feature of Proloquo2go

Who Uses AAC?

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Silhouette of a variety of people

The quick answer to the question of “Who Uses AAC?” is everyone! The American Speech-Language Hearing Association (ASHA) defines AAC very broadly: “AAC includes all of the ways we share our ideas and feelings without talking.” By that definition, every person is an AAC user but only some people can rely on speech as their primary mode of communication.

A common myth is that a person needs to be completely non verbal or non speaking to require AAC. Let’s bust that myth together today! We can start with the name, Augmentative and Alternative Communication, or AAC. What was that first word?? It was Augmentative. To augment means to add to, or to supplement. AAC can be used by a person who does use verbal speech, or sign language, or a letter board, or pictures to communicate purely to make their message clearer!

“An individual does not abandon simpler strategies in the march toward independence. Instead, the individual acquires more and more sophisticated communication methods to add to an existing repertoire.” Blackstone & Hunt Berg, 2003

Watch this video to see how AAC is used to augment Philip’s verbal approximations, gestures, and voice.

🤖 Robots for Everyone and Especially For Those Learning Language Using Augmentative/Alternative Communication (AAC) 🤖

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Educational experiences involving robots have proven to be an engaging and empowering way to teach expressive language concepts to those who use augmentative/alternative communication while simultaneously improving computer science skills. During the 2020-2021 school year, Instructional Facilitators of Computer Science worked with Classroom Teachers, Speech-Language Pathologists, and other educators to design and deliver educational experiences using robots to practice expressive language with students with autism. This collaboration has continued and expanded in the 2021-2022 school year with the inclusion of students with intellectual and/or multiple disabilities. Learn more about how robots can be used by everyone to learn language by checking out the following resources:

Increased Collaboration Between Families and Educators During Distance Learning

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Guest Post from Kelly Taeschner, Resource Teacher at Cedar Lane Elementary School

This year has brought unique challenges to teachers and families. One could easily list all the hurdles people have worked to overcome. Great challenges often result in tremendous opportunity. For some families, one aspect of distance learning that has been successful has been the opportunity for daily modeling of words to help students who are learning language using augmentative/alternative communication. One reason for these successes is increased experiences where families have participated in training from educators on how to model using the AAC. 

Learning to use AAC can be challenging for families. This year found families themselves thrust into the virtual classroom to support their children. This provided an opportunity for some teachers to spend time each day modeling, coaching, and instructing both students and parents. 

Personally, I have found this to be one of the truly wonderful aspects of distance learning. Some parents now spend hours, day in and day out, learning how to implement AAC and improving right alongside their children. I have seen so much progress from my families who have come to embrace this time together! Working so closely with my families each day, has created an even stronger team of advocates for their children. 

Learning language and using AAC successfully requires work around the clock and in all environments. Due to distance learning, some families have had the great experience of witnessing their child’s language growth and are better equipped to actively continue the work outside of school hours in a variety of environments. Distance learning ended up being a catalyst for some families in becoming an even more active part of their child’s language learning process. Teachers have always said, “We are in this together.”  Now, more than ever, that statement holds true.