When first implementing an augmentative/alternative communication device to help a student learn language, the team working with that individual has many choices to make regarding initial implementation. One of those choices is whether or not to hide (mask) some of the words, choosing to reveal them in time, or to lead with all of the words revealed (unhidden). Each team making this decision does so considering the individual needs of the student. The following video shares a story of how some educators supporting one student thought through the decision by presuming potential and the resulting outcome.
Tag Archives: language development
Assuming Intention When Learning Language With Augmentative/Alternative Communication
When a person is learning language with augmentative/alternative communication (AAC) that individual might use that tool in unique ways to express a message or emotion. When an individual communicates using AAC in a way that is unexpected to the communication partner(s), an initial assumption to make is that the person did so intentionally. Watch this video which shares a story of educators presuming intentionality which supported, rather than limited, an individual’s learning of a particular language concept.
Examples of Spontaneous Novel Utterance Generation
Learning how to combine words to spontaneously generate utterances that no one has ever heard before is an ability that comes naturally to some people. Others need consistent support to develop this ability. This ability is called Spontaneous Novel Utterance Generation (SNUG), a term crafted by Katya Hill, PhD, CCC-SLP, and Barry Romich.
“Success in life can be directly related to the ability to communicate. Full interpersonal communication substantially enhances an individual’s potential for education, employment, and independence. Therefore, it is imperative that the goal of augmentative and alternative communication (AAC) use be the most effective interactive communication possible. Anything less represents a compromise of the individual’s human potential.” – Katya Hill, PhD, CCC-SLP
When one develops this ability, it becomes impossible to accurately predict what another person might say in any given situation or environment. The autonomy to say whatever you want to say, however you want to say it, is the ultimate goal when it comes to expressive language development. In the video below, learners show off examples of how they say sentences that no one could have predicted given the situation demonstrating their ability to spontaneously generate novel utterances.
Using Words in Different Ways To Teach What They Mean
Repetition with variety means teaching the same word repeatedly in various contexts and environments.
- Time to GO outside.
- I GO sit at the carpet.
- Let’s watch the video, turn it on and make it GO.
- We GO eat lunch.
- The bus is here, time to GO.
- It’s your turn, ready, set, GO.
A student can learn how to use a word through repeated exposure to that word being used in different ways and explicitly teaching the various ways to use it.
Using Multiple Images To Represent the Meaning of a Word
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?
When these other pictures are added, such as those below, does it give you a better idea of the word trying to be represented?
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?
Who Uses AAC?
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) 🤖
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:
Augmentative/Alternative Communication Enhances Speech Acquistion
A common myth when it comes to the implementation of augmentative/alternative communication (AAC) is that a voice output device will somehow hinder or delay the development of verbal speech. Evidence has proven this claim to be unsubstantiated. In fact, AAC serves to help people develop verbal speech.
Modeling Language Using Augmentative/Alternative Communication While Playing With Toys (like Race Cars!)
Playing with toys, like race cars, can be a great opportunity to model language using augmentative/alternative communication (AAC). When playing together, communication partners (you!) can help a student learn vocabulary by using the AAC yourself to comment on the action, ask open-ended questions about what’s happening with the toy, and respond to whatever the student expresses using the AAC.
Playing with toys can be a fun way to model language using AAC.
The following is an example created by Speech-Language Pathologist, Jessica Cerovich, who models language using an AAC application while playing with race cars.
- Comment on actions using words and phrases such as “Go” and “It is fun.”
- Ask an open ended question like “Where does it go?”
- Respond when the child communicates anything.
We all scream for ice cream (when modeling language using augmentative/alternative communication)
Summer is the perfect time to make ice cream together! It is also a great opportunity to model language using augmentative/alternative communication (AAC). When making ice cream together, communication partners (you!) can help a student learn vocabulary by using the AAC yourself to comment on what’s happening while you add ingredients, ask open-ended question about the steps in the process, and respond with anything that keeps the interaction going.
Use commonly found materials around the house to make ice cream while modeling on AAC
The following is an example created by Jessica Cerovich, a Speech-Language Pathologist, who models language using an AAC application while making ice cream.
- Comment on the cooking using words and phrases like “Put in”, “Big”, and “Let’s go!”
- Ask an open ended question like “What do we do now?”
- Respond when the child communicates anything.