Tag Archives: language development

Modeling Language Using Augmentative/Alternative Communication While Cooking

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Cooking together can be a great opportunity to model language using augmentative/alternative communication (AAC). When creating a meal or snack together, communication partners (you!) can help a student learn vocabulary by using the AAC yourself to comment on what’s happening during the preparation, ask an open-ended question about the steps in the recipe, or describe attributes of the ingredients. While cooking together, respond to whatever the student expresses using the AAC.

Modeling the use of words while making brownies or other snacks together can be fun, engaging, and yummy!

The following is an example created by Speech-Language Pathologist Shawnda Saul who models language using an AAC application while making brownies.

  • Comment on the brownies using phrases like “It is good”, “I like it”, and “I put it in.”
  • Ask an open ended question like “What’s next?”
  • Respond when the child communicates anything.

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.

Repeating Specific Words During Shared Reading to Teach Language Using Augmentative/Alternative Communication

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Reading together can be a great opportunity to model language using augmentative/alternative communication. When reading a story together, communication partners (you!) can help a student learn vocabulary by using the AAC yourself to comment on what’s happening in the story, ask an open-ended question about the story or picture in the story, and then respond to the question or whatever the student expresses.

Focusing on specific words provides repetition necessary to learn how they are used.

The following is an example created by Speech-Language Pathologist Jessica Cerovich who models language using an AAC application while reading a book. The words focused on are Like and Don’t Like.

    • Comment on what is happening such as “I like” and “don’t like.”

    • Ask an open ended question like “What do you like?”

    • Respond when the child communicates anything.

Which words do we focus on when teaching language using augmentative/alternative communication?

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The most frequently used words are known as Core Vocabulary words. Approximately 80% of the words spoken are from a small set of 350 words which are mostly pronouns, verbs, prepositions, conjunctions, adjectives, and adverbs. They are usually not nouns.

Focus instruction on teaching core vocabulary words by modeling their use.

It may take some time for a child to learn how to use these words. The child will likely need to experience these words being modeled many, many times before using it on the AAC independently. This video provides an explanation with examples:

How do we help someone learn language using augmentative/alternative communication?

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A child needs to experience others (family, friends, and educators) using the AAC to learn how to use it.

In other words, you need to use the AAC

This is often known as modeling but the official terms are Aided Language Stimulation, Aided Language Input, and/or Partner Augmented Input. There are strategies that can help you learn how to model on a child’s AAC. A response from the child is not required when you are modeling the use of AAC. You are just showing a child how the words used go together to convey a meaning. This video helps explain the idea.