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LASARD Workgroup:
Communication Systems
for Early Learners
Brittney Wright, M.C.D., CCC-SLP
Objectives
 Define AAC
 List types of AAC tools
 Describe 5 steps to encouraging AAC use
 Discuss considerations for vocabulary selection
 Practice vocabulary selection
Augmentative/Alternative
Communication (AAC)
 AAC is a component of Assistive Technology and
is any mode of communication other than speech.
Beukelman & Mirenda, 2005
AAC
 Augmentative
Used by those who have some speech but are either
unintelligible or have limited abilities to use speech.
 Alternative
Used when a person has no speech and must rely on another
method to make all their ideas, wants, or needs known.
Beukelman & Mirenda, 2005
Prerequisites
 There are no known cognitive or other prerequisites that
are necessary for a child to use AAC (Kangas & Lloyd, 1988)
 Even infants are known to engage in purposeful,
communicative behavior well before the development of
language. These early exchanges are very important in that
they form the basis for later formal, symbolic
communication (Reichle, York, & Sigafoos, 1991)
Reference: http://aac.unl.edu:16080/yaack
Speech vs. Communication
 Speech:
o is one modality of
communication
o is the most natural, efficient
and culturally acceptable
form of communication
o is typically the long-term
goal
o is not always achievable
 Communication:
is multimodal
 Should be the primary
goal
 all people CAN and DO
communicate

Communication is
the key to our
existence!
Purpose of AAC
 to increase/improve a child's ability to achieve basic
communication functions in the environments and
activities in which the child participates or is
expected to participate
Light, 1989; Reichle, 1997
AAC Tools
Types of Devices
 Static
 Dynamic
 Icon Sequencing
 Text to speech
Static Display Devices
 Fixed system set
 Can have levels
 Limit number of language due to
size and number of locations
 Can have environmental control
Static/Dynamic Display Devices
Visual Scenes
• Great for beginning
communicators and individuals
with significant cognitive and/or
linguistic limitations
• High level of contextual
support via a shared context
• Utilizes “hot spots”
• Used on low-tech or high-tech
devices
Dynamic Display Devices
• Changing set of symbols
• Amount of language is
large
• Efficient organization
allows single selection
for phrases, etc.
Text to Speech




Designed for literate users
Unlimited vocabulary
Abbreviated expansion
Word prediction
5 Steps to Encouraging AAC Use
 (1)Have the device available
 (2) Have appropriate vocabulary stored/available
 (3) Identify and write appropriate goals
 (4) Create the right learning environment
 (5) Use appropriate activities
(1) Have the Device Available
Needs to be present to practice!
 Playground
 Classroom
 Lunchroom
 P.E.
 Field Trips
 Bathtub
Problems with Vocabulary Selection
 Younger students have trouble selecting their own
vocabulary.
 We tend to select vocabulary for us and program into the
students device.
 Need input from student, family, teachers, etc.
Beukelman &Mirenda, 2005
(2)Methods of Vocabulary Selection
o Developmental approach - Developed from normal child
language word lists
o Environmental approach - Developed from word lists
obtained from parents and teachers
o Functional approach - Developed according word list to
specific activities and routines
Beukelman, McGinnis, and Morrow, 1991
Visual Representation
o Real object
o Miniature objects
o True object based icons (T.O.B.I’s)
o Photographs
o Real drawings
o Line drawings
o Written word
2 Types of Vocabulary
Core
Fringe
Core Vocabulary
 Common vocabulary that can be used across different:
o
Environments
o
Routines
o
Activities
 Does not change across environments or users
 The most commonly used words
www.bridgeschool.org/transition/strategies_success/core_fringe.php
Fringe Vocabulary
 Vocabulary specific to an activity or situation
 Changes with environments and activities
Don’t Forget About Pragmatics
o Initiation
o Request
o Comment
o Recurrence
o Termination
Case Study: Jacob
 He is three years old
 He enjoys snack and play time (and making a mess)!
 Diagnosis of Autism Spectrum Disorder
 Limited breath support (low volume)
 Oral motor problems
 Signs for ‘more’ and ‘all done’
 Approximately 5 word approximations (mama, bye,
Josh, eat, no)
Task: Create an Overlay for Jacob
 Determine vocabulary for activity: Sand play
 Need vocabulary sufficient for 6-location device
Now Let’s Look at…..
 Ecological inventory:










Child A:
Child A:
Child B:
Child A:
Child A:
Child B:
Child B:
Child A:
Child B:
Child A:
Ooo, sand. (Walks over to the sand table)
I like sand. (Grabs shovel)
Give me that. (Pointing to shovel)
That’s mine. (Pulls back)
You can have this one. (Hands shovel and bucket)
Yeah.
In bucket. (Pours sand in bucket and prepares to dump)
Hey, you put it here. (Points to where to pour sand)
I need help.
Ok. (Together dump over bucket)
(3) SMART Goals
 Specific
 Measurable
 Attainable
 Relevant
 Timely
(4)Create the Right Environment
 People learn best when:



They are motivated
They are actively engaged
They are having fun!
Creating the Environment
 Promote Communication
 Interesting materials
 Out of reach objects/materials
 Inadequate portions
 Choice making
 Assistance
 Sabotage
 Silly situations
From Ostrosky, M. and Kaiser, Ann. Preschool Classroom Environments That
Promote Communication, Teaching Exceptional Children, 1991
Creating the Environment
 Learn the Language
 “You wouldn’t send your child to learn Spanish from a
teacher who did not speak Spanish, so why would you send
your child to a teacher/ therapist who did not understand
and use the vocabulary in your child’s communication
device.”
Sarah Blackstone, Ph.D., CCC-SLP
(5)Use Appropriate Activities
 Communication not compliance or testing
 Communication should be fun not drill and practice
 Social communication before academic
communication

“Child first has to learn to communicate before he can
communicate to learn”
Gail VanTatenhove, PA, MS, CCC-SLP
Ask Johnny:
“What color is this_____?
Things to Remember
o AAC system should be multi-modal
o Teach during functional activities
o When designing AAC system observe typically
developing peers
o Model use of system
o Set up environment for requesting and choice making
o Incorporate during motivating activities
o Allow time for student to respond
o Have fun!
Questions and Comments
References

Beukelman, D. R., & Mirenda, P. (2005). Augmentative and Alternative Communication: Supporting
children and adults with complex communication needs. Baltimore, MD: Paul H. Brookes.

Hustard, K., Keppner, K., Schanz, A., & Berg, A. (2008). Augmentative and Alternative Communication
for Preschool Children: Intervention goals and use of technology, NIH Public Access Author
Manuscript - http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2493612/

Ostrosky,M.M., & Kaiser, A.P. (1991) Preschool Classroom Environments that Promote
Communication. Teaching Exceptional Children, v23 n4 p6-10.
http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchV
alue_0=EJ427124&ERICExtSearch_SearchType_0=no&accno=EJ427124

YAACK - Augmentative and Alternative Communication (AAC) Connecting Young Kids (YAACK) is a
website that covers issues related to AAC and young children. Choosing an AAC System/The
Comprehensive AAC Assessment - http://aac.unl.edu/yaack/c0.html.

Wisconsin Assistive Technology Initiative (WATI) – Assistive Technology for Communication – Chapter
3 of the WATI manual includes information for getting started with AAC, the AT Continuum, SETT, and
assessment. http://www.wati.org/?pageLoad=content/supports/free/index.php