Assistive Technology and
AAC Models in Early
Childhood Education
Webinar – Nov. 12, 2012
U. Toledo - Partners Project
USDOE/OSEP
Terra Community College Faculty
Webinar Guide:
Bill McInerney, Ph.D.
Objectives of Professional Development
• Awareness of legal support for use of
Assistive Technology (AT)
• Awareness of link between use of AT
and Universal Design for Learning (UDL)
• Awareness of forms of AT
• Awareness of appropriate uses of AT
• Awareness of resources the describe a
range of AT devices/strategies
Participant Outcomes
Assistive Technology………..
– WHAT is it?
– WHO can use it?
– WHERE can you use it?
– WHEN should you use it?
– WHY should you use it?
Assistive Technology at Work:
Universal Design for Learning
http://udltechtoolkit.wikispaces.com/
Assistive Technology devices and services
help individuals with special needs:
 see
 hear
 communicate
 play
 remember
 read
 work with numbers
 write
 use a computer
 study
What is Assistive Technology?
• Assistive Technology Service
“any service that directly assists an individual with
a disability in the selection, acquisition, or use of
an assistive technology device.”
(PL100-407 – Technology Related Assistance for Individuals with Disabilities Act of 1988)
© 2003 CSUN Center on
Disabilities
Legislation that Supports AT
• Americans with Disabilities Act
(ADA) (1990 / 2010)
• The Technology Related
Assistance for Individuals with
Disabilities Act (1998)
• The Individuals with Disabilities
Education Act (IDEA) (2004)
• Section 508 of Rehab Act (1998)
© 2003 CSUN Center on
Disabilities
Assistive Technology and IDEA
http://idea.ed.gov/
Assistive Technology Device
...any item, piece of equipment or product that is used to
increase, maintain or improve functional capabilities of
individuals with disabilities.
Low-Tech
• pencil grip
• adapted books
• slant board
• highlighters, tape
• magnifiers
• color coding
• picture communication
• sign language
• picture schedule
• extra time
• peer support
Mid-Tech
High-Tech
• word processor
• computer
• text to speech
• spell checker
• calculator
• digital recorders
• organizers
• e-books
• adapted keyboard
• adapted mouse
• adapted toys
• CCTV
• smartphones,
smartpens
• PDAs
• OCR software
• magnification software
• speech output devices
• switch, joystick access
• scanning access
• voice recognition
• environmental
control devices
Possible Funding Sources
•
•
•
•
•
Medical Assistance - State/County
School Districts
Medicare
Medicaid Waivers
SSI
© 2003 CSUN Center on
Disabilities
Uses of Assistive Technology (AT)
• Computer Access
• AAC
• AT for People with
Learning Disabilities
• AT for People with
Sensory
Impairments
• Low Tech Solutions
Creative Thinking
• Seating/Positioning
• Mobility Aids
• ADL
• Recreation
© 2003 CSUN Center on
Disabilities
Factors: Recommending Assistive Technology
In order to identify an appropriate system of AT
devices and services, it is necessary to gather:
• information about the child
• information about the natural environments in
which the child spends participates
• information about the tasks that are required
for the child to be an active participant in the
teaching/learning processes that lead to
educational success and social engagement
developed by Joy Zabala
What is the process for choosing AT for
young
children?
• Individual Family
Service
Plan (IFSP) teams for
children ages 0 to Age 3
and Individual Education
Plan (IEP) teams for
children ages 3-21 consider
and select appropriate
assistive technology for
each child with a disability.
Page 12
Whatand
is the
process for choosing AT for
ISFP
IEP teams………
\young children?
• Consider whether AT is needed to assist in the
student’s educational development
• Identify AT devices and services and any
training needed for the child, family, school,
therapists, or support staff
• School districts may have their own
consideration processes and forms
Page 13
How does assistive technology support
a child’s engagement and support
independence and participation in play
and early learning environments ?
AT may improve engagement in the early
learning environment via improving ……
• Child’s ability to transition between
activities.
• Child’s ability to choose and begin
new activities, independently.
• Child’s ability to independently
access play materials and
participate in clean up.
AT is helpful in supporting expected or
required interactions in the early learning
environment ……………
•Stabilize or increase the child’s ability to
manipulate and interact with toys or books.
•Provide seating or positioning support for play
and
peer interaction.
•Increase participation in self care activities.
•Increase communication.
•Improve a child's ability to move.
•Lessen sensory limitations (i.e. visual/ tactile.
AT also……...
• Supports active participation which
reinforces and improves learning.
• Provides a sense of control and impact on
the environment (cause and effect).
• Provides opportunities for success and
independence
• Supports increase opportunity to interact
with peers.
• Allows the child and family to explore the
child’s strengths and to play and interact
together.
What Can AT Do for a Child?
CWhen used appropriately, technology
Acan…
• Foster independence
•Engage child
•Reduce distraction
•Develop social skills
•Promote inclusion
Page 18
Adaptations and Modifications
Designed to…….
Position, Stabilize and Mobilize (PSM)
•Non skid rug material/ shelf liner to prevent sliding on a
chair.
•Pillows, rolled towels, or foam wedges to provide
positioning support for floor activities.
•Beanbag chairs or inflatable furniture.
•Booster chair used as a floor sitter.
•Laundry baskets or boxes.
•Commercial infant sitters.
•Explore options for independent mobility (i.e. power
chairs, etc.)
• Make simple low-tech adaptations to
Sensory
Aids
sensory materials
and look
for tools that
meet children’s individual needs by:
- Increasing attention
- Eliminating distractions
- Improving focus
Page 20
Examples of sensory aids
• Device that provides
sensory input to help the
learner to attend (Pictured
– Disco Sit)
• Aid may have heightened
or lessened sensations of
taste, touch, vision,
accompanied by examples
Page 21
Adaptations/Modifications –
Improve ability to hold and manipulate
•Enlarge handles or writing utensils with wooden
dowels, foam hair curlers, pipe insulation, film
canister, tennis or plastic golf ball.
Adaptations/Modifications –
Improve ability to hold and manipulate
•Create handles using wood dowels or knobs,
large hair bands, scotch tape “flaps,” sturdy page
tabs, thread spools, plastic shower curtain hooks.
•Attach Velcro to the palm of a mitten or glove.
Assistive Technology Solutions: Computer Access
Mac/PC operating system accessibility features
 Alternative Keyboard, Layout, Keyguard
 Programmable keyboard, onscreen keyboard
 Modified Mice
 Joystick
 Trackball
 Switch Access with visual or auditory scanning
 Mouth Stick, Head Pointer, Sip and Puff
 Voice Recognition
 Touchscreen
Why
is AT Necessary?
An Example:
CompDuter
Access
Adaptations
• Typical peers generally access computer
via a mouse.
•When a child cannot access the computer
via a mouse then an alternative form of
access is needed, such as a switch.
•A switch is a way for the user to take control
of the computer.
•A switch generally requires less manual
dexterity than a mouse.
Page 25
Adapting Play Activities/Requirements
•Adapt commercially available toys.
•Make your own toys and supports with
recycled or inexpensive materials.
•Explore toys with universal design features.
These toys are designed to allow flexibility
and easy access.
•Explore toys designed to address specialized
needs.
Considerations in choosing appropriate toys
for a child with special needs:
Multi-sensory appeal: Does this toy provide lights,
sounds, or movement to engage the child? Are there
contrasting colors? Does it have a scent? Does it have
texture?
Method of activation: Will the toy provide a
challenge without frustrating the child? What is the
force required to activate the toy? What are the
number of steps and complexity of steps required to
activate the toy?
Considerations (cont.)
Places the toy will be used: Will the toy be
easy to store? Can the toy be used in a variety
of positions such as side-lying or on wheelchair
tray?
Current popularity: Is it a toy that will help the
child with disabilities feel like “any other kid”?
Does it tie in with other activities like books and
art sets that promote other forms of play?
Considerations (cont.)
Self-expression: Does the toy support
creativity and making choices?
Adjustability: Does it have adjustable height,
sound volume, speed, and level of difficulty?
Child’s abilities: Does the toy provide activities
that are appropriate for the child’s
developmental and chronological ages? Does
the toy reflect the child’s interest and age?
Considerations (cont.)
Safety and durability: Does the toy match the
child’s size and strength?
Potential for interaction: Will the child be engaged
with the toy when it is in use? Will the toy
encourage social interaction with others or reward
solitary play?
Selecting Toys for Children with Disabilities. National Lekotek Center.
2007. English. Downloaded from:
http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/disabilities
Adaptations / Modifications to Keep Toys
within Reach and Stable……..
•Use non-skid rug / shelf liner material on
a table top to prevent sliding.
•Secure toy or materials to a stable base
(i.e. clip board, 3 ring binder, slant board,
carpet, lap trays, boxes, cookie sheet,
carpet square).
•Secure toys to a stable base with Velcro,
cable ties, C-clamps, magnetic strips, hot
glue, suction cups, elastic.
Adaptations / Modifications to Keep Toys
within Reach and Stable……..
• Use Velcro bracelet to attach small toys.
• Suspend toys or attach toys from ceiling,
tray or table with links or elastic webbing.
• Keep rolling toys like balls, battery
powered toys, cars from rolling by
confining with a hoola hoop, cafeteria
trays, shallow box lids.
• Trays can also be used for table top
activities to keep toys within reach.
Adaptations/Modifications –
Improve ability to hold and manipulate
•Battery operated toys that are activated with a
single switch promote independent interaction
with toys and develop the concept of cause and
effect.
Communication Supports:
Adaptations and Modifications
•Create activity choice boards with symbols or
pictures to encourage initiation of play and
making choices.
•Create topic-oriented communication boards
to encourage participation, turn taking and
social interaction.
•Use single or sequential message
communication devices to allow opportunity to
request help or follow directions.
Communication Supports:
Adaptations and Modifications
The following examples can be found at
Pre-Kindergarten Exceptional Student Education Program
Miami-Dade County Public Schools
http://prekese.dadeschools.net
Home > Resources > Teacher Resource Room
Communication Supports:
Adaptations and Modifications
Simple Adaptations/Modifications…..
• Enlarge game boards using poster board and
laminate
• Define/outline boundaries or pictures using yarn,
string, colored tape, puffy fabric paint, colored
markers, Wikki Stix (books, toys with buttons,
games)
• Photo copy and enlarge game pieces and laminate
or attach to cardboard
• Visually simplify play materials, use black or white
backgrounds around toys, or cover “busy areas”
with tape or paper.
Adaptations/Modifications:
Access to Books
Adapt physical elements of a book:
•Make page ‘fluffers” for books with
foam scraps, chip clips, or hot glue
“dots”.
•Adapt the format - laminate, enlarge,
or insert in binder.
•Adapt text - reduce size, simplify text,
add symbols.
Adaptations/Modifications:
Access to Books
Adaptations/Modifications:
Access to Books
•Stabilize books-carpet squares, adapted book
holders, or lap trays.
Adaptations/Modifications:
Access to Books
•Use story-specific symbols, pictures, or
objects to allow the child to retell or answer
questions about the story.
•Use a recorded version of the story to be
shared with peers or listen alone with
headphones.
•Use commercially available books on tape or
CDs, which can be controlled by the child by
using a single-switch-adapted cassette or CD
player to start and stop the story.
Adaptations/Modifications:
Access to Books
•Record sounds or repeated lines in stories using a
single-switch message device (e.g. Big Mack) to allow
participation
in the reading of the story.
•Use a sequencing digital voice message device to
“tell the story.”
Adaptivation.com
Adaptations/Modifications:
Access to Books
•Create your own stories using “talking photo
albums” available from a variety of sources.
•The Book Worm by AbleNet and the Book
Talker by Enabling Devices allows you to create
talking books with alternate access options.
BookWorm
Photo Credit:Ablenet
Book Talker
Photo Credit:Enabling Devices
Adaptations/Modifications:
Access to Books
•Create talking single-switch or mouse-click
access stories using Microsoft PowerPoint.
•ACE Centre tutorialhttp://atto.buffalo.edu/registered/Tutorials/talkingBooks/powerpoint.php
Adaptations/Modifications: Access to
Books
•Create your own books using a multimedia
authoring program (Intellipics, Clicker4, My Own
Bookshelf, Buildability).
•Look for commercially available multimedia story
books for your computer (Living Books from
Broderbund, UKanDo Little Books from Don
Johnston, or Mightybooks).
• Look for free books available to play and view
online (www.storyplace.org,
www.mightybook.com, www.starfall.com).
Assistive Technology Solutions: Reading and Writing Hardware
 Language Master-Califone Card Master Califone
 ClassMate Reader Humanware
 Neo, Dana Alphasmart Direct
(www.califone.com)
(http://www.humanware.com/en-new_zealand/products)
(www.alphasmart.com)
 Fusion Advanced Keyboard Technologies
 Livescribe Smartpen Livescribe
(http://www.keyboardinstructor.com/)
(Livescribe.com)
 Kindle Amazon (now with text-to-speech option)
 Rocket Reader AbleLink Technologies
 Ipod Apple
Assistive Technology Solutions: Communication
 PECS
 communication books, boards, aprons
 talking photo albums
 leveled communicators: Step by Step
 single message devices
•Talking pockets, buttons
 Minspeak systems: semantic compaction
•Vanguard
 Dynamic display pictographic devices
• Dynavox: MT4, V-Max, Palm Top
• Tango, Proloquo2Go
 Other communication devices
• Tech/Speak
• GoTalk, Cheap Talk
Assistive Technology Solutions: Reading and Writing
 Organizers
• Inspiration, Kidspiration (Inspiration): click to outline, export to document
• FREE online- save, print, share: Exploratree.com, Bubbl.us
 Word Prediction, Word Completion
• autocorrect, form fill
• CoWriter (Don Johnston)
• Read and Write Gold (TextHelp), Kurzweil (Kurzweil)
• WordQ (Quillsoft)
• Classroom Suite (Cambium)
 Speech-to-Text
• MS Word, Powerpoint (Microsoft)
• Dragon Naturally Speaking (Nuance), MacSpeech Dictate
• SpeakQ (Quillsoft)
Types of AT in the Classroom
AT Category
Computer Access
Why Student Would Need
If a student cannot access the
computer in its standard form
and they need access to
appropriate software or
curriculum materials
Printing
If a student is having difficulty
with printing
www.fctd.info
Examples
• Word prediction
• Switches
• Voice recognition software
• Alternate keyboards
• Pointing options
• Pen/Pencil grips
• Adapted paper
• Printing templates
• Word processors
• Word card/book/wall
• Spelling/Grammar Checker
• Software
Types of AT in the Classroom
AT Category
Augmentative/Alter
native
Communication
Reading
Why Student Would Need
If a student evidences a
difference between
comprehension and expression
skills, demonstrates a delay in
expressive language, or their
speech is not understandable to
peers and others
If a student is having trouble
understanding what they are
reading or paying attention to
the reading assigned
www.fctd.info
Examples
• Communication board
• Eye gaze board/frame
• Voice output device
• Device with speech
synthesis
• Predictable texts
• Book adapted for page
turning
• Electronic books
• Single word scanners
• Talking electronic
devices/software
Types of AT in the Classroom
AT Category
Learning
Why Student Would Need
Examples
If a student is struggling to get
their work done in a timely
manner or if they are having
trouble understanding certain
concepts
• Highlighters
• Recorded material
• Hand-held scanners
• Electronic organizers
• Print or picture schedule
If a student is finding it difficult
to acquire and master math
concepts / applications
• Number line
• Enlarged worksheets
• Calculators
• Talking clocks
Math
www.fctd.info
Types of AT in the Classroom
AT Category
Vision
Why Student Would Need
If a student has trouble seeing or
is blind
Hearing
If a student has trouble hearing or
is deaf
Adapted from:
“A Resource Guide for Teachers and Administrators about Assistive Technology”
Penny R. Reed, Ph.D.
www.fctd.info
Elizabeth A. Lahm, Ph.D.
Wisconsin Assistive Technology Initiative
January, 2005
Examples
• Eyeglasses
• Magnifier
• Large print books
• CCTV
• Pen and paper
• TTD/TTY for phone access
• Signaling devices
• Closed captioning
• Hearing aids
Educational Aids
- Cause & Effect Software
- Early Literacy Software
- Writing Aids
- Stamps
- Pencil grips
- Slant board
Early Learning 1
by Marblesoft
Stamping Sticks by
Discount School Supply
Page 53
Computer Access Adaptations
Considerations in
Selecting a Switch
•
•
•
•
Style & Type
Size
Placement
Switch Interface
Page 54
Mouse
Alternatives
Computer
Access
Adaptations
• Touch Screen
• Trackball/Joystick
• Pointing Devices
Page 55
Computer Access Adaptations
Alternative Keyboards
• Different Key
Configurations
• Variable Sizes
• Programmable
• Availability of OnScreen Keyboards
Page 56
Assistive Technology Supports: Autism
•Vizzle
•Facial Expressions Game
•Emotions Game
•Social Skills Builders
•Visual Strategies
•Autism Software by Mousetrial …links!
•AT for Children with Autism
•Simplified Technology …links!
•Visual Supports
•Article: Prescribing Communication Devices
•Hiyah
Iphone-Ipod Apps:
•Iprompt
•Help Kids Learn
•DT Trainer
•Bloom
•Behavior Tracker Pro
•Proloquo2Go
General Tec
General technology in the classroom can
benefit students with and without
disabilities….
hnology calculators, projectors, smart boards,
•Computers,
tape recorders, software, and handheld devices are
examples of general technology increasingly used
in classrooms.
•Research shows that technology enhances skill
acquisition by students with a wide range of
learning styles.
•Even if there is not a student with special needs in
the classroom, technology supports may help
students with “invisible” learning disabilities who
have not received formal diagnoses.
www.fctd.info
Resources and References:
Assistive Technology
MATR (Michigan’s Assistive Technology Resource)
http://www.cenmi.org/matr
Let's Play! Projects
www.cosmos.ot.buffalo.edu/letsplay
Fisher Price special needs
http://www.fisherprice.com/US/special_needs/default.asp
Dragonfly Toys
http://www.dragonflytoys.com/
Adaptivation
http://www.adaptivation.com/homepage.htm
Books Made Easy! By Pati King-Debaun
Creative Communicating—801-645-7737
www.creative-comm.com
Boston Public Schools Access Technology CenterRecipe for Adapting Books
http://boston.k12.ma.us/teach/technology/emmanuel.asp
NCIP National Center to Improve Practice in Special
Education
http://www2.edc.org/NCIP
Lakeshore Learning Materials—800 421-5354
www.lakeshorelearning.com
Linda Burkhart
www.Lburkhart.com
AAC Intervention
www.aacintervention.com
Joy Zabala, Assistive Technology Consultant
http://www.joyzabala.com
Adapted Toys: Resources and Images
http://www.enablemart.com/Switch-Adapted-Toys
http://enablingdevices.com/catalog/toys_for_disabled_chil
dren
http://www.instructables.com/id/How-to-switch-Adapt-aGiggle-Pig/
http://www.instructables.com/id/Holiday-Toy-SwitchAdapting/
http://talksense.weebly.com/toys.html
http://www.ablenetinc.com/Assistive-Technology/ToysGames-Entertainment/Switch-Adapted-Toys-Favorites
Tots ‘n Tech Website and
Archive of Newsletters
This is link to a dedicated website that features
devices, resources, images and information on
appropriate uses of Assistive Technology with
young children
http://tnt.asu.edu/
Augmentative & Alternative
Communication (AAC) for Young
Children with Special Needs
Professional Development Objectives
• Participants will extend their
awareness of low to high tech AAC
materials, devices and software.
• Participants will extend their
awareness of use of AAC systems in
the classroom and in the home
• Participants will extend their
awareness of AAC resources.
Definition of AAC (ASHA, 2001)
• AAC is a set of
procedures / processes
to maximize
communication skills
for functional and
effective
communication
Definition of AAC (con’t)
• It involves
supplementing /
complementing or
replacing natural
speech and/or writing
with aided and/or
unaided symbols
AAC Systems Support Development of :
• Expressive language
• Receptive language
• Literacy
• Control over the environment
• Communication initiation
The ability to make choices is a powerful
method of communication!
on is Power!
- Reduces child frustration
- Provides an outlet for
expression
Page 70
Rationale
for Use of AAC Systems
ERComRAtimunication
• Child has limited speech or poor prognosis for
speech / sound production abilities.
•Children with limited speech or absence of
speech need a way to communicate their wants,
needs and desires.
•Tools for communication provide a way for
these children to interact within their learning
and living environments.
Page 71
Goals of AAC Interventions
• The basic goal of AAC is to build social
interaction between young children and
familiar partners
• Maximize child’s functional
communication
• Enhance child’s language development
– Increase participation /turn taking
– Build greater complexity of language
structure to support more complex
communication
Goals of AAC
• Provide opportunity and capability to child
to:
–
–
–
–
–
–
–
Communicate messages
Interact in conversations
Participate in home, school, and play activities
Establish and maintain social relationships
Identify personal needs
Support understanding
Support language development
Function of AAC
• Support language development
• Support speech development
• Complement or supplement speech
• Enhance functional communication
and participation
AAC Systems
• Integrated group of components,
including the symbols, aids, strategies,
and techniques used by individuals to
enhance communication.
• Aided systems and strategies
• Unaided systems and strategies
AAC Systems
• 4 Types of AAC Systems
1. Low tech
2. Simple digitized systems
3. Dedicated voice output
• Can be text to speech or digitized
• Multi-level or dynamic display
4. Personal-computer or other
commercial voice output devices
w specialized communication
software
Augmentative and Alternative
Communication (AAC)
• Low Tech / High
Tech
• Dynamic / Static
Display
• Input Methods
• Symbol Sets
© 2003 CSUN Center on
Disabilities
AAC – Low Tech, High Tech
Low Tech
• High Tech
© 2003 CSUN Center
on Disabilities
AAC Display-Dynamic & Static
• Dynamic
• Static
© 2003 CSUN Center on
Disabilities
AAC Symbol Sets
• Letters
• Objects
• Pictures
© 2003 CSUN Center on
Disabilities
Low Tech AAC
Communication Notebook
Simple Digitized
Dedicated Voice Output Devices
Personal Computer-based
Voice Output Systems
Commercial Devices with
Specialized Software
Principles to Guide AAC Use with
Young Children
• Start as early as possible
– Intervene with infants, toddlers, preschoolers who are
at risk
• Intervene in natural environment in daily activities
– Maximize functionality, familiarity, meaningfulness
• Focus on sustained social interactions with peers
– DON’T limit focus to expressing needs and wants
– Build social networks & share information in sustained
social interactions
Principles to Guide AAC Use with
Young Children
• Provide support in helping children learn
• Embed familiar experiences/content in AAC systems
• Show parents how to provide appropriate language
development
• Provide frequent opportunities for communication
• Provide appropriate language modeling
• Respond to child’s attempts to communicate
Principles to Guide AAC Use with
Young Children
• Provide models of AAC & speech
– Always use AAC and Speech when talking
to child
– Expand on child’s messages using AAC
and Speech
• Ensure that AAC systems are dynamic
– Regularly introduce and add new
concepts
Complementary Roles of
AAC and Speech
AAC and Speech
• AAC is useful for
child who is unable
to use speech to
meet communication
needs
– Across peers
– Across contexts /
settings in early
learning
environments
AAC and Speech
• AAC and speech are
NOT mutually exclusive
– Most children have
some ability to vocalize
or speak
– FUNCTION of this
communication is the
key concept
Role of Technology in AAC
• Technology is a tool
•Goal is to match strengths and
challenges of the child to the features of
the AAC system (high tech OR low tech)
Relationship Between Use of
AAC Systems and Speech:
3 Categories of Use
1. No need for AAC
1. AAC as equal mode of communication along
with child’s speech
3. AAC as a primary mode of communication
1. No Need for AAC……..
• Child is able to meet all communication
needs across partners and contexts using
speech
• Speech, language, and communication
skills may or may not be “normal”
– Child is able to use speech to participate in
learning and living environments without need
for compensatory communication strategies.
2. AAC as Equivalent Mode of
Communication with Speech
• Child is able to meet some communication
needs across peers/partners and learning
and living contexts using speech w/o other
form of communication support
– Intelligibility of speech is reduced, moderately
– Speech may be functional with familiar
communication partners or in quiet situations
– AAC would be used to enhance speech intelligibility;
often used simultaneously with speech
– AAC and speech are both primary modes of
communication, depending on the partner and the
setting.
•
•
•
•
•
What Does Child who Needs AAC
Combined with Speech “Look Like”?
Talks in single words or multiword utterances
Moderate to severe intelligibility problems
– Different partners/peers may be more or less
skilled at understanding child
Language may be “normal” or impaired
Functional communication limited to familiar
partners and setting
Participation limited without significant support
of communication
3. AAC as a Primary Mode of Communication
• Able to meet few or no communication
needs across all partners/peers and
contexts using speech
– May produce a few idiosyncratic words or
vocalizations that very familiar communication
partners can interpret
– May use facial expressions, gestures, and
vocal intonation for communication
– Comprehensive AAC systems needed for
nearly all communication interaction to enable
social and educational participation.
What Does Child who Needs AAC as a Primary
Mode of Communication “Look Like”?
•
•
•
•
•
Unintelligible speech
Language may be “normal” or impaired
Very limited functional communication abilities
Very limited participation
Role of AAC:
– Provide expressive communication modality
– Enhance functional and independent
communication
– Enhance participation
Children Who May Be Candidates for
AAC Systems: “At-Risk” Status
• “At Risk”………..
– history of neurological impairment
– developmental lags in early vocal and speech
milestones
– persistence of primitive reflexes
– oral-motor difficulties (particularly with
sucking and swallowing)
– suspected cognitive disability
AAC Assessment Process
•
•
•
•
•
Determine & Develop Question (s) of Interest
Determine Direct Selection Technique
Current Communication & Needs
Cognitive Skills
Visual-Motor
–
–
–
–
Motor Control
Visual Status
Switch
Consult Seating, Positioning and Mobility Needs
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Motor Skills
 Does child have a hand preference?
 Do child have the ability to reach, grasp,
grasp and release, isolate a finger, and/or
point?
 In what position is the child able to
optimally move and respond?
 What reliable, predictable motor
movements does the child have?
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Motor Skills
 Positioning of Child/System
- Factors that influence access to system and
functional use of ACC system
 Switch Assessment
- Determine type and placement of switch
(motor control must be consistent, reliable,
transparent)
- Features of switches (e.g. size, feedback,
travel, durability)
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Functional performance
with
switch
may
AAC Assessment
102
differ from evaluation performance
Functional Vision
 Assess ability to………
-
Fixate on a target (visual acuity and visual field)
-
Track a moving target
-
Localize and discriminate a particular item on a page
-
Scan along rows and column
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Placement of Communication Boards
•
•
•
•
•
•
•
Mount on Wheel Chair
On Desk/table
On locker
On Wall/ by bathroom/ sink
Play areas
Work area
Kitchen area
Decisions about Components of AAC
• Selection technique
– scanning or direct selection
• Input device.
– switch, keyboard
• Selection Set
– visual, auditory, and/or tactile presentation of
items (e.g. letters and keys on the keyboard)
• Output Forms
– text on the monitor screen, speech, Braille
print-out, movement of a powered wheelchair
• Strategies
– encoding, word prediction, abbreviation,
expansion
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Myths Related to
Use of AAC Systems
• AAC is a “last resort”
• “Wait and See” if child will be a “Talker”
• AAC hinders speech development
• A certain set of skills or pre-requisites are
necessary to use AAC
• AAC is only for people who have better
receptive skills than expressive skills
Myths Related to
Use of AAC Systems
• Children who do not immediately respond to
AAC are not “ready”
• AAC is for people who cannot speak at all
• AAC can wait until the child enters early
childhood
• An AAC expert and expensive/complicated
equipment are needed to begin using AAC
with a child
Myth Buster: Best to “Wait and See” if
Child Will Be a “Talker”
• Reality
– If child is “at risk”, then AAC system may
avoid negative impact of ineffective
communication on language
development
– AAC is multi-modal and should include
supporting development of verbal skills
– Not an “either or” proposition
Myth Buster: AAC Hinders
Speech Development
• Reality
– There is NO EVIDENCE (controlled research
studies) that AAC has a detrimental impact on
speech
– Research findings suggest that access to AAC
systems may have a positive impact on speech
development (Cress, 2003; Millar et al., 2006)
Myth Buster: AAC is only for
children who cannot speak
• Reality
– Children who cannot meet all communication
needs with speech are viable candidates for AAC
– AAC can be used as a back-up strategy when
speech fails
– AAC use can be partner/peer/situation specific
– AAC can complement/supplement speech
– AAC can support language development
Myth Buster: AAC can wait until
the child enters later stages of early
childhood
• Reality
– An AAC system or ‘bridge’ is needed as
soon as possible for “at risk” children
– Delays in having a bridge that minimizes
language learning barriers will have a
negative implication for the child’s future
language and cognitive development
Myth Buster: An AAC expert and
expensive/complicated systems are needed to
initiate an AAC system
• Reality
– Many low tech and simple voice output devices
can be used to immediately create an AAC
bridge for child
– Word processing programs, pictures, and web
images can be used to create simple displays
– There are inexpensive simple talking devices
and mainstream technologies (eg., iPad) that
offer options to address the needs of young
children with communication delays
Summary
• Speech and AAC are not mutually
exclusive options
• AAC should be considered as an
intervention that can be used to prevent
communication failure
• Teachers will model the role of AAC
systems and how AAC systems are
perceived / received by other children,
parents and adults.
Summary (cont.)
• Effective AAC plays important roles
– Augment existing speech
– Serve as a primary output mode for
communication
– Serve as both an input and output
mode for communication
– Foster the development of language.
Examples of AAC Systems
Communication Boards
• Vocabulary that reflects 4 categories
–
–
–
–
Wants & Needs of Child
Exchanging Information
Social Interactions
Social Etiquette/Classroom Rules
• Using the available symbols, could you
communicate about an activity in all
categories?
Communication Tools
• Picture Symbols:
- May be organized as symbol
sets
- Can be used to create simple
activity boards
- Reinforce basic literacy skills
• Voice Output Devices:
- Range from mid-tech to hightech
- Allow a child to have a “voice”
Boardmaker Symbols
by Mayer-Johnson
BIGMack by AbleNet
Page 117
Low-Tech Communication Boards
• Inexpensive
• Easy to Use
• Require little
maintenance
• Portable
• Durable
• Flexible
Page 118
Use Picture Communication Symbols to…..
ptions
•
•
•
•
•
•
Make communication boards
Create calendars
Design schedules
Enhance IEPs and progress reports
Create worksheets, flash cards, and symbol cards
And much, much more. . .
Page 119
Commercial Symbol Design Vendors
Examples of Symbol Making
• Boardmaker TCools
• TheraSimplicity
•Pogo Boards
•Mrs. Riley
•Symbol Mate
•Picture This
Page 120
Communication Boards
http://www.ang
elfire.com/pa5/
as/asteachersit
es.html
Communication book
www.autismshop.co
m
Eye Gaze Frame
Simple Voice Output Device
AbleNet
www.ablenetinc.com/
BIGmack Switch
(800) 322-0956
Voice Output Device with Levels
http://www.amdi.net/
www.attainmentcompany.co
m
Voice Output with Icon
Sequencing
Pathfinder,
Prentke-Romich
Company
http://www.prentr
om.com
Voice Output with Dynamic
Display
Mercury
DV 4 and MT 4
E-Talk
Palmtop
Tango by Blink Twice
www.blink-twice.com
Speaking Dynamically Pro
•
•
•
•
AAC Software with speech output
www.mayer-johnson.com
Windows and Mac
Create personalized dynamic, multilevel,
talking boards
Type and Talk Speech Synthesis
Tablet PC Speech Assistant
www.herbi.org
1. Like
2. Again
3. Show me
4. Whole
5. Past
6. Fast
7. Correct
8. Short
9. Tomorrow
10. Word
11. Communication
12. That’s crazy!
Communication Symbol Guideline
– REAL OBJECTS
– TANGIBLE SYMBOLS
– TOBIs (true object-based
icons)
– COLOR PHOTOS
– BLACK & WHITE PHOTOS
– LINE DRAWINGS
– PICTURE
COMMUNICATION
SYMBOLS
– TEXT W/ PICTURES
– TEXT & LETTERS
Object Communication System
www.adaptivation.com
Tangible Symbols
• Tangible symbols are objects or pictures that
stand for or represent something about which
we need to communicate.
A T.O.B.I. can be a line drawing, photograph
etc. which is cut out in the actual shape of
the item it represents
When Cary gets home from school…
Line Symbols
Picture Communication Symbols
Text with Pictures
Communication Board with
words/letters/numbers
Picture Schedules
 What is it? A visual representation of a
span of time or of a specific activity.
 When? They can be used to help cue a child as to
what comes next (e.g., put on snow pants, put on
boots, put on coat, put on mittens)
 How? Mount picture symbols or labeled photos
on magnetic board, tag board with Velcro, or
tape and have the board with you during that
activity. Model use of it so the child can
eventually perform the task independently.
www.autismshop.com
Tools for protesting or rejecting
"All Done“ Card
http://www.cesa7.k12.wi.us/sped/autism/assist/asst13.h
"Wait" Card
http://www.cesa7.k12.wi.us/sped/autism/assist/asst13.h
"First-Then" Card
AAC in Early Childhood Classrooms
• Vocabulary
• Literacy Boards
• Literacy Activities to expand language
– Customize books
– You don’t have to talk before you read
– Reading comprehension increases if you are able to
talk about it
Vocabulary
Literacy Boards
 What is it? A single page containing pictures/words
specifically relating to a particular story
 Why? Used to identify key characters of the story, along with
messages like “turn the page,” “more” or other story-specific
comments
 When? Use before, during, and/or after a story to help lead
discussion and help the child fully understand the vocabulary
and concepts within the story
 How? Model use by pointing to characters, comments as you
talk/read about them
Snack
Time
Boscobel ECH
Lily Rider, Louise Hebel
Snack Time
Boscobel ECH
Lily Rider, Louise Hebel
School to
home note
Boscobel ECH
Lily Rider, Louise Hebel
AAC in the Home
• Board should be consistent with classroom
board….same content (where appropriate)
•Create boards for playing games
•Follow a recipe
•AAC systems with infrared can be used to control
anything that can be operated with a remote
– Channel surf the TV
– Purchase a infrared mini controller and automate small
appliances (lights, fans, computer, robotic vacuum)
– Control infrared toys & switch adapted toys
Playdough recipe with Pixwriter
• Planning
– Assessment & Design
•
•
•
•
Boardmaker
Speaking Dynamically Pro
PixWriter
Microsoft Word Table
www.imaginesymbols.com
Arrangements for Communication
Displays
Activity-Based
Category-Based
Grammatically
Correct-Based
Alphabet and Word
Based
Activity-Based Displays
• For use with a specific activity (block play,
cooking, office help)
• May necessitate repeating of symbols across
multiple displays
• Should include comments and social etiquette
messages
• General left-to-right progression (person-actionattribute-object-location)
• Should include problem-solving messages
Category-Based Displays
• Groupings are based on categories with
vocabulary items arranged according to familiar
categories
• May include a main board (e.g., I want to tell you
a joke) with branching subtopic messages
• Requires knowledge of categorization and the
hierarchy of language
• Difficult to express relational concepts, or
complex thoughts, and difficult to use
appropriate syntax
Grammatically-Correct Displays
• Groupings are based upon some knowledge of
grammar
• Provide a way to generate more complex
thoughts, to develop linguistic and literacy skills
• Includes semantic arrangements, grammatical
arrangements, or a modified Fitzgerald Key
• Makes it possible for communication partners to
model language (augmented input/aided
language stimulation
Alphabet or Word-based
Displays
• Groupings are based on the alphabet
• May include combination word-symbol
messages
• Effective use depends on the student’s
prior knowledge, future goals, and the
message selection techniques being used
Color Coding
will allow user
and facilitator
to locate
symbols more
easily
www.aacintervention.com Tip of the month
Picture Exchange Communication
System (PECS):
• PECS allow the child to spontaneously initiate a communicative
interaction by actually exchanging, or giving a visual representation
system to another person.
• By making a physical exchange with another person, the child
develops a concrete understanding that communication is an actual
exchange of information between two or more people
• The PECS program is composed of various phases or levels, starting
with simple, concrete communicative exchanges and moving to
more abstract communication.
• Visual representation systems which can be used: miniature
objects, T.O.B.I.s, photos, real drawings, line drawings, written
words.
Boardmaker Software
• Picture communication symbols used to
create communication boards, device
overlays, worksheets, picture schedules
• Teacher Tool
• www.mayer-johnson.com
Boardmaker Plus Software
•
•
•
•
•
This is Boardmaker plus voice
Create interactive Activities
Minus SDP bells and whistles
Student/classroom Tool
www.mayer-johnson.com
Boardmaker with Speaking
Dynamically Pro Software
• SDP is a speech output program
• Use to create dynamic, talking, multilevel
communication boards
• Teacher Tool
• Individual Student Tool
• www.mayer-johnson.com
Word
Table
with
ClipArt
http://www.imagineSymbols.com
• 4000 symbols include emotions, animals,
verbs, nouns, computer technology, and
many more. Imagine Symbols are available
for download for non-commercial use.
Created in Word with
Free Image Symbols
http://www.symbolworld.org
• This is a great site for nonreaders. Everything is in symbols. Stories,
news, recipes, personal care, and much
more. There is even a newsletter that is
similar to News 2 You.....but it's free.
www.widgit.com
•
•
•
•
Resources on symbol use
Symbols for literacy
Products
Webwide – see websites with symbol
support
References and Resources:
AAC Systems
References
American Speech-Language-Hearing Association website: www.asha.org
Burkhart, L. 1993, Total Augmentative Communication in the Early Childhood
Classroom, p.38
Binger, C. & Kent-Walsh, J. (2005). Evidence-Based Language Supports for Children
Using AAC: Increasing Expressive Communication. Closing the Gap conference,
Oct. 2005, Minneapolis, MN.
Casey, K. & Kornfeld S. (2004). Developing language-rich light tech AAC systems for
young children. Closing the Gap, October/November 2004, 23 (4).
CESA 4 & 5 Cumley, J. and Pallaske, M., CESA 1 & 2 Weingarten, M. and Gierach, J.,
Creating Communication Environments training, 2005
Cress, C, J,, & Marvin, C, A, (2003), Common questions about AAC services in early
intervention. Augmentative and Alternative Communication, 19, 254-272.
DynaVox educational specialist Whitfield, K., Planning for and supporting
Meaningful Participation and Learning for children and Adults Using AAC
References
Hodgdon, L., Visual Strategies For Improving Communication: Solving Behavior Problems in
Autism: Improving Communication with Visual Strategies, QuirkRoberts Publishing,
www.usevisualstrategies.com P.O. Box 71
Troy, MI 48099-0071
Hodgdon, L., Solving Behavior Problems in Autism: Improving Communication with Visual
Strategies, QuirkRoberts Publishing, www.usevisualstrategies.com P.O. Box 71 Troy, MI
48099-0071
Karlan, George. Environmental Communication Teaching Training. Field-Initiated Research
Grant Award No. H023C9005 from the Office of Special Education, U.S. Department of
Education. Lafayette, Indiana: Purdue University.
Quill, Kathleen, Do-Watch-Listen-Say, Paul H. Brookes Publishing, 2000
Raising a Reader, Raising a Writer: How Parents Can Help. Washington DC: National
Association for the Education of Young Children (NAEYC) #530
Romski, M. A., & Sevcik, R. A. (2005). Augmentative communication and early intervention:
Myths and realities. Infants and Young Children, 18, 174 – 185.
Teaching Our Youngest: A Guide for Preschool Teachers, Child Care & Family Providers, U.S.
Department of Education
Assessment Resources
 Gamel-McCormick & Dymond (1994)
http://acc.k12.ar.us/easter_seals/images/pdf_files/Augment
ative_Communication_Assessment.pdf
http://www.ttac.odu.edu/Articles/Gamel.html
 Communication checklist
http://www.wati.org/products/freematerials.html
 Augmentative and Alternative Communication (AAC)
Connecting Young Kids (YAACK) - aac.unl.edu/yaack/
7/15/2016
AAC Assessment
177
Companies Providing
Dynamic Display Devices
• www.dynasys.com DV4, MT4, MightyMo,
DynaWrite
• www.prentrom.com Pathfinder, Vantage,
Vanguard, Springboard
• www.aacconnections.com Mercury, MiniMerc,
Enkidu
• www.blinktwice.com Tango
• www.attainmentcompany.com E-talk
DynaVox Resources
www.dynavoxsys.com
• DynaVox Local Trainings
– Introductory and Advanced Trainings
• Online Programming Tutorials
– Video and slide presentations
• DynaVox Virtual Classroom
– an online learning environment that features a
live instructor
Visual Resources for Enhancing
Communication
from the Indiana Resource Center for Autism
www.iidc.indiana.edu/irca
*Attainment Company, Verona, WI 800-327-4269
www.attainmentcompany.com
*Autism Resource Network
www.autismshop.com
*Don Johnston Company, Volo, IL 800-999-4660
www.donjohnston.com
*Imaginart Communication Products, Bisbee, AZ 800-828-1376
www.imaginart.com
*IntelliTools, Inc., Novato, CA 800-899-6687
www.intellitools.com
*Mayer-Johnson Company, Solana Beach, CA 800-588-4548
www.mayerjohnson.com
*Pyramid Educational Consultants I nc., Newark, DE 888-732-7462
*Silver Lining Multimedia, Inc., Poughkeepsie, NY 845-462-8174
*Slater Software, Inc, Guffey, CO 719-479-2255
Additional Resources
Family Center on Technology and Disability
http://www.fctd.info/
National Dissemination Center for Children with Disabilities
http://www.nichcy.org
Center for Implementing Technology in Education
http://www.cited.org/index.aspx
Assistive Technology in the Classroom
http://atto.buffalo.edu/registered/ATBasics/Foundation/intro/index.php/
Wisconsin Assistive Technology Initiative
http://www.wati.org/
Office of Special Education Programs
http://www.ed.gov/about/offices/list/osers/osep/index.html
www.fctd.info
Additional Resources
• ABLEDATA - www.abledata.com
• Assistivetech.net - www.assistivetech.net
• Center for Early Literacy Learning www.earlyliteracylearning.org
• Family Center on Technology and Disability
(FCTD) – www.fctd.info
Additional Resources
• Infinitec - www.infinitec.org
• National Assistive Technology Technology
Assistance Partnership (NATTAP) http://resnaprojects.org/nattap/scripts/nattapcon
tacts.pl
• PACER Center - www.pacer.org
• Tots-n-Tech – http://tnt.asu.edu
Take a Look at One
Example
• Children’s Center of Northampton
Community College, Bethlehem, PA:
http://www.northampton.edu/EarlyChildhoodEducation/Partnerships/BuildingInclusive-Child-Care.htm
Universal Design for Learning
(and Living….)
http://www.udlcenter.org/aboutudl/udlguid
elines
Universal Design for Learning is…
• Based on the premise that there is no
one kind of learning
– Learning differs across tasks
– Learning differs across development
– Learning differs across individuals
Diversity is the norm, not the exception
When curriculum, materials, and
learning environments are designed
to meet the needs of the broad
middle to the exclusion of those with
different abilities, learning styles,
backgrounds, and even
preferences, they fail to provide all
children with fair and equal
opportunities to learn.
Universal Design for Learning
Universal Design for Learning (UDL): The
design of products to be useable by all
people without the need for adaptation
Toys that are universally designed might
have one or more of the following features:
• Sound
• Color
• Texture
• Manipulatives
Page 189
Toy Selection
• Select developmentally
appropriate materials and
curriculum
• Work with the child’s team to
develop strategies and
address challenges
• Look for qualities of
“Universal Design”
Page 190
Adopting UDL in Curriculum, Materials & the
Environment Provides Children with:
1. Options for how they learn
2. Choices that will engage their interest
3. Choices for how they demonstrate their learning
Teachers provide:
1. Multiple ways of presenting information
2. Options for engagement
3. Multiple methods of expression and assessment
UDL separates the goal from the means
UDL Principles
Provide students with multiple means of
– Representation - Accessing information
– Expression – based on student’s unique
viewpoint
– Engagement - with the curriculum
CAST= the Center for Applied Special Technology
http://lessonbuilder.cast.org/window.php?src=videos
Multiple Means of Representation
for Students to Access Information
• Visual presentations – i.e. Discovery Education
Streaming videos, teacher created visuals
• Enlarged print, use of color , & design – i.e.
Readability tool
• Audio text support – i.e. ReadPlease,
WebAnywhere, WYNN, Co:Writer, Clicker 5
• Multimedia presentations – PhotoStory 3, Clicker 5,
Powerpoint, SMART Notebook
• Internet links to background information
Multiple Means of Expression for Students to
Access Information
• Graphic tools – i.e. Inspiration, Kidspiration, Word tools
• Keyboarding with spelling supports – i.e. Co:Writer, MS
Word spellcheck, WYNN, word banks
• Narration, audio recording, podcasts
• Multimedia tools- i.e. PowerPoint, Photostory 3, Clicker 5,
Inspiration, SMART Notebook
• 3-D models
• Artistic displays – i.e. drawings, collages, paintings
• Data displays – i.e. graphs and charts
Multiple Means of Engagement
• Infused/embedded within the learning environment
– Student choices
– Audio/visual/hands on
– Multimedia
– Project-based inquiry
– E-mail, blogging, wikis
– Collaborative learning
Some content in this slide show
was included/edited from ….
Augmentative and Alternative
Communication for Young
Children
Katie Hustad, Ph.D., CCC-SLP
Julie Gamradt, M.S., CCC-SLP
Waisman Center
University of Wisconsin-Madison