Integrating AAC into the School
Curriculum
Breanna Allor & Andrea Ryba
April 25, 2012
Role of Language in
Schools
“Proficiency in the language of instruction is a vital condition
for success at school.”
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Students use speech to:
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answer questions, to
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ask questions
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share information
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socially interact with peers.
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aid in learning literacy skills.
Good Communication Skills lead to Successful:
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Speaking, Thinking, Reading, Writing, Learning
Poor Communication Skills Lead to Problems:
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Understanding instruction, participating in classroom instruction, developing and maintaining relationships
(EU Green Paper, July 2008)
Role of SLP in incorporating AAC in
Classroom
According to ASHA,
– Speech-language pathologist’s are responsible for the
developing, selecting, and prescribing of AAC
systems and devices.
– The speech-language pathologist must acquire and
maintain the knowledge and skills that are necessary
to provide quality professional services.
Types of AAC used in School
Settings
PECS
A picture exchange communication
system using pictures instead of
words to communicate.
How it works:
– The child wants an item.
– He/she gives the picture to a
communication partner (parent,
therapist, caregiver or another
child).
– The communication partner then
hands the child the food or toy
which reinforces communication.
http://www.youtube.com/watch?v=UfNJih
QOJo0&feature=related
The 6 Phases of PECS
• Phase One: The communication partner makes a list of the child’s
favorite items (usually begins with toys or food).
• Phase Two: The communication partner moves slightly away from the
child so that the child has to move towards the communication partner
to place the picture card in his/her hand.
• Phase Three: The child is given more than one picture card. Now the
child must choose which one represents a desired object, and then give
this card to the communication partner.
• Phase Four: The child is given a card with the phrase “I want ____” on
it. This card now must be used with the picture card showing what is
desired.
• Phase Five: In this phase the communication partner asks the child
“What do you want?”and waits for the child to hand him/her a picture
card.
• Phase Six: Once the child can use PECS with fluency and has generalized
the system to more than one communication partner, the child is taught
how to comment on something he/she observes.
Types of AAC used in School Settings
Picture Communication Boards
Types of AAC used in School Settings
Electronic Devices: iPad
“There’s an App for that!”
• AAC Apps
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Proloquo2Go
Tapspeak
Speaking Images
iConverse
iCommunicate
Grace
Voice4U
MyTalk Mobile
Look2Learn – AAC
Tap to Talk
http://www.youtube.com/watch?v=eIlqoEIH82c
Types of AAC used in School Settings
Electronic Devices: DynaVox & Mayer-Johnson
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Maestro
V+
Vmax
EyeMax
M3
DynaWrite
MT4
Tango!
M3
MT4
DynaWrite
Tango!
DynaVox, 2011
System Selection
• Student’s physical and cognitive abilities
– One hit for one message (yes/no)
– Multiple messages
– How much the user has to say and in what contexts?
• Selection Set?
– The items from which the user can choose to deliver his/her
message (symbols, tactile symbols, words, letters).
• Mobility/Portability
– Some are highly portable and suitable for a mobile user.
– Some are not easily portable and are best suited to use by a
wheelchair user.
• Appropriate Vocabulary and Pictures vs. Words
Guendling et al., 2003
Other System Selection
Considerations
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The family’s culture and value system
The environment it will be used in
The functional tasks for participating in daily routines
Available materials and technologies
The barriers to his/her participation
Ongoing intervention and evaluation
Possible Features of AAC Devices
Enlarging the size of the text
Changing the color or font of the text
Having the text read aloud
Hearing labels read of pictures/simulations
Speaking into a computer microphone to write
Using alternate input options: trackballs, larger keyboards, touch screens,
etc.
School Placements
• Advantages and Disadvantages to:
– Specialized Schools
– Special Education Classrooms
– Least Restrictive Environment - general education
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School Involvement
Issues
– Training
• Administrators, professionals and all others involved should know how AAC can
benefit education as well as how the AAC works.
• Technology planning in school districts often neglects issues of AAC Hardware,
software use and ongoing training.
– Maintenance
• When the AAC is no longer meeting student needs, they need to be modified,
replaced or abandoned, either temporarily or permanently.
• School district policy and procedures must address the ongoing maintenance of the
equipment.
– Universal Design
• Manufacturers are encouraged to follow suggested federal guidelines to design
products that are accessible to more users.
• This would ease the transition into the classroom.
Jackson, 2009
Collaboration
• Team members vary depending on the school
curriculum.
• Members typically include:
– SLP (team leader)
– General Education Teacher
– OT and PT
– Special Education Teacher
– Student and Family
Collaboration
• Staff training
– It is important that educational personnel understand
their expected roles and responsibilities within inclusive
classrooms so that they can meet the needs of the
students they serve.
• Family training
– Families need to be trained on how to use the AAC
device. It is likely that the child will be using the device at
home with their family, so training the family on how to
communicate with their child using the AAC device is
necessary.
Soto et al., 2009
What is a Successful Team?
• Successful teaming incorporates:
– Regular team meetings.
– Positive interdependence.
– Strong organization, communication, and team
building skills.
– Work toward common goals and objectives.
– Individual accountability.
– An understanding of expected roles and
responsibilities within the classroom.
Soto et al., 2009
Goals and Objectives
• Individualized Education Plans
– Each public school child who received
specialized education and other related
services must have an IEP.
– Allows teachers, parents, administrators,
and students to work together to improve
educational results for children with
disabilities.
– MUST be individualized to each student.
National Center for Learning Disabilities, 2009
Goals and Objectives
• Incorporating family attitudes
– IEPs must include:
• Child’s strengths
• Parent’s ideas for enhancing communication and their
child’s education
• Results of evaluations that have been discussed with the
family
• Results of state and district-wide assessments
• Behavioral issues
• Communication needs
• Assistive technology
Goals and Objectives
• 1. Given 3 out of 4 opportunities in the classroom, student will
spontaneously use his/her communication device to request
objects and/or activities as well as to greet adults/peers.
• 2. Student will respond to teacher directed questions by
touching an appropriate symbol on the display of her voice
output communication aid or communication booklet with 80%
accuracy when a visual cue or gesture prompt is provided.
• 3. During times of outward frustration, student will use
augmentative communication device to indicate "need a
break" or "I don't like/no/I don't want" for undesired items of
activities with minimal prompting with 80% accuracy.
Peer Education
• Social Support Groups
– Purpose: aids in promoting social interactions
between the student and peers, training peers as
good communication partners, and identifying and
cultivating natural supports within the classroom.
• Providing in-services to various classrooms
– Answering the question: How do I communicate
with someone who uses AAC?
Soto et al., 2009
References
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Beukelman, D. & Mirenda, P. (2005). Augmentative and Alternative
Communication: Supporting Children and Adults with Complex Communication
Needs, (3rd ed.). Baltimore, MA: Paul H. Brookes Publishing Co.
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AAC Devices. (2011). Find help in your area.
http://www.dynavoxtech.com/products/.
•
Guendling, Heidi, and Bridget Connolly. (2003). How to select a device."
Students.depaul.edu.
•
Healing Thresholds. (2009). Autism therapy: Picture exchange communication
system (PECS). http://autism.healingthresholds.com/therapy/picture-exchangecommunication-system-pecs.
•
Hustad, K.C., & Miles, L.K. (2010). Alignment between augmentative and alternative
communication needs and school-based speech-language services provided to
young children with cerebral palsy. National Institute of Health, 4(3), 129-140.
References (Cont.)
• Jackson, Richard. (2009). Technologies supporting curriculum access for
students with disabilities. National Center on Accessing the General
Curriculum.
• NCLD Editorial Staff. (2009). What in an IEP? National Center for Learning
Disabilities.
• Rockville, MD. (2005). Roles and responsibilities of speech-language
pathologists with respect to augmentative and alternative communication:
position statement. American Speech-Language-Hearing Association.
• Soto, G., Müller, E. Hunt, P., & Goetz, L. (2001). Professional skills for
serving students who use AAC in general education classrooms: A team
perspective. Language, Speech, and Hearing Services in Schools, 32, 51-56.
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