Communicate All Day!
Tools & Strategies for AAC
Implementation
December 11, 2014
ARIN IU 28
Presented by Jayna Greenfield, MS, CCC-SLP/L
Our Learning Goal
By the end of the day, all participants will be
able to answer the following questions:
 What is AAC?
 How do we choose an appropriate tool/device?
 How do we choose appropriate and functional
vocabulary?
 What are ways to implement the AAC system all day?
Introductions- Your name,
position, school district, and…..
Tell about your favorite Christmas
sweets!
Describe a favorite childhood Christmas
memory or tradition.
Name one thing you hope Santa will
bring you this year.
Describe your tree- theme,
real/artificial, how many, etc.
Presume Competence
 Viewing students through the lens of a
disability label may increase the likelihood
of misjudging capabilities and barring
some students from opportunities to learn
what other students their age are
learning. (Jorgensen, McSheehan & Sonnenmeier, 2007)
Make the Least Dangerous
Assumption
“…educational decisions ought to be based
on assumptions, which if incorrect will
have the least dangerous effect…
…we should assume that poor
performance is due to instructional
inadequacy rather than to student
deficits…” (Anne Donnellan Ph.D, University of San Diego)
What is Communication?
 “A process by which information is
exchanged
between individuals through a
common system of symbols, signs, or behavior.”-
Merriam-Webster’s Dictionary
Simply put, it’s the
EXCHANGE of IDEAS!!!
Communication is:
 A two-way process, consisting of:
Sender (Expressive Communication)
Receiver (Receptive Communication)
 Intentional- to convey a message
 Verbal or nonverbal
In order to exchange ideas, what
do you need?
A system that is understood by
both parties!
What happens when a
communication breakdown
occurs?
A system is not in place or not
understood by both parties!
Think About Your Student
 How they communicate:
 What they communicate:
 Smile, laugh
 Pleasure, enjoyment
 Cry, fuss, whine
 Displeasure, pain
 Ignore, stare
 Disinterest, boredom, overchallenged, underchallenged
 Throwing, hitting,
tantrum
 Displeasure, pain,
overstimulated,
understimulated, confusion
What WE Communicate:
 Greet others
 Reject what we don’t want
 Ask for what we do want
 Comment on what we see
 Tell stories
 Complain
 Ask questions
 Answer questions
 More…
How do WE Communicate these
things?
What is “Communicative
Competence?”
 “Being able to meet the changing demands and to fulfill
one’s communication goals across the lifespan.”
 Communicative Competence should accomplish four main
purposes:
 Expressing wants and needs
 Developing social closeness
 Exchanging information
 Fulfilling social etiquette routines
(Light, 1997)
Without an effective
communication
system, we are forced
to become detectives!
Learning Goal- Question #1:
What is AAC?
 Augmentative and Alternative
Communication
Includes all forms of communication
(other than oral speech) that are used to
express thoughts, needs, wants, and
ideas.
(ASHA, 2011)
Think of It This Way!
Not all students who need
a means to communicate are
provided with AAC.
Two Types of AAC
 Unaided communication systems- rely on the
user’s body to convey messages.
 Aided communication systems- require the use of
tools or equipment in addition to the user’s body.
(ASHA, 2011)
“No Tech” AAC
“Low Tech” AAC
“Communication is based on the use
of the individual words of our
language. True communication is
spontaneous and novel.
Therefore, communication systems
cannot be based significantly on
pre-stored sentences.
Communication requires access to a
vocabulary of individual words
suitable to our needs that are
multiple and subject to change. These
words must be selected to form the
sentences that we wish to say.”
-ASHA’S AAC GLOSSARY
“High Tech” AAC
Nova Chat 7
Learning Goal: Question #2
How do we know which device
will work??
 Short answer: We don’t!
 We can make an educated team decision through
“feature matching,” beginning a trial of a system or
device, and take data!
Feature Matching:
Refers to the process of matching the skills,
abilities, and needs of a student to the features of
an AAC system.
Student
Considerations:
 Cognitive/ Receptive
Language Skills
 Current Communication
Skills (Emergent, Context
Dependent, or
Independent)
Device
Considerations:
 Symbol type
 Communication Levels
 Language Organization
 Navigation- static or
dynamic display
 Reading ability
 Keyboard Options
 Fine Motor
 Voice Outputsynthesized/ digitized
 Gross Motor
 Vision
 Hearing
 Sensory Needs
 Integrated- Access to
Other Features (MS
Word, Apps, etc.)
Example
 Matthew is a 6 year-old
boy who speaks in 1-2
word utterances and is
very difficult to
understand. His receptive
skills are higher than his
expressive skills. He can
understand simple
directions and seems to
follow conversation. He is
not yet able to read. His
fine and gross motor skills
are mostly in-tact, but
when he uses the iPad, the
heel of his hand tends to
rest on the screen, which
causes the app to close or
open other apps. His
vision and hearing are
within functional limits.
Taking a Closer Look at AAC
Device Options
Proloquo2Go- $219.99
 Symbol-supported, and can also use it in a typing format
with word prediction.
 Highly customizable.
 Natural sounding voices.
 Comes with pre-installed vocabulary sets including Basic
Communication and Core Vocabulary.
 Can expand vocabulary by changing the grid size, allowing
for growth.
 Easy to edit!
 Can send emails, tweets, and Facebook posts.
 Back up with iTunes File Sharing or Drop Box.
 Support (video tutorials) at www.assistiveware.com.
Proloquo2Go
See it in action!
LAMP Words for Life- $299.99
 Combines the PRC Unity® language system and the
Language Acquisition through Motor Planning (LAMP™)
principles and strategies.
 Appropriate for beginning to advanced communicators,
with 3 vocabulary sets.
 Includes Core Vocabulary.
 Premise that learning occurs best through consistent
motor patterns.
 Symbols, paired with text, BUT THE SYMBOLS DON’T
MATTER! It’s all about MOTOR PLANNING!
 84 word minimum page set, but has a “vocabulary
builder” which allows you to hide symbols that you
haven’t yet taught.
 ONLY PREREQUISITE- Cause/ Effect!
LAMP Words for Life
AVAZ Pro-
AAC app for Autism-
$149.99
• Symbol based, and comes with 7 high
quality synthesized voices. Can record
your own voice, too.
• Comes with 3 vocabularies, and a Core
Vocabulary word set.
• Can share messages via email,
Facebook, or Twitter.
• Free version available.
Touch Chat HD- $149.99
 Symbol- based with words and customizable.
 Uses Core Vocabulary.
 4 page sets of vocabulary.
 7 synthesized voices.
Verbally- $99 or
FREE version
 A text-based AAC app with word prediction.
 Good for readers!
 Free version is available!
About using iPads for AAC…
 If a student is using
an iPad for AAC, then
in most cases….
 That iPad should NOT
be used for other
applications!
 If another app is
open, the student has
no way to talk about
it!
 Obviously, the
student will want to
do more fun apps,
than AAC!!!
 Instead….
 Have a classroom or
other iPad available
for the other apps,
and make it look
different! (Ex. A
different colored
case.)
 Use a dedicated
communication
device for AAC, and
the iPad for fun,
sensory, academics,
etc.
The Accent- by PRC
 800, 1000, or 1200 (refers to screen size)
 1000 Base Price is $7,295
 Preloaded with PRC’s Unity® Language System
 Dedicated, dynamic display with synthesized voices
 Multiple Access Options- direct selection or switch
scanning
 Durable and portable (with handle)
 Front facing camera
 Blue tooth capabilities
 IR capabilities for environmental control
DynaVox T-Series
 T10 & T15 (refers to screen size)
 Lightweight (T10 is 1.9lbs) and portable
 Uses Compass communication software
 Synthesized speech
 Multiple access methods (touch, switch scanning,
keyboard, joystick, etc.)
 Front and rear facing cameras
 Bluetooth capabilities
Nova Chat- by Saltillo
$3,895 for Nova Chat 10
 5, 8, 10 (screen sizes)
 Lightweight and portable
 Uses ChatPower preloaded vocabulary (Like TouchChat
app)
 Keyguards are available
For more information on current
AAC devices and apps, visit….
Once the IEP team has selected a
device, a trial begins!
 Make a plan for implementing!
 Borrow a device! (ARIN IU 28 AT Lending Library,
PaTTAN Short Term Loan, PIAT through Temple
University, or rent from the device company)
 Take data!! (This process shouldn’t take forever!)
 Decide to purchase or try something else!
 Secure funding source.
Students who use AAC
are often provided with
insufficient opportunities
and messages.
Learning Goal: Question #3
First, let’s answer this question:
How do we usually select
vocabulary?
1.
Reinforcing items, also known as “Wants”
 Ex. iPad, spinner toy, Thomas the Train, goldfish
cracker, etc.
2.
Basic “Needs”
 Ex. Bathroom, tissue, food, drink, etc.
3. Activity based words
 Ex. Weather, numbers, colors, holiday
vocabulary like turkey, pilgrim, etc.
Our purposes for communicating
change over time:
Sharing
Information
WANTS
Sharing
Information
&
NEEDS
WANTS
&
NEEDS
Sharing
Information
WANTS
&
NEEDS
J. Cumley, 2001
Based on J. Light, 1988, 1997, 2005
Core Versus Fringe Vocabulary
 “Core vocabulary is composed of high frequency
words that are very versatile. In contrast, fringe
vocabulary is composed of words that occur
infrequently and lack versatility.”
 Core vocabulary consist of pronouns, verbs,
question words, prepositions, articles, etc.
 Fringe vocabulary consist of only of nouns.
Activity: Phone Conversation
 Two people on the phone…The first one says, "What
would you like to do?" The second one responds, "I don't
know." The first one replies, "Why don't you come over,
and we can watch a movie.“ (*Contractions count as two
words.)
1.
Count the total number of words spoken.
2.
Count the number of nouns (not pronouns).
3.
Subtract #2 from #1.
4.
Divide #3 by #1. What do you get?
22
1
21
21 ÷ 22 = .95
95% Core
-www.aaclanguagelab.com
Toddler Vocabulary Arranged by Frequency
Words
Percentage
1.
I
1.
9.5
2.
No
2.
8.5
3.
Yes/Yea
3.
7.6
4.
My
4.
5.8
5.
The
5.
5.2
6.
Want
6.
5.0
7.
Is
7.
4.9
8.
It
8.
4.9
9.
That
9.
4.9
10. A
10. 4.6
11. Go
11. 4.4
12. Mine
12. 3.8
13. You
13. 3.2
14. What
14. 3.1
15. On
15. 2.8
16. In
16. 2.7
17. Here
17. 2.7
18. More
18. 2.6
19. Out
19. 2.4
20. Off
20. 2.3
21. Some
21. 2.3
22. help
22. 2.1
23. All done/ finished
23. 1.0
96.3%
These 26 core
words comprise
96.3% of the total
words used by
toddlers in this
study.
Banajee, M., DiCarlo, C, & BurasStricklin, S. (2003). Core Vocabulary
Determination for Toddlers,
Augmentative and Alternative
Communication, 2, 67-73.
So, when we think about
selecting vocabulary for our AAC
users, it should now make sense
to……
1.Choose high frequency
words (Core vocabulary)
2.Look at normal language
development
Advantages for YOU:
 Gives you a starting point…a guideline!
 Allows you to focus on providing and teaching a
planned set of high-frequency, re-usable
vocabulary!
 Same vocabulary can be used across all
settings…don’t need to get bogged down in
creating new boards for every class, situation, and
setting!
Advantages for your
STUDENTS:
Gives them a CONSISTENT
communication tool!!
Gives them access to
communicative POWER!!!!
They
can say a wide variety of concepts with a
very small number of words, and can be
used in many ways.
Examples of Powerful Statements
using Core!
 Go away
 Stop that
 I want more
 I don’t want that
 I sick
 Look!
 And many, many more………
ACTIVITY:
50 Core Word Board
Did you know…
 The top words needed for reading are
CORE WORDS!
 Learning to read and write is the best
example for the need for focusing on core
in the classroom.
Dolch words list
Teacher word walls
-Gail VanTatenhove, 2013
COMMUNICATION GOAL FOR
ALL AAC USERS SHOULD BE:
S: Spontaneous
N: Novel
U: Utterance
G: Generation
i.e. expressive, generative communication
www.asha.org/public/speech/disorders/CommunicationDecisions.htm
Looking at normal language
development as a guide:
 Will help us to determine
what language/ language
structures to be teaching.
 Consider Brown’s Stages
 Consider
www.AACLanguageLab.com
Stages
Another necessary consideration
is Motor Planning!!
 “Expressive communication in any form requires a motor
movement and is therefore dependent on adequate
sensorimotor processing. It is fluent only when
complex, precise movements are made without much
cognitive thought.”
 “For natural and fluent communication using AAC, the
individual needs to be able to focus on the content of
their communication rather than cognitively attending to
meanings of icons, categories, locations of vocabulary,
and the motor planning required for access.”
- Julie Adkins, LAMP trainer, 2014
Automaticity
New Task
With Automaticity
o Habitual movements become subcortical
o Cortical areas can then be put to “better use”
- Julie Adkins, LAMP trainer, 2014
Activity: Typing
What are the implications for AAC
users?
 We need to plan for motor planning when
developing communication boards or systems!
 Plan for the future! If a student can only handle 4
icons now, still make room for 46+ more
(perhaps), by using MASKED boards/ vocabulary
builder!
 No need to spend a lot of time worrying about the
symbol because it’s more about teaching the
location! (Most core words don’t produce a good
“picture” anyway!)
You may now be asking yourself…
Let’s gear up by watching this…
Before beginning, it is necessary
to….
Make sure everyone
is on board!
7 Step Process to
Implementation! (Adapted from PrAACticalAAC.org)
1. SELECT Core, Personal Core, & Fringe Vocabulary Set
2. STRUCTURE Your Environment
3. PLAN Starter Word Set and Activities Throughout the Day
4. MODEL- Aided Language Input
5. TEACH the New Word(s) with Direct Instruction Activities
6. PRACTICE- Elaborate and Provide Repeated Exposure
7. CHECK for Understanding & Reteach if Necessary
1. Select Core, Personal Core,
and Fringe Vocabulary Set
 Think about the FUTURE! (If this student went to grad
school, could he still use this same system?)
 Will you be using a board, device, or a combination if using
this as a classroom approach?
 How many icons- 50, 84, 100? (Think FUTURE!) You will
mask/hide icons at first!
 If student has major cognitive issues, consider working
towards 20!
 Personal Core- Nouns that are very important to the AAC
user….words they use on a daily basis.
 Fringe- Nouns that are used everyday in the classroom.
 THINK HIGH FREQUENCY OVER THE YEAR, NOT THE SEASON.
Think about
it this way…
-PrAACticalAAC.org
2. Structure Your Environment
 Label classroom with CORE, not nouns. (Or do both, but
at least add CORE with symbols!)
 Word walls with Core Words.
 Laminated CORE board for YOU to use during
instruction, placed where you can easily reach it!
 Chalkboard?
 Directly on table?
 Use of a “Pointer Finger”
 Put highly motivating items in view, but out of reach.
(Principles of ECT)
3. Plan Starter Word Set & Times
Throughout the Day!
 Don’t make this difficult! Use your CURRENT activities, and
find ways to incorporate AAC use.
 Use grids provided today!
 Mask/ Hide the words you aren’t yet going to introduce on
the student’s board, but keep YOUR classroom board full.
 Identify parts of the day you want to focus on implementing
CORE. The words are so versatile, this will be easier than
you think!
 Consider adding a “language lesson” time in your day, in
addition to all the other incidental learning times!
 Think about current communication level- emergent,
context dependent, or independent communicator. One
word? Two-three word phrases? Sentences?
Oh…and keep it FUN!
 Lessons need to be motivating and meaningful to the student!
Finding icons on the board/device is a labeling activity, not
communication.
 Have parents/ caretakers do an “Interest Inventory” or
“Reinforcer Survey.”
 You don’t have to spend a fortune…look for cheap toys at the
Dollar Store, Goodwill, or your kids’ old toys.
 Do craft activities…if they are motivating to the student.
 Use materials already in the room/ school! (Spinning chair,
wagon, swing, slide, music, trampoline, computer videos if
appropriate, power point books*, fan, water fountain, door,
window, light switch, etc.)
 Be GOOFY !
 Make BIG reactions!
 BE THE CHOCOLATE CHIP COOKIE!!
4. MODEL- Aided Language Input
5. TEACH the New Word(s) with
Direct Instruction Activities
 “Content is key. Real learning doesn’t occur in isolation
or via discrete tasks.” – PrAACticalAAC.org
 Lessons can occur in speech therapy and/or in LSS/ LS.
 Get lesson ideas from:
 www.aaclanguagelab.com
 www.minspeak.com
 A Year of Core Words- On WikiSpace
6. Practice- Elaborate and
Provide Repeated Exposure!
 Practice, practice, practice!!!
 Consider taking a copy of the board or device home for
you to get familiar with it.
 Make as many opportunities as possible!
 An IA can help transfer this across school classrooms.
 It can become “a way of doing business.”
 The student may be only at the one-word level, but you
can elaborate by talking to them using 2-3 words on the
AAC system.
 Also, consider multiple word meanings!
 Turn on the water, my turn/your turn, turn around, etc.
7. Check for Understanding and
Reteach if Necessary
 This is an ongoing process.
 If the student begins to use the words without
cues/prompts, then we know they get it! 
What does it really look like
in action?
Gail VanTatenhove
Another Example from Gail…
ACTIVITY:
50 Core Word Board
Now, let’s PLAN!
With your teammates (or individually, if you came alone),
complete the “AAC Participation Plan” Form, targeting the
activities and core words you plan to teach.
Explore Your Resources!
 www.praacticalaac.org
 www.minspeak.com
 www.aaclanguagelab.com
 www.pinterest.com/lasenders
 www.aactechconnect.com
 www.arin-atwiki.wikispaces.com
 www.vantatenhove.com
 www.youtube.com
Contact Information
Jayna Greenfield
ARIN IU 28
724-463-5300, ext. 1107
jgreenfield@iu28.org
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