Teaching AAC - How do we do it? Autism in Education Webinar April 1, 2020 Presented by: Marie Stirling, MScA, MEd, R.SLP(C) In this session, we will... ● Review the basics of AAC ● Discuss best practices for implementing AAC ● Discuss ways for supporting those who use AAC ● Discuss strategies to optimize modeling using the S’MoRRES Model ● Discuss the best times to model AAC ● Share AAC related websites, Youtube channels, and Facebook Pages But first, a quick introduction... Jack-of-all-trades, master of none… With particular interest in the areas of Autism Spectrum Disorder and (more recently) AAC I am not an expert in AAC, but will share what I have discovered.
Disclosures: I am not affiliated with any company that supports augmentative and alternative communication. I do not receive compensation for any of the materials or resources mentioned in this presentation. What I have learned... ● You don’t need to reinvent the wheel ● There is lots of information out there ● Due to the volume of information, it can quickly become overwhelming! What is AAC Implementation? AAC Needs Identified AAC Assessment Obtain AAC System AAC Implementation Werbeckes, 2020
So how do we effectively implement AAC? AAC Basics GOAL: to ensure that everyone understands what AAC is and why it is important. Werbeckes, 2018 What is AAC?
AAC = A ugmentative and A lternative C ommunication. AUGMENTATIVE supplements verbal speech ALTERNATIVE instead of verbal speech Types of AAC NO TECH : Doesn’t require any extra equipment e.g. gestures, pointing, facial expression, sign language LOW TECH : Doesn’t require a battery e.g. picture symbol boards or books (core vocabulary boards, PODD Books), writing, alphabet boards HIGH TECH : Systems that use technology e.g. communication apps on iPads, eye gaze system, speech generating devices Who is a candidate for AAC use? Anyone who cannot meet their daily needs with spoken language alone would likely benefit from AAC.
Why is AAC Important? Communication is a fundamental human right. How do children using AAC learn language? The same way that children learn ANY language. They need to be immersed in it.
Learning AAC Why then do we expect a child to spontaneously begin using an AAC system from the first day they receive it?!? Learning AAC AAC users need and deserve a period of learning from the models of others. This modeling can and should be done by parents, peers, siblings, professionals and others on a regular basis for an extended period of time.
To teach AAC, you need to speak AAC. The AAC Coach The AAC Coach
AAC Basics We need to learn how to use the AAC Learner’s communication system so that we can model language for them. AAC Basics Get familiar with the AAC system. Know how to quickly and efficiently find the words you want. Physically give team members the device and have them play around with it - need time to explore before you start implementing. Werbeckes, 2018 AAC Basics Activity Pretend you cannot communicate verbally. Actually use the system as if this was true. What would you say on the system if you… were thirsty and wanted a drink? ● felt sick? ● didn’t want to do the activity anymore? ● were really excited about something? ● needed help? ● thought something was funny? ● wanted to greet someone (e.g., say “hello”)? ● Werbeckes, 2018
AAC Competency Takes Time Even if progress is stalled, do not stop modelling. KEEP COMMUNICATING Communication is NOT a school subject Parent comment from We Speak PODD Facebook Page (1 of 4) “One of the biggest eye opening moments I’ve experienced on our AAC journey is when I finally understood the concept that AAC is NOT taught. Rather AAC is spoken — and language is learned through language exposure, Aided Language Input or Modeling (these are the fancy words). Simply, you just use the darn book/device to talk to the AAC user — but also to friends, family, mailman, yourself and even the pet dog! Parent comment from We Speak PODD Facebook Page (2 of 4) Once I adopted the idea, I felt this massive weight lifted off my shoulders. No more figuring it all out. No more questioning — am I doing it right? Just talk. I thought, “I can do that!”. I felt I could finally breathe. Sure, you could get into the nitty gritty details of language learning but let me give you a tip — don’t.
Parent comment from We Speak PODD Facebook Page (3 of 4) When we take the expectations off the user for any kind of expressive output and instead transfer those expectations on to ourselves it’s automatically makes this lifestyle about valuing the users voice and language and heart. This isn’t about us. Expressive output is a feel good thing. We want it. We crave it. Sure it’s natural to want to hear our children’s thoughts and ideas, but often times we make it about our needs — that trap of instant gratification or reassurance that we “are doing it right” or God forbid that the individual is “smart enough to learn”?! Parent comment from We Speak PODD Facebook Page (4 of 4) Give yourself a break. No expectation. Just talk. It’s really THAT simple. Angela is in a very quiet season right now. We maybe only hear her voice once a week if that. Her body is struggling. Because we have zero expectations we just continue on speaking PODD. I’m not afraid, she will talk again. Fear and pressure is lifted. Instead I just continue to honor Her and speak her language. Keep going friends. Model Model Model. Just talk. Our Ultimate Goal with AAC: Fostering a connection Communication should NOT feel like work.
Best Practices for Learning to Communicate using AAC: 1. Access - Make sure the system is accessible at all times. 2. Modeling - Consistently model using the system. 3. Core Vocabulary - Focus on core vocabulary and keywords. 4. Communication Opportunities - Plan opportunities for communication throughout the day. Werbeckes, 2018 Best Practice #1: ACCESS ACCESS - to the system Individuals using AAC need to be able to access their system… ALL DAY, AT ALL TIMES, IN ALL ENVIRONMENTS (3 Second Rule) It is their voice and it cannot be taken away. Werbeckes, 2018
ACCESS - to the language You wouldn’t expect a baby to learn to talk without access to hearing and interacting with that language. We wouldn’t expect a baby to learn to talk if they were only spoken to for 1 hour a day. Werbeckes, 2018 ACCESS There are NO prerequisites for AAC. Werbeckes, 2018
ACCESS For students with complex communication needs, it can be difficult to measure how much they understand. Therefore we need to presume competence . Werbeckes, 2018 ACCESS Presuming competence means an AAC user is given the tools and instruction they need to learn, regardless of their speech impediment, diagnosis or degree of difference. Werbeckes, 2018
Video Presume competence: Ruby and Proloquo2Go - It's all there (3:24) https://www.youtube.com/watch?v=nBIcGXCEaTw ACCESS We have to presume we have competence as well! Werbeckes, 2018 Best Practice #2: MODELING (Aided Language Stimulation Aided Language Input, Partner Augmented Input)
Modeling Just as kids learning to use spoken words hear language for a long time before saying their first words, AAC users need to hear/see their system being used to learn how it works. Norah Garrity, MS, CCC-SLP MODELING AAC users need to be exposed to language in the same way as babies learning to talk. We need to talk to our AAC user in their language - i.e. on their AAC system . Werbeckes, 2018 Modeling Modeling the AAC system helps the AAC user learn: ● the meaning of new vocabulary ● how to combine words into phrases ● how to navigate the device ● how to repair conversation breakdowns Norah Garrity, MS, CCC-SLP
Modeling Modeling is critical for AAC learners to develop communication skills using their AAC System. GOAL : to create an immersive environment for the AAC user to use their AAC language. Consider this... Again... If AAC learners only see symbols modeled twice weekly for 20 to 30 minutes, it will take 84 years to have the same exposure to their AAC language as an 18 month old has to spoken language. - Jane Korsten -
MODELING We need to use their AAC system to say what we are thinking , what we are doing , and what we are telling them, AND what they may be thinking , what they are doing , and what they are trying to tell you . Werbeckes, 2018 Video Aided Language Stimulation (2:31) https://www.youtube.com/watch?v=flFNMky22-U&t=7s
MODELING When modeling, there are strategies we can use to make the maximize the learning potential for the AAC user. Modeling using S’MoRRES Senner and Baud (2015)
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