Opening The Box

Setting up for AAC

• Presume competence 
  We presume competence. Presuming competence affects how we make choices around AAC, and how we provide opportunities and access to words, communication functions and the alphabet. Presuming competence also means that there are no prerequisite skills or age requirements to start using AAC.
• Select a balanced AAC system
  Select a balanced AAC system, based on core words with quick access to fringe vocabulary, and the alphabet
• Choosing a grid size 
  Choose a grid size based on what the AAC user can see and touch, not based on cognitive skills, receptive language or what we think the AAC user can do.
• Personalize vocabulary and system
  Personalize the vocabulary so the AAC user has access to important words. Customize the system settings to meet the AAC user’s needs.
• Make AAC always available 
  Make every environment set up for instant access to AAC. AAC should always be available. Consider cases, straps, paper-based copies as well as having the device charged and turned on.
• Get the team on board
  All members of the team know about AAC and are ready and willing to be a part of AAC learning.
• Plan for AAC throughout the day
  Look at routines and make a plan for where, when and how AAC can be integrated in the day.

Starting communication

Start modeling
Point to words on the AAC system as we talk to the AAC user. Model regularly throughout the day. Model different reasons to communicate – not just requests. Model in conversations and natural interactions. For a long time, we provided users – especially those who are young or with cognitive and physical challenges – with only a few options. They quickly became uninterested and we thought it was because it was too hard. Sometimes, we tried to make it even simpler before everyone just gave up.

• Now, we know better. We know that to teach someone to use the AAC system, we MUST use the system, too.
• Activity-specific vs using balance vocabulary
  Use core words and fringe folders, rather than creating activity specific boards for everything.
• Consider communication functions
  When we consider communication functions, we can plan and then model words that will build language and meaningful communication. We can expand an AAC user’s world beyond choice-making!
• Build Communication Partner skills
  Communication Partners will model words on the AAC system. We wait, prompt & respond to the AAC users attempts at communication. We make comments, rather than ask questions and accept all forms of communication.
• Engage and Interact
  Choose engaging and interesting activities, that give the AAC user motivation to communicate. Create opportunities for communication. Model on the AAC system during conversations and everyday interactions.

Potential Roadblocks to success

• Give up too soon
  Do not give up too soon! Be persistent! Make a plan for success. Celebrate successes.
• Lack of support in different environments
  Make AAC available in those different environments. Support it by working with teams. Collect evidence to share.
• Stalled at choice-making and requesting
  Do not limit language by only offering choices. Instead model language for different communication functions.
• Different AAC Systems in one environment
  Teams need to get to know the systems. They need more flexibility to fast switch between systems.  Often, AAC users are more flexible than the environment!
• AAC will stop a person learning to speak
  Research shows that AAC can have positive effects on speech and language development, and does not stop an AAC user learning to speak.
• AAC users are required to prove themselves
  We should be presuming competence and not requiring any prerequisite skills before they can be eligible for a full balanced AAC system.

NOTE: Every AAC user is different! Be flexible at each phase of the journey!

Getting and providing support and training

Teams need support. Teams may need additional training, so that all members can have a shared basic understanding of AAC and AAC teaching methods. Developing a common understanding will help them to maintain momentum and keep moving forward in the AAC journey.

Some team members may come in with more experience or background knowledge. They can take a lead role in providing support and training to other team members.

You can also access support and training outside the team. Teams can utilize professional learning opportunities at conferences, workshops or online.

Teams may also wish to watch useful training videos found at these sites:

• AAC in the Cloud
• Angelman Foundation Communication Training Series
• Literacy for All videos by Caroline Musselwhite
• Be a Super Modeler
• Aided Language Stimulation Explained

You may also wish to follow these useful blogs and websites:

• PrAACtical AAC
• Kate Ahern
• Jane Farrall
• Caroline Musselwhite
• AssistiveWare’s blog