Supporting AAC Users
LAUSD AAC Team
What will I learn?
What is AAC
Unaided AAC - gestures, facial expressions, body language, pointing
Aided AAC-
communication boards, pictures, technology, writing
Augmentative and Alternative Communication
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Our Communication Toolbox
Welcome to EYEGAZE AAC
Best Practices
ACCESS
MODELING AND EXPLORING
VOCABULARY
COMMUNICATION OPPORTUNITIES
EDITTING
Honor all forms of communication
ACCESS
Best practice #1
Always Accessible
Modeling
Exploration
Best practice #2
Model...
Key words and not the whole sentence
Use ‘wait time’
Various functions of communication (requests, comments, protest, etc.)
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EXAMPLES
One word
It’s time to GO
We NEED to get our stuff
Two words
It’s time to GO OUT
WHAT do I NEED to get?
Three words
I LIKE to GO OUT
WHAT do YOU NEED for the car
One word
I LIKE the music
Let’s pick a DIFFERENT song.
Two words
I LIKE SOME of the music.
Perhaps you WANT a DIFFERENT song.
Three words
I would LIKE to PUT ON a song.
You seem frustrated. YOU might WANT to play something DIFFERENT.
Core Vocabulary
Best practice #3
“There are too many icons/words. This is so overwhelming.”
You ‘re right. Learning a new language is hard, especially when we (parents, providers) don’t need it to communicate and we can mostly understand what our students/children want and need. So...
A note about Grid Size
Grid size is the number of icons on the page. We want MORE not less. The number of icons directly correlates to how much and how fast someone can access language in their system. Grid size should be chosen based on:
A larger grid size will give them more access to language, reduce cognitive load, speed up their communication and reinforce motor planning.
PRESUME COMPETENCE
Core Vocabulary
This consists of frequently used words that make up 80% of what English speakers say across contexts. These words typically consist of less concrete language and frequently are pronouns, prepositions, verbs, and articles.
How many phrases can you communicate with just those words?
I want
I not Want
I go
Want Go
Want more
Help Me
Eat More
Stop Eat
Go Eat
What eat
Want up
What go
It go
It in
Not More
Stop
Fringe Vocabulary
This consists of less frequently used words. Typically it consists of specific nouns, adjectives, feelings, or verbs. PERSONAL fringe words are high interest, specific words that are important to a student. For example, a family member’s name, a favorite toy or favorite place.
Assume Intentionality
Best practice #4
Sometimes it seems students are just playing with their device rather than actually using it functionally...
REMEMBER they are learning and exploring! To them... it is functional! Maybe they are just saying animal words (their favorite) or repeating a word over and over. It’s like a verbal student speaking out in class or talking about their favorite topic!
Always Acknowledge and Respond
Redirect
Distracting? Teach them to turn volume down
It teaches that words have meaning
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Communication Functions and Opportunities
Best practice #5
Why do we communicate?
Social interaction
To express wants/needs
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To refuse and protest
Provide/Obtain
Information
We need...
to give our student’s communication opportunities for all functions such as getting attention, telling stories, making requests, protesting, asking questions. Research says we need to give AAC users at least 200 communication opportunities every day (Baker, Carillo & Stanton, 2011).
Ideas for words to model
From Speechy Musings, AAC Training Guide
Your Turn...
Using the core board on the next page, what are some words you could model during the following activities?
What would you model when...
With these strategies...
TD Snap
Device Features and Programming
Vocabulary Organization
TD Snap has a variety of options for vocabulary organization options including Core First, Motor Plan, Text, Scanning, PODD, Gateway, and Aphasia . Various vocabulary file options can include quickfire messages, keyboards, topic pages with phrases, categorical word lists, pre stored messages, automatic morphological inflections, scripts, white boards, and rating scales. Some files also include behavioral supports such as visual schedules, timers, and scripts.
TD Snap Vocabulary File Options
*Visuals demonstrate the core first vocabulary file home page, the topics page feature, and the categorical word list page.
Vocabulary Organization
TD Snap Vocabulary File Options
*Visuals demonstrate a specific topics page, the motor planning vocabulary file home page, and its more topics pages.
*Visuals demonstrate a text vocabulary file page, the aphasia vocabulary file home page, and its whiteboard feature.
Vocabulary File Overview: Core First
Website guide
Selecting a vocabulary file can help build upon an AAC users strengths by highlighting which features they excel at!
Core Words
The Core Words page is the home screen on your device
You can navigate back to this page by selecting the “core words” page on the device
You can also navigate to the core words page by pressing the ‘home’ icon at the top left corner.
This page typically should remain the same and consist of core vocabulary
Quickfires
Quickfires are fast and predictable messages that can be used alone or in combination.
These are helpful if the AAC user wants to say something quickly or talk about a specific situation.
These can be customized to meet the AAC users needs.
These messages do not show up in the message window.
Topics
The topics page supports communication in specific places or situations. These include bowling, bubbles, dentist, fast food, help, jokes, and more.
These are made to help the AAC user create messages that might be difficult to predict ahead of time.
These pages can be customized for AAC users with new topics or messages/icons.
Keyboard
The keyboard page in TD Snap allows communicators to add their own words as their skills develop.
The keyboard page has quick access on the left side menu.
There are word based messages at the top of the page that also can be used as a predictive text feature as the user types.
Vocabulary File Overview: Motor Plan
Website guide
Selecting a vocabulary file can help build upon an AAC users strengths by highlighting which features they excel at!
Behavior Supports
Written guide
Using behavior supports can help the AAC user regulate their interfering behaviors using their device.
Saving a Profile
Website guide
Creating a profile will allow you to personalize the vocabulary and edit the device.
Search Tool
Website guide
The search tool finds words and helps prompt AAC users through the motor plan in order to find the words.
Data Tracking
Website guide
Data tracking can help communication partners discover what AAC users are talking about!
TD Snap: Top Bar
What’s New
Syncing/Sharing Page
Edit Button
Back Button
Home Button
Dashboard
Vocabulary Search
Dashboard
The dashboard page in TD Snap is for easy access for frequently used buttons, specifically non vocabulary buttons/controls.
Controls include volume, connections to boardmaker, and connections to other technology (i.e., remotes, facebook, gmail, smart assistants, eye gaze interaction)
If a device is not producing voice output, sometimes it is because the volume controls on this page have been selected.
Hide Vocabulary
Website guide
Hiding a button enables you to make a button invisible on the page without deleting it or changing the grid size.
Hide Vocabulary
Select the gearbox to open the initial page.
Select the button you want to hide.
Select the hide tool on the right side of the page.
Adding/Editing a Button
Select the gearbox to open the initial page.
Adding/Editing a Button
Adding/Editing a Button
TD Snap Manual
To add a new button follow the directions in the video but instead of clicking on a button that is already programmed click on one of the white or gray spaces.
Moving Buttons
Select the gearbox to open the initial page.
Select and hold the button you want to move and then drag it to your desired location.
If you drag a button on top of another button they will swap locations. The black outline around the chosen location indicates a swap.
If you drag a button between to buttons, then it will be placed there and the other buttons will move around it.
Moving a Button
You can have buttons switch places, or move a line of buttons using features in TD Snap.
Website guide
Switching Profiles/Languages
Creating the correct user profile can allow the AAC user to change between languages easily.
Website guide
Programming Guided Access on an iPad
Make sure to communicate the guided access code to the parent, teacher, SLP, and any other person who works closely with the AAC user.
Guide from Apple
Additional TD Snap Links
Getting Started
Eyegaze
TD Snap
Training Cards
Additional TD Snap Links
TD Snap YouTube Playlist
TD Snap Support Articles
Additional AAC Resources
LAUSD AAC Website
Project Core
Assistiveware
Talking with Tech Podcast
PrAACtical AAC
Autism Level Up!
CoreWord Classroom
AAC Language Lab
Questions?
Resources:
Baker, K., Carrillo, D., & Stanton, F. (2011). 200 a day the easy way: Putting it into practice. Perspectives on Augmentative and Alternative Communication, 20(4), 125–133.
Banajee, M., Dicarlo, C., Stricklin, S. (2003). Core vocabulary determination for toddlers. Augmentative and Alternative Communication, 19, 67-73. doi:10/1080/0743461031000112034
Beukelman, D., Jones, R., & Rowan, M. (1989) Frequency of word usage by nondisabled peers in integrated preschool classrooms. Augmentative and Alternative Communication, 5, 243-248. doi:10.1080/07434618912331275296
Choosing an AAC grid size - AssistiveWare. (n.d.). Www.assistiveware.com. https://www.assistiveware.com/learn-aac/choosing-a-grid-size#:~:text=We%20should%20choose%20the%20grid
Clarke, K. A., Siegel, M., & Williams, D. L. (2023). The relationship between augmentative and alternative communication use by pediatric psychiatric inpatients with autism spectrum disorder and interfering behaviors. American Journal of Speech-language Pathology, 32(5), 2040–2056. https://doi.org/10.1044/2023_ajslp-23-00019
Crestani, C. M., Clendon, S. A., Hemsley, B. (2010). Words needed for sharing a story: Implications for vocabulary selection in augmentative and alternative communication. Journal of Intellectual and Developmental Disability, 35(4), 268-278. doi:10.3109/13668250.2010.513966
Marvin, C., Beukelman, D., & Bilyeu, D. (1994). Vocabulary-use patterns in preschool children: Effect of context and time sampling. Augmentative and Alternative Communication, 10, 224-236. doi: 10.1080/07434619412331276930
Robillard, M., Mayer-Crittenden, C., Minor-Corriveau, M., & Bélanger, R. (2014). Monolingual and bilingual children with and without primary language impairment: Core vocabulary comparison. Augmentative and Alternative Communication, 30, 267–278. doi:10.3109/07434618.2014.921240
Sennott, S. C., Light, J. C., & McNaughton, D. (2016). AAC modeling intervention research review. Research and Practice for Persons with Severe Disabilities, 41(2), 101–115. https://doi.org/10.1177/1540796916638822
Snodgrass, M. R., Stoner, J. B., & Angell, M. E. (2013). Teaching conceptually referenced core vocabulary for initial augmentative and alternative communication. Augmentative and Alternative Communication, 29, 322-333. doi:10.3109/07434618.2013.848932
Picture Resources – Speechy Musings AAC Training Guide, Ms. D. SLP, LAUSD Core Board
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