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AAC
What Is "Augmentative Alternative Communication"?
Augmentative Alternative Communication (AAC) refers to alternative ways to supplement spoken language. Sign language, picture boards, and voice-output devices are common AAC methods.
Using AAC with young children helps promote spoken language and decrease frustration. (*references)
When to Consider using AAC
- When a child is not able to communicate effectively or at age-level with spoken words
(ex. apraxia of speech, language delay)
- When a child is not attempting to communicate with others (ex. Autism, Fragile X)
- When a future delay is expected (ex. Down Syndrome, global developmental delay)
Choosing an Appropriate AAC System
There are a variety of AAC systems from which to choose. Many times, a combination of systems is appropriate and most functional for a user.
When choosing an AAC system, you must take into account a child's cognitive and physical abilities; vision and hearing acuity; and the function of a child's language.
Here are some common AAC Systems to consider for young children:
- Sign language / Gestures
- Photos/picture boards
- Object communication systems
- Eye-gaze systems
- Voice- Output devices
A Child's Language
AAC systems should reflect what the child would want to communicate. When choosing signs or pictures, consider the family's and child's routines. In addition, consider the multiple functions of a child's language. Although young children do "want more" often, they have lots of things to say! Therefore, AAC needs to consider the various functions of language, such as:
- Requesting (more, I want, help please)
- Protesting (no, I don't want to!, stop!)
- Calling to family member/ gaining listener's attention (Mommy!)
- Social greetings (hi, bye, night-night)
- Social interactions (my turn, mine!, your turn)
- Labeling/ Answering simple questions (object names/nouns)
- Sharing thoughts (I see a _____.)
- Asking simple questions (What's that?)
- Participating in stories, songs, and even interactive tv shows
See some examples of AAC vocabulary based on the number of choices the user is provided. The symbols shown are a combination of Mayer-Johnson Boardmaker Symbols , photos, and pictures.
Best Practice and AAC Systems
- An AAC System should allow the user to express a variety of ideas
- An AAC System should include a "positive" and a "negative" (ex. more/all done; yes/no; want/don't want)
- An AAC System should be portable and available all day in all settings
- Low-tech options should always be considered
- All AAC options should be considered and a mix of systems (ex. some signs and a picture notebook) may make the best system for an individual
Special Considerations
- Options for Children with Visual Impairments
- Pair objects with events (ex. spoon= eating; shoes= going outside)
- Add raised texture to symbols (ex. felt around outline drawing)
- Pair contrasting colors with symbols for easier identification (ex. green with "yes" and red with "no")
- Use consistent placement of symbols for easy memorization
- Use a voice-output device with auditory cueing or auditory scanning
Options for Children with Limited Motor Skills
- Eye Gaze (boards, photo albums)
- Simplified sign system (one hand, facial expressions)
- Sequenced-message Communicators (ex. Step-by-Step Communicator)
- Scanning systems (ex. Voice-output devices with scanning mode, computer)
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