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An Alphabet Board is a form of aided Augmentative and Alternative Communication (AAC). The low-tech alphabet board has a fixed visual display. It is beneficial for individuals who are literate. With an alphabet board, individuals can point to letters and numbers to spell their message. The goal of AAC is to improve the communication of individuals with complex communication needs and enhance their participation in daily life (Prelock & McCauley, 2021). AAC is an evidence-based practice that has been researched and been found to support individuals with communication impairments by giving them options to communicate thoughts, wants, needs, etc., (Fried-Oken et. al., 2015).
Individuals with the following conditions may benefit from the use of an alphabet board. (This is not an exhaustive list):
Autism
Down Syndrome
Intellectual Disabilities
Developmental Disabilities
This video demonstrate the use of an alphabet board.
Materials: Data Tracking Sheet by SpeechyMusings from TeachersPayTeachers
Features:
Date
Goal
Correct or Incorrect Responses (+/-)
Up to 20 trials per goal
These are some examples of low-tech alphabet boards:
Considerations for communication partners:
The communication partner may find it easier to write down the letters as the client points/ indicates the letter.
Have client indicate when they have come to the end of the word/phrase.
Communication partners should say what they have recorded to avoid miscommunication.
Example goal:
Given a communication partner student will maintain a conversation and engage in up to 3 conversational exchanges using AAC alphabet communication board, given modeling or verbal prompts as needed with 80% accuracy in 4 out of 5 opportunities as measured by SLP observation record.
Prompt Hierarchy:
Expectant pause- give the child time to respond or opportunity to initiate communication
Indirect nonverbal prompt- use body language to indicate to the child that something is expected (e.g., expectant facial expression, questioning hand motion with a shrug, etc.)
Indirect verbal prompt- use an open-ended question that tells the child that something is expected but nothing too specific (e.g., "now what?", "what should we do next?")
Request a response- if there is still no response, try to direct the child more specifically (e.g., "tell me what you want," "you need to ask me.")
Gestural cue- you can point to the symbol or leave/tap your finger there for several seconds to get the child started with his message.
Partial verbal prompt- if there is still no response give them part of the expected response (e.g., "you went to the...").
Direct model- if still no response, model on the student's device (e.g., "the bear is sad"). Pause and wait for the child to imitate or respond
Physical assistance- provide hand-over-hand assistance to help the child to form the message using the device.
https://aaccommunity.net/aac-prompt-hierarchy-capture/
References:
Fried-Oken, M., Mooney, A., & Peters, B. (2015). Supporting communication for patients with neurodegenerative disease. NeuroRehabilitation, 37(1), 69–87. https://doi.org/10.3233/NRE-151241
Prelock, P. A., & McCauley, R. J. (2021). Treatment of autism spectrum disorder: Evidence-based intervention strategies for Communication & Social Interactions. Paul H. Brookes Publishing Co.
SpeechyMusings. (n.d.). Login: Teachers pay teachers. Retrieved December 21, 2022, from https://www.teacherspayteachers.com/FreeDownload/Speech-and-Language-Therapy-Data-Collection-Sheet-Freebie-2125576
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