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What is AAC?
What is AAC?
AAC is simply Augmentative (supplemented) Alternative (replaced) Communication
We all use alternative methods of communication when we need to. Think about when you have had to gesture over a noisy room or tried to get your message across on a foreign country. Some people need to supplement (augment or ‘top up’) their communication in order to get their thoughts and ideas understood by others OR in order to understand the thoughts and ideas of other people. This can be ANYTHING - signing, pictures (photo, symbols, stick drawings), computerised systems, single message devices, text, touch cues or objects.
Who Uses it?
Who Uses it?
ANYBODY who needs to support, replace or preserve COMMUNICATION to increase their quality and quantity of interactions with others. It does not matter what language skills or physical difficulties you have as there may always be a solution. For example, if a person has limited skills with their hands - a switch can be placed near any controllable body part and used with a visual or auditory scanning basis (see or hear a word and press the button to select that option).
When should it be used?
When should it be used?
It is often considered that AAC should only be used when people have intentional communication. Intentional Communication is communicating purposefully, frequently and in a way that is obvious (to the ‘listener’). For example, a toddler vocalising ‘a-a’ whilst holding their arms up every time they want to be picked up. In contrast to that, a person that takes an object offered to them or smiles a lot is not intentional.
However, there are other trains of thought that suggest AAC can be used to teach intentional communication and this is very much the process used in PECS (Picture Exchange Communication System) . Switches (single message device ) could also be used for this in a similar way. However, for communication books, communication boards, eye gaze and the high tech devices there does need to be an element of intentional communiciation.
Why use it?
Why use it?
We have the right to communicate and we should strive to overcome ANY barriers that will prevent successful interactions. AAC can help develop functional communication .
Functional Communication is at it’s simplest, turning behaviours into acceptable communication that serves the same function. For example, a young child constantly screams when she wants milk but she can’t yet say milk - she is taught the sign for milk and replaces the screaming with the sign. Or, to develop purposeful actions into better communicative acts. For example, if a young person can press a single message device to make a request then this can be developed into using more vocabulary and choices to make the act of pressing the switch more ‘functional’.
Using AAC can increase independence and self esteem, reduce frustration and stress, improve behaviour and social interactions and all of this can allow increased access to the curriculum.
Please also remember AAC DOES NOT inhibit speech BUT actually has the opposite effect!
Here's a poem
Here's a poem
A heartfelt poem by Nadia Clarke read by the beautiful pupils at Highfurlong School
With and without
With and without
Without a voice I feel lonely
With a voice I can make friends
Without a voice I am vulnerable
With a voice I am safe
Without a voice I have no life now or in the future
With a voice I can enjoy and achieve
Without a voice I am excluded
With a voice I can be included in my community
Without a voice people think I am stupid
With a voice I can go to school and learn
Without a voice I would be bored and frustrated
With a voice I feel good about who I am
Without the right aid, support and training for me
and those who work with me
it would feel like hell
Different Types of AAC
Different Types of AAC
NO TECH
NO TECH
No ‘extra’ equipment needed e.g. gestures, eye-pointing, signing, vocalisations.
LOW TECH
LOW TECH
Does not need batteries or mains to operate but additional visual support (photos, symbols drawings etc) is needed to support communication. e.g. Communication Boards, Communication Books, PECS, PODD Books, Objects of Reference, E-tran Frames, Talking Mats,
HIGH TECH
HIGH TECH
This equipment needs power to function (battery or mains). Most speak and/or produce text. e.g. Apps on any device (tablets, phones etc), Specialised VOCA’s (Voice Output Communication Aids from single message to those with dynamic displays), Eye-gaze technology
ACCESS
ACCESS
Depending on their physical abilities and needs, a person can control a computer or a communication aid using a slight movement of their foot, blinking an eye or moving their head. These various ways of controlling an AAC device are called access methods.
A person with complex physical difficulties may be dependent on technology to manage their life and access education and recreation. Some people use the same access method to control a computer to operate a communication device.
Assessing Young People at the Early Stages of Communication
Assessing Young People at the Early Stages of Communication
This assessment is a FREE online tool that can help you to identify where the communication skills and needs are for any young person functioning at the early stages of communication (or using alternative forms of communication).
It guides you through a series of questions to answer based on your observations, knowledge and experience of the young person.
https://communicationmatrix.org
Which Vocabulary Should you Choose?
Which Vocabulary Should you Choose?
Imagine you were limited to communicating using the same 50 words every day. What would they be? You would want them to be able to communicate your thoughts, needs, ideas, opinions in a variety of situations and with a variety of people. You would want the words to be personal to you and your life as well as flexible enough to help you communicate effectively.
What would you want to be able to say?:
What would you want to be able to say?:
ask questions?
make a comment?
say what you need?
have an opinion?
pay a compliment?
be polite, cheeky, rude?
tell a joke?
give information?
OK... so what WORDS would you choose?
OK... so what WORDS would you choose?
Ok… so what WORDS would you choose?
Ok… so what WORDS would you choose?
You would want EVERYDAY words (CORE VOCABULARY) - these words crop up every day and of these core words there are the same 100 words that we use about 60% of the time! This link explains more Core Words.
These consist of:
INTERJECTIONS (social words, hi, yes, really etc)
PRONOUNS (it, she, him, they etc)
ADJECTIVES (beautiful, black, large, tired etc)
ADVERBS (quickly, gently,
PREPOSITIONS (in, under, between etc)
CONJUNCTIONS (because, but etc)
VERBS (run, eat, sleep etc)
You would also want PERSONAL words - people, places, activities that are important to you etc.
CTC - 100 High Frequency Words.pdf
how?
Communication can take many forms - making noises, saying words, crying, facial expressions, gestures, pointing, signing, using pictures or symbols. We need to know a young person's preferred (and maybe only) method of communication - whether that be verbal or non verbal. We need to ensure that this means of communication is always available and understood. This may mean use of high tech or low tech material (see section on AAC)
why?
We all need a reason to communicate - from letting someone know when we are hungry or tired, expressing how we feel, expressing a range of intentions - an opinion, to ask for something, to say no, to expressing complex verbal reasoning. This can be done verbally and/or nonverbally.
who? where? when?
Everybody needs an opportunity to be able to express their wants, needs, thoughts and ideas. We need to give young people from every age group an opportunity/chance to interact successfully and use this as an opportunity to develop their language and communication sklills.
We can use planned activities throughout the school day to ensure this happens - even if we need to add an element of sabotage to be more creative (making mistakes, making things inaccessible, doing the unexpected etc).
We can set up opportunities:
group/paired working
structured conversations
guided group work
structured opportunities to talk with peers
Useful Links
Useful Links
Blackpool are fortunate to have specialist AAC team that can support you .
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