Aided Language Explained

Author: Chris Bugaj, MA CCC-SLP

Description:  Cartoon to define aided language stimulation via use of graphics and text, no voiced narration. 

Format: Video (2:31)

Population:  All ages

Aided Language Stimulation: Make it Interactive & Fun!

Author:  Dr. Caroline Musselwhite

Description:  Dr. Musselwhite's webinar defines aided language stimulation and explains the importance of and the how to of modeling AAC systems (paper systems, iPad apps, SGDs). 

Format:  Video (1:04)

Population:  Young through school age children

Ingredients to Successful Modeling; SMoRRES and Augmented Partner Input

Author: Jill Senner Ph.D., CCC-SLP & Matthew Baud MS, CCC-SLP; USAAC Presentation

Description:  This strategy for partner augmented input is presented in a research based training package for professionals to teach others (USAAC Presentatation and PrAACtically Speaking website: https://praacticalaac.org/praactical/how-we-do-it-smorres-and-partner-augmented-input-with-dr-jill-senner-matthew-baud/ )  Full resources at TALC website: SMoRRES page.

Format: Video (59:47) & Website

Population:  All ages

Master Pal

Author: Tabi Jones-Wohleber, MS CCC-SLP

Description:  Strategy for partner augmented input that involves wait time and presumed potential. Poster link.

Format:  PrAACtical AAC Website & PDF Handouts

Population:  School age

AAC Video Models Series

Author: Intermediate Unit 916 

Description:  Tutorial videos to train staff, families and other professionals who work with students who are learngin to use AAC devices. Includes a variety of topics including requesting, rejecting, gaining attention, following the child's lead, creating communication opportunities, aggression towards the communication device, stimming or playing with the communication device..

Format:  Videos

Population:  School age

Early Intervention & AAC

Author:  Janice Light & Kathy Drager 

Description:  Guidelines for early intervention to maximize the language and communication development of young children with special needs including infants, toddlers, and preschoolers, including children with autism spectrum disorders, cerebral palsy, Down syndrome, and multiple disabilities. Step-by-step guidelines for early intervention to build language and communication skills and photographs and videotaped examples of intervention with young children with special needs.

Format:  Website

Population:  Young Children (0-4)

CROWD in the CAR

Author:  The Edmonton Regional Learning Consortium (ERLC) (Whitehurst et al., 1988)

Description:  Follow the CAR and Put the CROWD in the CAR are both approaches to structuring shared reading interactions. Following the CAR provides a framework to get students started by encouraging and building participation. Putting the CROWD in the CAR is an approach for expanding and refining shared reading practice (Whitehurst et al., 1988). Using the CROWD will help move students beyond participation and interaction toward language development. Teachers and students would begin using the CROWD approach.

Format:  Website

Population:  School age

PRC AAC Literacy Planner: Book Club

Author:  PRC-Saltillo

Description:  Planning guide designed to introduce emergent literacy activities to students who are using speech generating devices (SGDs).

Format:  Downloadable PDF document with QR codes

Population:  Third grade through high school students

RAAP Interactive Reading Strategy

Author: Cathy Binger Ph.D., CCC-SLP & Jennifer Kent-Walsh BEd, MS, Ph.D., CCC-SLP

Description:  Build communication skills during storybook reading with this research based intervention strategy, RAAP (Read Ask Answer Prompt), that teaches the steps to expansions and extensions using aided language stimulation.

Format:  Website blog with links

Population:  Young to school age children

Monarch Reader

Author:  Building Wings

Description:  Free books that can be speech enabled and accessed using multiple interfaces, including touch screens, the IntelliKeys with custom overlays, and 1 to 3 switches. 

Format:  Electronic books. You can personalize and share with accessible website interface.

Population:  School age through adult

Tarheel Shared Reader

Author:  Center for Literacy and Disability Studies

Description:  Tarheel Shared Reader combines the Tarheel Reader library and shared reading interface that encourages users to construct meaning from texts.

Format:  Electronic talking books with built-in comments for interaction.  Talking symbols are the same on every page: like, want, not, go. 

Population:   School age through adult

Language Acquistion Through Motor Planning (LAMP)

Author:  The Center for AAC & Autism; John Halloran, MS, CCC-SLP, Cindy Halloran, OTR/L, and Mia Emerson, MS, CCC-SLP

Description:  LAMP is a therapeutic approach based on neurological and motor learning principles. The goal is to give individuals who are nonverbal or have limited verbal abilities a method of independently and spontaneously expressing themselves in any setting.

Format:  Website

Population:  All ages

Motor Planning

Author:  Institute on Disabilities at Temple University

Description:  Description of the motor planning intervention strategy in multiple formats, including a video demonstration. 

Format:  Print Material, Website & Video (0:1:47)

Population:  All ages

AAC Intervention

Author:  Caroline Musselwhite, Ed.D., CCC-SLP 

Description:  

Therapy tips from 1999 until present date regarding best practice in AAC intervention, including a therapy tip of the month and topics on AAC and literacy. Includes website links to additional AAC resources.

Format:   Website

Population:  All ages

AAC Language Lab

Author:  PRC-Saltillo

Description:  Variety of articles and activities that include some free resources to support AAC utilization.

Format:   Website

Population:  All ages

Assistiveware Core Word Classroom

Author:  AssistiveWare 

Description:  The Core Word Classroom is a collection of learning resources, designed to support implementation of any communication device that is based on core words.  Materials focus on the 3Ws: Words, Whys, Ways. 

Format:  Website/Multiple Formats

Population:  School age

Dynamic Area Goals Grid-3

Author:  Vickie Clark & Holly Schneider 

Description:  The Dynamic AAC Goals Grid  DAGG-3 (edition 3). This updated tool helps speech-language therapists collaborate with the individual's team to assess and track current communication abilities progress. It then guides SLPs in choosing and tracking appropriate AAC goals. DAGG-3 can be used for all ability levels – from early learners to more advanced communicators. DAGG-3 is available free of charge.  Video hosted by LinkAssistive Technology. explains how to use the DAGG-3.

Format:  Website/Multiple Formats

Population:  School age

Descriptive Teaching Model

Author: Institute on Disabilities at Temple University & Gail Van Tatenhove (2008)

Description:  By describing a new concept, we show we understand it and grow language our language skills.  By describing key concepts, we are naturally combining words to say something new. That is the essence of generative language. 

Format:  Website Multiple Formats

Population:  All ages

AAC Implementation:  Adults with DD

Author: OCALI

Description:  A coordinated team approach is required to support the success of adults with developmental disabilities (DD) who experience complex communicative needs (CCN) and do not rely on speech. This module provides information about recommended practices for the implementation of augmentative and alternative communication (AAC), including strategies for building communicative competence and the important role of communication partners. Estimated 2 hour completion

Format:  Web-based Learning Module

Population:  AAC Practitioners & Group Home Workers

Pathways App

Author:  Tobii Dynavox

Description:  Web-based companion app for Snap + Core First.  The Pathways App provides teaching ideas for AAC specific skills based on the embedded assessment. Lessons and activity ideas address specific skills associated with Light's four areas of communication competence. This app also contains the Dynamic Areas Goal Grid 2 for assessment of an individual’s current skills. 

Format:  App for mobile device

Population:  All ages

Project Core

Author:  Center for Literacy and Disability Studies

Description:  Project Core offers 12 free professional development modules and other resources to assist you with implementing the Universal Core in your school and classroom. These include Teaching Communication in Daily Routines, Teaching Communication During Academic Instruction, Shared Reading, Predictable Chart Writing, Alphabet Knowledge & Phonemic Awareness, Independent Reading and Independent Writing.

Format:  AAC Core word pagesets 3D Core word symbols: 12 implementation modules

Population:  School age

100 Most Frequently Occurring Words for Fluent Adult Speech Generating Device Users

Author:  Hill et al.

Description:  List of the top 100 core words used by fluent augmented communicators.

Format:  High frequency word list.

Population:  Adult

AAC and Core Language

Author:  Speaking of Speech Materials Exchange

Description:  Free downloads of activity analysis, communication log, home questionnaire, language poster parent handout.

Format:  Login to a website to access the materials exchange library.

Population:  School age

Activity Based Intervention: Using Core Vocabulary

Author:  Gail Van Tatenhove, PA, MS, CCC-SLP

Description:  ABI explained in context of using core vocabulary.

Format:  Video (57:28)

Population:  School age

Core First Books

Author:  Tobii Dynavox

Description:  Core First Books support teaching students specific core words.

Format:  Website/Multiple Formats

Population:  School age

Let's Teach Core

Author:  Saltillo

Description:  Core Word Planners for 57 core words with activitiy ideas to Find, Introduce, Model, Encourage, Expect core words featured in Saltillo language programs. 

Format:  Lesson Plan ideas/words Visual Scope & Sequence of Core Words/Pageset

Population:  School age

Mealtime Vocabulary

Author:  Balandin et al.

Description:  List of 347 core vocabulary words used by adults.

Format:  PDF document of a word list

Population:  Adult

Most Frequently Occurring Words of Older Adults

Author:  Stuart et al.

Description:  174 core vocabulary words most frequently used by older adults.

Format:  PDF document of a high frequency word list

Population:  Adult

Preschoolers' Vocabulary

Author:  Marvin et al. 

Description:  333 alphabetized high frequency preschool core word list.

Format:  High frequency word list

Population:  Preschool

Toddlers' Vocabulary Arranged By Frequency

Author:  Banajee et al. 

Description:  The core vocabulary words on this list comprise 96.3% of the total words used by toddlers in the study by Banajee et al.

Format:  High frequency word list

Population:  Toddlers

Voice-Message Banking Resources

Creator:  Team Gleason

Description:  Team Gleason offers support to the SLP of a person with ALS or directly with that person by connecting them with a partner at the ALS Augmentative Communication Program at Boston Children’s Hospital, the originator of the Message Banking™ process and the Double Dipping Method, to guide them through the process.

Format:  Online Application for Support

Population:  Adults with ALS & Support Team

Model Talker

Creator:  Nemours Speech Research Laboratory

Description:  The ModelTalker System speech synthesis system uses recorded speech (either from a prospective SGD user or from a voice donor chosen by or for the SGD user) to create a unique synthetic voice. This synthetic voice is virtually unlimited, meaning it can be used to express almost anything, including words and phrases that were not recorded. We provide the software and assistance to guide users through this voice “banking” process. Once the recording is finished, the recordings will be converted to a synthetic voice. The voice, when combined with our ModelTalker Text-to-Speech system, can then be used with a growing number of SGDs and text to speech apps for mobile devices.

Format:  Website

Population:  Adults with ALS & Support Team

Suggestions or Comments?  Please email the MNSHA AAC Committee at mnshaaac@gmail.com.