How can I support my AAC user at home?
How can I support my AAC user at home?
Most AAC users rarely see others communicating like them. Children who develop verbal speech get are able to observe others communicating like them all day long! This helps them develop their communication skills. Children who use AAC need models of their method of communication too! As caregivers, we can use the device and verbal speech to comment on what is going on to provide language input to our AAC users! Watch the video below to see how we can provide aided language input in a variety of opportunities!
Even if you think you will not be able to navigate the device, or mess up, that's fine! That actually provides an opportunity to show your AAC user how to correct themselves and problem solve!
An important feature of AAC to understand is the use of core vocabulary. Core vocabulary refers to a small set of words that ALL communicators use frequently and these words can apply to multiple situations. Core words include pronouns, prepositions, and action words because these are able to be used in a variety of communication situations.
For instance "open" is a core word that can be used in a variety of opportunities. "Open the door", "open the book", "open the chips", and so on.
Fringe vocabulary is important, but we use it less often. Nouns make up fringe vocabulary. Words like "toilet paper" or "goldfish" are important, but are used in specific situations to describe or request specific things.
When using aided modeling, core vocabulary words are going to be easiest to consistently model because you are going to be able to use them throughout the day in multiple situations. Fringe vocabulary is important to model as well, though it will be situation specific. Fringe vocabulary can provide specific information and context.
Expectant delays refer to giving your child time to respond. When interacting with your child, you can show them on the device something they could say, such as "go" and then push a toy car to make it go. Next time, you can model "go" (both speaking and on device), and then wait 10 to 20 seconds to give your child a chance to hit "go." This expectant delay, or wait time, gives your child a chance to participate but does not force them to communicate. (No one wants to be forced to do something, especially something difficult).
Open-ending questions allow AAC users to respond in a variety of ways, whereas closed-ended questions are typically answered with "yes" or "no". Open-ended questions give AAC users more room to respond with the language skills we are trying to develop. Closed-ended question can be helpful, butwe should try to be mindful about asking a variety of questions that support using robust communication!