Where do I start? A resource for professional learning communities

There are many AAC resources on this website that teachers and SLPs accessed within the two years of the project (2015-2017). For teachers and other professionals interested in furthering their understanding of core vocabulary and implementing AAC with their students, we recommend this progression of learning.

For those new to AAC, it is always recommended to consult with speech and language pathologists and other teachers who are implementing AAC. Contact information for speech and language pathologists and teachers using AAC within your board are available from the Centre of Excellence for Speech and Language Development and the Centre of Excellence for Autism Spectrum Disorder.

Each section contains both resources and discussion questions. Please note that there are additional resources on this site for teaching strategies (ex. shared reading and other literacy strategies).

AAC: From Theory to Practice!

A Guide for Professional Learning Communities

1. Introduction to AAC

These resources will allow your team to get acquainted with AAC. They will answer such questions as: "What is AAC? Why does my student need AAC? What is "presume competence?"

Resources that support this section:

• Communicating Beyond Basic Needs (Dynavox)
• Getting Started with AAC
• How AAC and Assistive Tech Make Classrooms Better For All
• The cost of underestimating the potential of individual students (video)
• The cost of underestimating the potential of individual students (guide for PLCs)
• What is "presume competence?" : a photo

Discussion questions that support this section:

1. What is the danger of not "presuming competence"? How do you think this notion changes the way we teach and relate to our students?
2. What are some myths that you have encountered about the use of AAC?
3. What has been your experience with AAC up until this point? How how you integrated AAC into your classroom?

2. Understanding the Stages of Language

• Explore the "Language Stages" section of the AAC language lab website. Select the category that pertains to you (educator or SLP). Each language stage is described in detail (beginner, intermediate and advanced). Choose video samples attached to each language stage.

Discussion question that supports this section:

1. Keeping a particular student in mind, which language stage would this student currently be functioning at? What are some characteristics of your student's language?

3. Core Vocabulary: What is it? Why is it important?

What is core vocabulary?

Core vs. fringe vocabulary: what are the differences

Core vs. fringe: handy handout

The Language Stealers

The Power of Core Vocabulary: Life-Saving!

Discussion questions that support this objective:

1. What is the value of introducing core vocabulary to our students?
2. How is this approach different from the ways that we have taught AAC in the past?
3. To experiment with core in everyday speech: Ask your colleague a simple question. Write down his/her answer. How many core words were present in his/her speech? How many fringe? Are your results in line with the research in core vocabulary, in terms of words most frequently used in adult speech?

4. Teaching Strategies for Core Vocabulary Implementation: Aided Language Input

Resources for this objective:

• Three videos: aided language input (it is recommended to watch all three videos posted).
• Additional videos of Québec schools in action.
• The do's and don't of modelling.

Practice for this objective:

Download and print a Boardmaker 50+ core boards. Practice using aided language input with a colleague, using the core board. Get to know the core board, but don't worry, you don't have to be perfect before beginning with students.

Here are some general guidelines for ALI (adapted from Dynavox, 2011).

• Use your own finger to point.
• You (partner) are saying what YOU want to say. You are not talking FOR the student.
• Do not ask the augmented communicator to repeat what you say with the board. He/she will if he/she wishes.
• If you can’t find a word/message, just say it out loud without the board.
• You don’t need to point to every word.
• Provide opportunities for practice before beginning with the student.

Discussion questions that support this objective:

• How do you think aided language input teaches students to learn language?
• Why do you think modeling is an especially effective method of instruction for individuals with a diagnosis of ASD (both from a language perspective and motor planning perspective?)
• What are some things you notice about using aided language input to teach an activity?
• How could you use aided language input within the curriculum/different classroom settings & activities?

5. Developing Lesson Plans That Teach Core Words

Resources for this objective:

Core word starter lesson plans

Teaching Core Vocabulary through Direct Instruction Strategies.

Core word of the week-Center for AAC and Autism

Model core language-ideas!

Hook 'em and build language strategies!

Video modeling with core vocabulary-videos for students!

Awesome ideas from Quebec teachers and SLPs

Discussion questions and practice for this objective:

1. Select a core word. How could you represent that word within different language functions? (ex. to request, to protest, to joke, to comment)

2. Select a core word. Create a lesson plan surrounding that word. Think about your everyday activities and environments to do this. ex. circle time, getting dressed to go outside, snacktime, shared reading, on the job with students).

3. How could you take advantage of activities that students enjoy to engage students with core words?

6. Download and print our Boardmaker core board for your students.

*(If you are looking for more information on how to integrate fringe vocabulary onto a core board, check out this post)

Discussion questions and practice for this objective:

1. What did you observe after trying your lesson plan with your student(s)? If possible, allow a colleague to video you in the classroom! What did you notice about using ALI to teach your lesson plan? How did your student(s) respond?

*IMPORTANT: Students vary with their progress with core vocabulary. Slow and steady work with core is KEY. Every student will make progress at his/her own pace. Respect this pace, maintain your high expectations, celebrate both small and large gains and keep up your great work.

-The Teaching AAC project team