Augmentative and Alternative Communication
Slide 1: Augmentative and Alternative Communication (AAC)
Joy Engstrom
Slide 2: Introduction
· In this presentation, we want to look at the strategies we can use to help teach communication.
· Everyone who works with the student has to know how to teach these skills.
· In this presentation, you will learn:
o What are the different modes of communication a student with ASD might use?
Transcript:
Earlier in this course we talked about the challenges students with ASD have with communication. In this presentation, we want to look at the strategies we can use to help teach communication.
Because communication is so important, everyone who works with the student has to know how to teach these skills. There is not one single way we will do this. Instead there are many interventions that we will use to teach communication skills to students with ASD. In this presentation, you will learn:
· What are the different modes of communication a student with ASD might use?
Slide 3: Teaching communication
· When teaching communication, we know WHAT we teach will vary from student to student.
· The method or mode that the student uses to communicate will vary too.
· The mode of communication refers to the way the person communicates.
· We want communication to be enjoyable and meaningful for the student with ASD and using an appropriate system for the student is one of the first steps.
Transcript:
When teaching communication, we know WHAT we teach will vary from student to student. However, communication is much more complicated. The method or mode that the student uses to communicate will vary too.
The mode of communication refers to the way the person communicates. We already mentioned that not all students can talk. There are many systems and supports that we can use to teach communication. Some students with ASD talk and use verbal language. Others may use sign language. Others may hand a picture to a person, while others may use technology that speaks for them.
Once we know what to teach a student, we must also know the mode or way the student is to communicate. We want communication to be enjoyable and meaningful for the student with ASD and using an appropriate system for the student is one of the first steps. If the student does not talk, then the educational team will determine the mode of communication to teach the student. Sometimes a student will have only one mode they are learning. For example, Katie is working only on learning sign language. Other students may have more than one mode. For example, Denesha uses both words and pictures to communicate.
Let’s look at some different types of communication systems.
Slide 4: Sign language
· One way students with ASD may communicate is through sign language.
· Benefits of using sign language:
o Sign language doesn’t require special equipment.
o It is portable.
o No time has to be spent on preparing the system other than teaching it.
· Sometimes these students develop a sign language of their own that is not readily understood or recognized by others except their family members and service providers.
Transcript:
One way students with ASD may communicate is through sign language. There are benefits of using sign language. One benefit is that sign language doesn’t require special equipment. It is portable and no time has to be spent on preparing the system other than teaching it. Some students may be able to sign easily while others may have challenges with using fine motor skills to make the sign with their hands. Sometimes these students develop a sign language of their own that is not readily understood or recognized by others except their family members and service providers.
Slide 5: Sign language
Notice:
· In this video, you will see a student using sign language to request her reinforcer, candy, from the speech therapist with whom she is working.
Transcript:
In this video, you will see a student using sign language to request her reinforcer, candy, from the speech therapist with whom she is working.
Video Transcript:
Teacher: Yes, candy! Good Listening!
Slide 6: Using sign language with teacher
Notice:
· In this video, you will observe a student using sign language to communicate with his teacher.
· The signs used by the student are mostly approximations and may not be readily understood by everyone, especially those unfamiliar with the student.
Transcript:
In this video, you will observe a student using sign language to communicate with his teacher. Please notice that the signs used by the student are mostly approximations and may not be readily understood by everyone, especially those unfamiliar with the student.
Video Transcript:
Teacher: Music? Can you sing music? Music. Music, yeah, do it again. Boop, boop boop. Uh oh. No? Do you need some help? No? Noah come back. Help me. Sit down? Do you need some help? Say help. Help. Good. Please. Please. I’m alphabet pal. Good. Are you all done? You are? Can you tell me all done? All done. Ok, go ahead. Go play. Bye bye; bye bye.
Slide 7: Exchange systems
· Students may give or exchange an object or a picture with a person to communicate.
· The student may hand a person an object that represents the item he wants.
· The student may use a picture, which can be a real photograph or a drawing of an item, to communicate his wants and needs.
Transcript:
On this slide, you will see a picture of a chart used to communicate a student’s wants or needs. Students may give or exchange an object or a picture with a person to communicate. With this system, the student may hand a person an object that represents the item he wants. For example, during snack time in order to request more chips, Tommy takes the chip bag to the teacher. The student may use a picture, which can be a real photograph or a drawing of an item, to communicate his wants and needs. On the slide is an example of a picture exchange system. The student may select the picture of what he wants and hand it to an adult. In another example, Susan uses her picture exchange board to select the picture of the nurse to tell her teacher that she isn’t feeling well.
Slide 8: Picture Exchange Communication System (PECS)
Notice:
· In this video, you will see how the Picture Exchange Communication System(PECS) is used in a variety of communication exchanges.
Transcript:
In this video, you will see how the Picture Exchange Communication System(PECS) is used in a variety of communication exchanges.
Video Transcript:
Teacher: I want to eat sweets. Sweets! I want candy. Which one? Candy. Yum. Sit! I want eat bread. I want eat bread. I want drink water. I want to drink water. Here you go.
Slide 9: Voice Output Communication Aids (VOCA)
· Voice Output Communication Aids (VOCA) are computerized devices that are programmed to speak for the student.
Transcript:
On this slide, you will see two pictures of a Voice Output Communication Aids (VOCA). Voice Output Communication Aids (VOCA) are computerized devices that are programmed to speak for the student. There are many different types of VOCAs. Some can only be programmed to say a few words while others can hold thousands of word and phrases. There are devices specifically built to be a voice output system, such as a Dynavox. However, voice output may be on applications used with smart phones and iPads as well. Above on the left, is a picture of a Dynavox. On the right, is an iPad which is used to communicate.
Slide 10: VOCA
Notice:
· In this video, you will see a demonstration of a student using a VOCA to make a request for bubbles in a speech therapy session.
Transcript:
In this video, you will see a demonstration of a student using a VOCA to make a request for bubbles in a speech therapy session.
Video Transcript:
Student: I want bubbles! I want bubbles.
Teacher: Yea! Ok, you ready?
Student: I want bubbles.
Teacher: Ready? Ok.
Slid 11: Using VOCA to order lunch
Notice:
· In this video, a young man with ASD uses his VOCA to order lunch at a restaurant with his family.
Transcript:
In this video, a young man with ASD uses his VOCA to order lunch at a restaurant with his family.
Video Transcript:
Student: I want the cheeseburger with onion and lettuce, ranch on the side extra.
Waiter: I’m going to need that one more time---that was really fast!
Student: I want the cheeseburger with onion and lettuce, ranch on the side extra?
Waiter: Ok, you want a cheeseburger with onions, no cheese? Cheese?
Student: Yeah! Yeah! Yeah!
Father: Put in your cheese.
Slide 12: Apply It!
· Please get your “Apply It!” paper titled: Communication and go to the question titled: Communication Objectives.
o List at least 3 communication objectives that are written in the student’s IEP.
o List the mode or modes the student uses to communicate.
Transcript:
Please get your “Apply It!” paper titled: Communication and go to the question titled: Communication Objectives. Pause the presentation and identify a student with ASD with whom you work. Write down the name of the student and do the following:
List at least 3 communication objectives that are written in the student’s IEP.
List the mode or modes the student uses to communicate.
Once you have completed this activity share your responses with your supervisory teacher. This is a good opportunity to ensure you are aware of the communication objectives your students are working on and know the mode he or she is using to communicate.
Slide 13: Summary
· Communication difficulties present many challenges for students with ASD.
· First, it is essential to provide the student with ASD a system by which they can effectively and efficiently communicate.
· As a paraprofessional, you will be instrumental in identifying the communication skills the student needs to work on.
· You will also be teaching the student communication skills throughout the entire school day.
· It is important to use a variety of different strategies to help the student learn.
Transcript:
Communication difficulties present many challenges for students with ASD. First, it is essential to provide the student with ASD a system by which they can effectively and efficiently communicate. This system will vary from student to student.
As a paraprofessional, you will be instrumental in identifying the communication skills the student needs to work on. You will also be teaching the student communication skills throughout the entire school day. It is important to use a variety of different strategies to help the student learn.