Augmentative and Alternative Communication System Feature Analysis

For Determination of an AAC System

STUDENT CONSIDERATIONS

*Sign language is an AAC system that may also be considered and implemented. It is recommended for sign language and nonverbal communication

to be taught in addition to the AAC system selected for many students with Autism Spectrum Disorder

Blocks are shaded if the system does NOT address the consideration and are left unshaded if it does address the consideration.

Communication System Options: / Object Exchange / Icon
Exchange
(e.g., picture symbol/ text) / Single PageDevice
with voice output that holds 4-32 icons / Touch
Screen Device
using communi-cation apps, may have voice out-put(e.g., tablet, smart phone) / Multiple PageDevicewith voice out-put and access to unlimited icons for novel messages / Multiple PageDevice
with voice output, access to unlimitedicons, and semantic-cally compact, intuit-tive language (e.g.,Unity Language)
My student needs a system that …
Symbols currently recognized
Uses objects rather than icons or pictures
Uses actual pictures rather than picture representations
Usespicture representations
Uses text
Has a keyboard to type words and/or sentences
Is already being used in the home or other environments successfully
Features to facilitate learning abilities/needs
Shows a limited number of icons per page for those who currently communicate few messages / may gain new messages at a slow pace
Is able toprovide student with more than 32 icons that can be added instantly to allow student to quickly learn to deliver more messages
Has a camera so new pictures can easily be added so student can immediately deliver a new message
Is able to easily create a variety of familiar/routine messages the student will use frequently
Is able to easily combine different icons to deliver new messageswith different functions (e.g., request, comment, ask questions)
Is able to easily change to different pages of icons to allow student to easily deliver more complex messages
Is able to easily move icons so the student learns how to visually scan the icons instead of using motor planning
Allows use of motor planning to deliver messagesfor students who require consistent, unique motor patterns as more messages are learned
Has voice output
Features to accommodate typing
Allows arrangement of keys (i.e. alphabetical vs. QWERTY)
Has grammar/spelling support
Has word prediction
Features to accommodate usability
Has stylish/”cool” embellishments to increase acceptance of the system
Is able to change voice type/quality to sound more like the student’s voice
Is able to do other functions (e.g. games, Internet, email, texting, word processing, scheduling program, calling)
Is able to effectively block the student from accessing other functions to focus on communication (e.g. games, Internet, email, texting, calling)
Is able to save and retrieve information
Is able to be modified to another language
Features to accommodate gross motor difficulties
Is light and portable and able to be easily carried in hands or on strap
Is small and portable and able to be carried in a pocket or belt holster
Is sturdy and durable
Has a carrying case/strap
Has mounting options
Features to accommodate fine motor difficulties
Has switch activation
Allows student to use eye gaze
Communication System Options: / Object Exchange / Icon
Exchange
(e.g., picture symbol/ text) / Single PageDevice
with voice output that holds 4-32 icons / Touch
Screen Device
using communi-cation apps, may have voice out-put (e.g., tablet, smart phone) / Multiple PageDevicewith voice out-put and access to unlimited icons for novel messages / Multiple PageDevice
with voice output, access to unlimitedicons, and semantic-cally compact, intuit-tive language (e.g., Unity Language)
Has touch options to allow student to press or swipe
Has font/icon size options to make them larger and easier to touch/pick up
Has a stylus
Has key guard options
Features to accommodate hearing difficulties
Has volume access
Is able to change voice type/quality
Has head phones
Has a silent mode
Features to accommodate vision difficulties
Has auditory scanning/screen reader
Provides icons in color
Able to show contrast between background and icons
Has zoom magnification (i.e. screen)
Has font/icon size options to make them larger and easier to see
Has tactual alert (vibration, shaking)
Has brailled text
Has key activation feedback

If a student is receiving services under IDEA, decisions about assessment and the student’s plan must be made by the

IEP team and must follow all applicable special education laws and regulations.

Augmentative and Alternative Communication System Feature Analysis

For Determination of an Aided AAC System

TEAM CONSIDERATIONS

Communication System Options: / Object Exchange / Icon
Exchange
(e.g., picture symbol/ text) / Single PageDevice
with voice output that holds 4-32 icons / Touch
Screen Device
using communi-cation apps, may have voice output
(e.g., tablet, smart phone) / Multiple PageDevice
with voice out-put and access to unlimited icons for novel messages / Multiple PageDevice
with voice output, access to un-limited icons, and semantically com-pact, intuitive language (e.g., Unity Language)
The team needs to think about whether the system…
System maintenance considerations
Has a camera so new pictures can easily be added
Requires team member to program information into system to keep it updated
Requires a team member to create/print materials to keep it updated
Requires a specific operating system (i.e. Windows, iOS, Android)
Is durable and/or has a warranty if it is broken
Has a good service/repair turn-around (i.e. loaner available)
Has good memory/storage capacity
Has a battery that can last for the entire school day
Requires limited training of device (ease of use)
Resource considerations
Is available within a reasonable time frame
Is already being used in the home as a personal device that may be shared between settings
Is the BEST option for the cost

If a student is receiving services under IDEA, decisions about assessment and the student’s plan must be made by the

IEP team and must follow all applicable special education laws and regulations.

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