Increase Communication Functions
- Given (insert supports here including – access to their robust communication system, familiar communication partner, consistent modeling, sensory supports, indirect verbal prompts, etc…) NAME will communicate for # or more different communicative functions/purposes (e.g., greeting others, making comments, requesting, refusing, sharing information, labeling, asking/answering questions, etc…) during a 20 minute activity (or other time period – a school day, class period).
- During a 30 minute activity, NAME will independently point to a symbol to (add communication functions here – like greet others, make comments, refuse, share information, label, or ask/answer questions) 5 or more times given access to his robust communication system and consistent adult modeling.
- When provided with a familiar communication partner, consistent modeling, her (describe – robust, high-tech, etc..) communication system, and moderate verbal prompts, NAME will communicate 5 different (single words, 2-3 word phrases) for at least 3 different communicative functions during a 20 minute session in 4 out of 5 consecutive sessions.
- Given 1 indirect verbal cue, NAME will combine 2 or more symbols to make requests in 70% of opportunities during routine or semi-structured activities.
- Given modeling on his AAC device and an expectant pause, NAME will combine 2 or more symbols on his AAC device to express 3 or more different communicative functions (add communication functions here – like greet others, make comments, request, refuse, share information, label, or ask/answer questions) during a 15 minute classroom observation in 3 out of 5 consecutive observations.
Increase Word Variety
- Given a preferred activity and consistent modeling, NAME will use 20+ different, contextually appropriate words on his AAC device within a 30 minute period based on data collection and/or observation.
- Given modeling and wait time, NAME will use 8 different verbs within a 20 minute, play-based therapy session across 2 consecutive sessions.
Device Use and Navigation
- NAME will independently navigate to 4 different, contextually appropriate pages within his “Group” folder within a 30 minute activity.
- NAME will independently navigate to the home screen in 75% or more of observed opportunities across a 20 minute semi-structured activity.
- When NAME wants a particular item or activity, he will use his communication device to make a specific request and move his body to within 3 feet of a communication partner in 50% of observed opportunities given 1 verbal and gestural prompt.
- Given 1 cue, NAME will use greetings on his “Social” page to respond to adults and peers in 3 out of 5 opportunities.
AAC Access
- NAME will carry his AAC system with him for 5 transitions per school day across 4 out of 5 days in a week given 1 indirect verbal cue as measured by classroom observation, teacher interviews, and data collection.
- During a classroom period, NAME will transition with device around the room or between activities in 80% of observed opportunities.
Communication Repair
Top AAC Resources
Here are my favorite AAC resources for speech and language therapy:
Tips for AAC Success
Effective AAC implementation should focus on these three research-supported priorities:
If you’re looking for a little direction about how to improve your AAC implementation (including getting AAC systems out and used!), check out my FREE AAC Implementation Self-Reflection Checklist. It breaks down best practices for each of the 3 areas above to give you lots of ideas for ways to make your AAC implementation even more effective! You can get this freebie delivered to your email inbox by signing up in the box below.
One thing I found when training families and teams on how to best support our AAC users is that it often felt overwhelming. And sometimes when new information is too overwhelming, we tend to go back to ways we’ve done things before.
To set up my teams for success, I decided to break down implementation skills into 5 steps.
First, I learned about the different types of AAC systems and made sure students at my school had proper AAC supports in place. Then, I focused on these 4 areas one at time with the entire team:
- AAC Basics: Get familiar with AAC, what it is, the different types, and who uses it.
- Access: Make sure the system is out and available at all times.
- Modeling: Consistently model using the system.
- Core Vocabulary: Focus on core vocabulary and keywords.
- Communication Opportunities: Plan opportunities for communication throughout the day. Research says the number to aim for is 200 or more! Support the team and family to make this happen!
These are the exact steps I break down in my AAC Implementation Toolkit. Sign up for my email newsletter below and I’ll send you a freebie that will get you started on the path towards AAC implementation success!
Or, watch an hour long course from a previous SLP Summit conference where I share my top tips and ideas for AAC Implementation, totally FOR FREE, by clicking here!
Sign up for my email newsletter and get a FREE AAC Implementation Starter Pack!
This free download includes an AAC implementation self-reflection checklist, directions for “how to model”, a core board, and other information for implementing AAC systems.Other Awesome AAC Resources
Project Core – http://www.project-core.com/
Core Workshop – https://www.coreworkshop.org/
AAC Language Lab – https://aaclanguagelab.com/
Tar Heel Reader – https://tarheelreader.org/
Free AAC Presentations to Learn More – https://www.aacconference.com/
