May+10th+Article



Lilienthal, Nicole. "Tips to Help Your Child Use Augmentative-Alternative Communication (AAC)." //Speech-Language Pathology Guru//. Nicole Lilienthal, M.S. CCC-SLP, PA, 16 Dec. 2008. Web. 10 May 2012. .

It is not enough to provide a child with the communication boards, picture symbols, or voice output devices. It is also necessary and essential that the child receives support. This article provided tips and specific strategies on how to improve the communication skills of Augmentative-Alternative Communication (AAC) users.

The author, Nicole Lilienthal, outlines six specific strategies to use. They are all more obvious, but it is helpful to see a full summation of a list of tips:

1. Teach communication skills during real-life activities

The best teaching moments occur during meaningful activities. Meaningful activities include: playing games, food preparation, bed time routines, shopping, meal time, arts and crafts, pet care, trips to the beach, swimming in the pool, house hold chores, etc. These types of activities occur naturally and have naturally reinforcing outcomes.

2. Review vocabulary prior to activities

Prior to engaging in a new activity with your child, review vocabulary that will be used during the activity on the communication board or device. Point to each symbol while you talk about the symbols' meanings.

3. Model how to use the symbols

Model the use of communication symbols during meaningful activities. For example, have a family member give you your favorite food after you point to the corresponding symbol(s) and verbally express your request. In this scenario, your child sees you using the board and hears the words you are saying. When you model the use of the communication board it not only helps to teach your child the appropriate way to use the board, but it also shows him it is okay to communicate using AAC.

4. Script your routines

Script the communication exchange ahead of time to maximize teaching opportunities. Scripting the activity means prior to an activity you write out what you plan to say to your child while you illustrate your words by pointing to picture symbols. For example, if you were planning a bubble blowing activity you may start by saying, "blow bubbles" while you point to the symbols for 'blow' and 'bubbles.'

5. Use prompts to provide support

Prompting methods from least to most intrusive include: a) Waiting or pausing for a response (i.e., increased wait time) b) Telling your child to "use his words" (i.e., verbal reminders) c) Illustrating the correct symbol choice using sign language or other visual representation without pointing to your child's actually communication board (i.e., visual prompts) d) Modeling pointing to the correct symbol (i.e., gestural prompts) e) Verbally stating the correct response (i.e., verbal model) f) Physically helping your child point to the correct symbol (i.e., physical assistance)

6. Implement the strategies outlined in the [|Teaching Communication Skills for Speaking and Non-Speaking Children] article.

a) Require your child to use symbolic communication b) Control and manipulate the environment c) Plan ahead d) Use sabotage and temptations e) Follow your child's lead f) Listen to your child