PECS visuals and other AAC systems enhance or support a person’s ability to communicate (oral or written). Learn about 11 types of AAC and how to choose ...

Make the Connection: A Practical Guide to Parents and Practitioners for Teaching the Nonverbal Child to Communicate - with AAC Susan Berkowitz - Artisan Books

Feel confident with expert AAC strategies from Chris Bugaj. Chris is a Licensed Speech - Language Pathologist in Virginia with Certificate of Clinical Competence

Over the past 2 months I’ve been talking a lot about beginning with augmentative communication; including what it is and who needs it. The next question I most often get from parents, teachers and SLPs is about what kinds of materials are needed for intervention (and “where the heck do I find them”)? We all know that genuine communication interactions in context are the best for teaching any communication skill. Too often in AAC implementation we “test” more than teach. We ask students to identify symbols at random, or find target words outside of any social engagement or genuine interaction. Since many of our students require additional specific, structured practice beyond the opportunities throughout their school day, I encourage role playing and simulations. There are a lot of ways to do this; such as including using props, dress-up, role playing, and using books and apps. We also know that our students need to have a robust communication system; either no/light tech or high tech systems. Again, there are dedicated devices that use core words as well as categories of fringe words, AAC apps that are similarly robust with sufficient vocabulary to meet all of their communication needs, and dynamic communication books that have robust vocabulary to meet a variety of communication functions. Systems that are either totally core word based (with available fringe words) or are function/pragmatically based but include the same high frequency words, are robust enough to meet many needs. Much research has been done on language development in general, and on the acquisition and use of early words; especially those words we know of as “core words.” But, somehow, we often seem to get stuck with those first 15, 25, or 32 core words. Sometimes even SLPs forget about 2-word combinations when teaching AAC users. But isn’t that the natural next place to go? I love it when I hear SLPs or teachers exclaim, “Look! He’s putting two words together.” Two word combinations are necessary to convey meaning when one of those words is a noun. “Apple.” Well, what about an apple? Do you want an apple? Did your apple fall on the floor? Did someone take your apple? Are you tired of apples? But think of the magic of communication when combining two core words. All of the multiple meanings of both words create powerful combinations. “Want apple.” “Not apple.” “Give apple.” “Bad apple.” Good apple.” “More apple.” I’ve made meaning intelligible, and I’ve covered - how many functions? I have made a great many resources available in my TPT store for AAC implementation. One that I particularly enjoy is my AAC Starter Kit, because it provides a robust picture communication book that employs basic core and adds a variety of fringe topics and concepts. When the book is assembled, it shows the easy to access to core words, as well as the variety of fringe words available. The kit also includes my 10 Weeks to 40 Core Words. The activities for teaching use of core words in this resource are similar to my other Activities and Games for a Year of Core and Teach Me Core Words resources. I have attempted to provide both suggestions for using core words in every day routines and activities, as well as activities to simulate other real-life activities that you may not have access to within your intervention setting or classroom. There are 4 target core words per week, planned out over 10 weeks. You may need a different pace for your students, and that is certainly fine. Move at a pace that works for the students you are working with; making sure to always presume competence, provide maximum opportunities for genuine communicating, and use the least intrusive cues and prompts possible. Consistent partner use of Aided Language Stimulation is crucial. For each of those 4 word groups, there is a different lesson plan/activity suggestion/contextual idea(s) for each day of the week. The words are provided on large cards (approximately 4.5 X 3) for use in the classroom, as well as on a complete 40-location communication board. Each week you will get a small book to read with the student(s) on Day 2 that uses those words. When possible, act out the statements in the book in real time, giving a context with real objects and people. The books can be interactive; having students place the appropriate symbol on each page of each book. Simulation activities for each week include activities such as an Animal Escape game, making a volcano, blowing bubbles, playing a familiar game, building a pizza, doing a group puzzle, and more. 3X5 sized cards for use on a classroom board come in white background as well as red & yellow for students with cortical vision issues. Also in the starter kit is my Teach Me 6 Core Words resource and Teach Me More Core Words resource; each of which has a variety of simulation activities. Order a pizza, order animals back to the barn, get dressed for the weather, go to the store are some of the activities. And my 3 Games for AAC practice are also in this set. The first game involves students picking a card from a pile and finding the words in their AAC system. The second game uses dice to provide a single core word and asks students to create a phrase using that word. The third game is a bit like Scrabble, but uses core words tiles rather than single letter tiles, and has students build phrases and sentences using the words they’ve picked. There are more than 500 pages in this resource, with enough activities to keep your AAC users learning to use language throughout the year - and beyond! However you choose to do it, keep your AAC users “talking!” An InLinkz Link-up

I am so very excited to have Susan Berkowitz guest blogging today. When it comes to AAC, she is my go to gal. Being one of the old school SLPs, I had little to no training in school for helping people with this need. Through the years I managed to attend some training seminars and ... Read more

Core words are high-frequency words used repeatedly to generate our messages. They often have multiple meanings and can be used in different ways for various functions. And, best of all, they allow our AAC users to get to SNUG; spontaneous novel utterance generation. Being able to say whatever you want. I often get asked how to plan lessons around core words. If they are words we use all the time, how hard can it be to incorporate them into class and intervention settings? Plan to Do Descriptive Teaching, Rather Than Referential Observe What Is Happening Around You and the Student Adapt Simple Stories for Core Words Descriptive Teaching: Gail Van Tatenhove has extensively discussed the concept of descriptive teaching over the years. Typically, in referential teaching, we ask the student to respond to a question with a specific referent or word. For instance, “Which planet has 2 moons?” This question can only be answered with the name of a planet. In contrast, if I ask the student to describe or tell me about Mars, he can use words like: “next to us,” “small,” “red,” and “cold.” These words are already available in a robust AAC system and do not need to be specifically programmed in, especially since Mars isn’t a typical topic of conversation. Moreover, this approach encourages the use of higher-order language skills, aligning with rigorous CCSS, to show what the student truly knows about Mars. Classroom Observations: Observing the classroom or other environments can reveal opportunities to interact using core vocabulary. For example: “What is he doing?” can be asked about another student or staff member, with verbs for answering this question likely already in the system. Other questions include: “How does she feel?” “How can you tell?” “What happened?” “Look at that! What do you think?” If you are working on pronouns, you can ask, “Who is wearing a green t-shirt?” by observing the people around. For prepositions, questions like “Where is the pink notebook?” can be constructed using items in the environment. Adapting Stories: Adapting stories is my favorite way to teach core words. Trade books (children’s books from the store) offer rich vocabularies and diverse topics, characters, and settings. Stories act as a bridge from oral language to literacy. I often start with books made at home or together in intervention, featuring pictures of the student in various locations or activities. Co-constructing and reading these together creates a “connection to me” that is significant for these kids. Begin with a single word or two per page: “I jump.” “I walk.” “I swing.” These simple core word phrases (or just using the verb) can significantly motivate students to engage with core word books. Gradually, we expand these books from collections of words to more cohesive narratives. This is a multi-step process. Eventually, we move to simple stories and discuss them using core words (with some fringe words sprinkled in as needed). Explore some of the stories on TarHeelReader.org to help your students get ideas for their stories. Then, look at storybooks (trade books) to find core words. Rewrite the stories with your students to incorporate more core words. This can be a fun activity, as AAC users search their systems for the words they want to use. So, there you have it: my top three ways to implement core vocabulary. I’ll be back next week with more ideas. In the meantime, keep on talking!

If you are working with students who need to use AAC (augmentative-alternative communication) and are looking for tips for best practices for implementation, this video series is for you. This video is #2 in a series about teaching strategies for AAC users. P is for Planning gives you information...

It’s AAC month! AAC is an important aspect of my job as a special education teacher. What is AAC? AAC stands for Assistive and Augmentative Communication. It can be anything that helps a person communicate. Why is AAC so important? Imagine if you suddenly lost your ability to talk or even use parts of your […]

How to help a speech delayed child | From speech therapy activities to PECS communication boards, we’ve rounded up 32 tips & activities to get you started!

It’s AAC month! AAC is an important aspect of my job as a special education teacher. What is AAC? AAC stands for Assistive and Augmentative Communication. It can be anything that helps a person communicate. Why is AAC so important? Imagine if you suddenly lost your ability to talk or even use parts of your […]

AAC) with students who have Complex Communication Needs (CCN)...A LOT of reasons. I've chosen the top six and created a flow chart.

The days are finally warmer. I know that sounds a little crazy, since I live in Southern California. But, it's been a pretty rainy and chilly Spring. While we need the rain (drought, drought go away), it's kind of messy in an environment where we don't expect it so much. But when the rain goes away, we can go out to play. Keeping your children busy and happy during the summer can sometimes be a bit difficult. Over the years, I've created several different summer free resources with fun language-based activities. I'll drop the links below, and hope that you enjoy. I've been hopping through some t.v. studios recently, too, providing helpful tips and information, and plugging my book. It's been fun getting to share ideas with a larger audience. I'll try to keep you informed of my next appearances if you want to tune in. Here are the links, as promised: 1.https://www.teacherspayteachers.com/Product/free-ABC-Communication-Calendar-for-AAC-and-Speech-Therapy-Summer-2016-2549716 2.https://www.teacherspayteachers.com/Product/FREE-Speech-Pathologist-Collaborative-Summer-Communication-Ideas-1291670 3.https://www.teacherspayteachers.com/Product/Free-Summer-Communication-Fun-for-students-who-need-language-support-1254426 4. https://www.teacherspayteachers.com/Product/FREE-Summer-Communication-Fun-for-students-who-need-language-support-669053 5. https://www.teacherspayteachers.com/Product/FREE-Summer-Fun-Wh-Questions-for-Language-Practice-1877307 I'll have some more for you next week! And, if you haven't signed up for my newsletter yet, here is a sneak peak at the latest.

Over the past 2 months I’ve been talking a lot about beginning with augmentative communication; including what it is and who needs it. The ...

Get the PDF of this here.

Echolalia- Learn strategies for your Autism classroom. What echolalia is and how to reduce it with activities to decrease repetitive speech or non-authentic communication.

Looking for AAC tips and resources all in one place? Check out this informative webpage, which offers helpful information about the myths of AAC, using core vocabulary, Aided Language Stimulation, assessments in AAC, training partners, and more. You'll find links to free handouts, and links to paid resources, along with the helpful information. Check it out here.

Increase communication skills with these interactive books and activities, designed to teach 40 core words for augmentative alternative communication (AAC) users. Perfect for speech therapy and special education, these resources empower individuals with autism and nonverbal communication needs by promoting language development and AAC use through engaging communication activities and games. Feel more confident with core vocabulary implementation for AAC! This resource will provide you with up to a full school year's worth of core word implementation materials and activities for teaching core words to beginning AAC users. This resource provides a variety of interactive books, teaching activities, games, and strategies to teach the early 40 core words. Interactive activities, interactive books, core word wall, word of the week materials, and more will help you teach core words to your AAC users, even if you don't have much experience with AAC. Find suggestions for using core words in everyday routines and activities, as well as activities to simulate other real-life activities that you may not have access to within your intervention setting or classroom. There are 4 target core words per week, planned out over 10 weeks. You may need a different pace for your students/child, and that is certainly fine. Move at a pace that works for the students you are working with; making sure to always presume competence, provide maximum opportunities for genuine communicating, and use the least intrusive cues and prompts possible. Consistent partner use of Aided Language Stimulation is crucial. Contents: -Explanation of core words, time-delay teaching, data sheets, explanation of the resource -list of the 4 words/week, complete 40-word communication board -lists of the words/week and 3X5 sized symbols for classroom/therapy room wall-sized communication board, & additional lists of phrase examples interactive books for all 10 weeks (or months) Hide & Seek symbols and an environment hunt activity Fun activities for practice CVI-adapted symbols and board Words of the week handouts, door hangers, letter to home, Aided Language Stimulation brochure, & suggested activities for the environment 5 days worth of activities for implementing/teaching each set of words suggested game, toy, or activity for practicing the words in a context a game or activity that provides decontextualized reinforcement/practice of the words; such as a board or card game. ___________________________ 1. symbol cards (approximately 4.5 X 3) for use in the classroom, 2. a complete 40-location communication board. 3. interactive book each week Suggestions for expanding this activity are provided.. 4. environment hunt activity for examples of the symbols. 5. suggested games or activities for practicing the words in a context. 6. game or activity each week that provides decontextualized reinforcement/practice 7. 40-location communication board and the larger symbol cards are also provided in high contrast bright red/yellow for students who do/might have cortical vision issues. There are also: 8. handouts about core words and Aided Language Stimulation to send home and to give to other staff, 9. letters to home 10. door hangers for visual cues in the environment 11. additional symbol cards to use in the environment 12. additional suggestions for contexts to use the words 13. suggestions for using core words in every day routines and activities, 14. activities to simulate other real-life activities that you may not have access to within your intervention setting or classroom 15. Explanation of time-delay teaching and data sheets This resource will provide you with up to a full year's worth of core vocabulary implementation materials and activities. (depending upon the learning pace of your students) ⭐ Research shows use of core vocabulary words provides AAC users with the vocabulary they need to meet most of their communication needs. ⭐ The DLM research has identified a basic core of 40 words that are a beginning word set to meet the needs of emerging communicators. ⭐ Suggestions included for using core words in every day routines and activities, ⭐ Suggestions for activities to simulate other real-life activities that you may not have access to within your intervention setting or classroom. Core words used are: ☀look, this, is, mine ☀I, want, like, it ☀you, have, more, different ☀not, where, help, go ☀he, can, do, that ☀finished, put, need, stop ☀get, here, don’t, open ☀turn, are, some, she ☀what, in, all, on ☀who, over, up, when Let your students set the pace; 10 weeks or 10 months. You'll find success whatever the pace. ✯ Move at a pace that works for the students ✯ Always presume competence, provide maximum opportunities for genuine communicating ✯ Use the least intrusive cues and prompts possible. ✯ Consistent partner use of Aided Language Stimulation is crucial. Assemble once, use forever! Send books home for carry-over, along with weekly letters. Effective because practice opportunities move from input to contextualized and then decontextualized activities. Based on Evidence Based Core Vocabulary research. ⭐ Buyers have said: This product takes a bit of time to prep, but it's SO comprehensive and provides structure to teaching core words, which is something I was struggling with! Now I can plan my sessions around each week and know my students are getting solid exposure and practice using this product. Great core word lessons with a vocabulary that builds in new words while reviewing previously learned words. I'm really happy that I made this purchase These activities are great and have helped me with teaching core vocabulary to my most impacted kiddos! It saves me SO MUCH TIME!!! Love this!! I love that everything is broken down step by step. The visuals are perfect and keep my students engaged. This is a digital download product. SLPs can print out this PDF to use in the therapy room. Parents print out this PDF to use at home Remember, this is a digital download. You will find a Download button that Etsy provides to download the files to your computer. Given the size of this resource, it has been divided into 5 files to accommodate Etsy's file limit. Download all 5 files onto your computer. Have fun communicating!

Unsure of how to implement AAC in your daily routines? Here's how to do it without changing what you are already do throughout the day.

Do you have a hard time getting your students with autism to communicate for anything other than asking for highly desired items? Here are some ideas about activities you can use with sentence starter strips to get more commenting from them.

Beyond the Device: Holistic Approaches to AAC Learning and Implementation This blog post explores the challenges faced by adults with acquired communication difficulties post life-altering events, and emphasizes the crucial role of enhanced communication methods. We delve into the significance of alternative communication modes and specifically highlight the

When you are a therapist with little access to any type of visuals, it can usually be the starting off point that is the hardest. What pictures do you use? When do you use them? How do you use them? Will the child be interested? There are lots of questions and you might not start […]

There are so many things you can do with augmentative communication and interactive books that I wanted to share some specific goals and objectives to target.

I wanted to touch this topic again, as there continues to be a lot of confusion from parents, teachers, aides and SLPs about how, exactly, to talk to AAC users to help them communicate more. Being a partner to an AAC user requires us to be on our toes. We need to think about what we're saying, what they're doing, how we can help them to do something more or different, whether we're interpreting what they're doing correctly..... It seems like a lot. So, here are some more basic tips: Good Communication Partners: create a positive communication environment respond to all communication attempts use the child’s AAC system to communicate to them Creating a Positive Communication Environment There is a positive communication environment when we respond to all of a child’s communication attempts, provide support as needed, focus on positive results, and find solutions to challenges. Even when you respond to an undesirable behavior, if you do so while also modeling how to use the correct message in the AAC system you take advantage of a communication opportunity. As much as possible, do NOT ask yes/no questions, do NOT ask closed-ended questions. DO ask Wh-question or other open-ended questions. If necessary, ask multiple choice questions. Strategies to create opportunities to communicate include providing choices, sabotaging the environment, giving small amounts of desired item/activity, briefly delaying access, using pause time, using fill-in-the- blank activities. Respond to all Communication Partner’s Attempts: All children communicate. They don’t necessarily all communicate symbolically - that is, with pictures, words, text. And some of their non-symbolic communication is undesirable. Think about how this child responds to his/her own name; what (s)he does when a routine is interrupted; what (s)he does when wanting an item, action, attention, or help; or tells you when something is wrong. What we’re talking about is how this child communicates to reject/protest, request, comment. Those are some of the main, early functions of communication. The earliest communication behaviors are social regulatory - regulating another’s actions. What we need to do is to respond to those other communication behaviors, while shaping them into more acceptable or understandable forms. The more you practice using the aac system during real contexts, and increase the number of those contexts in which you use the aac system, the more automatically the child will learn to use the system. Use the AAC System to Communicate TO the Child: Aided Language Stimulation - also called Partner Aided Input - is crucial to the child learning to use their aac system. Language is learned through models. Children learn spoken language by listening to others using it. A child using picture-based communication is learning an entirely different language. They need to see models of people using it effectively. And models provided in response to their communication is most powerful. Facilitating Communication: provide access to the aac system - it needs to be available all of the time. This is how this child “talks” and (s)he needs to know that communication is valued enough to be there whenever it is needed provide AAC models - use aided language stimulation as much as possible. When asking questions during an activity, highlight key words by using the aac system provide opportunities for the child to take a turn - i.e. by pausing after each turn you take. Don’t be the only one “talking” pause/expectant delay - give the child time to process, time to formulate a response. Looking expectant while pausing lets the child know you expect a response ask open-ended questions - and wait for the answer before you provide it; if necessary, then you can answer the question then provide a prompt for the child to imitate the answer. Asking Wh-questions instead of yes/no questions allows the child to learn higher-level responses. prompting those responses - providing verbal prompts lets the child know what they are supposed to do. When do I do Each of Those Things? Begin with routine activities. Many routine activities have a set beginning - middle - end that are predictable , use words that are predictable. This makes it easier for the child. Other activities are a little less predictable but can easily provide communication opportunities. Sample activity (based on Kent-Walsh and Binger): Read from a book (a 2-pg. spread) + Model using the AAC system. Then PAUSE Ask a question + Model using the AAC system. Then PAUSE Answer the question + Model using the AAC system. Then PAUSE If necessary and appropriate to the target goal: Prompt a response. Take turns with other adults role playing how to do this so it becomes automatic. Sample goals (from Porter and Burkhart): Student creates at least 10 messages (define 1 symbol or multisymbol) within 10-15 minute reading activity; Student takes a turn by using a symbol on 8 out of 10 pages, Student uses symbols to tell Partner to “turn the page” on 8 out of 10 pages, Student responds to Partner questions 9 out of 10 open-ended questions. etc. Start using ALgS (Aided Language Stimulation) with one activity. When you’re comfortable, add another. activity/time Keep adding activities throughout the day until the strategies are used all of the time. Keep track of the need for new vocabulary. By the time you have increased the number of contexts, you may find that there is more vocabulary that you need. Have a plan for how to keep track of this. For example, some classrooms keep a list on a clip board for each applicable student, staff write down words as they come up. The list is given to the person who updates the system every day/week/2 weeks - as appropriate. And, remember, Keep on Talking! Find a free copy of this in handout format here.

Product Features: Includes tools and strategies for SLPs to assist special education students to overcome barriers in school and participate in the general classroom Suggests adaptations for learning environment and expectations eBook available at Amazon

Getting started with PECS for autism has never been easier than with this collection of free printables and downloads, PECS pictures, books, schedules, and boards, and speech therapy activities for nonverbal children!

If you are supporting or or providing intervention to an augmentative alternative communication user, knowing the important steps in creating a useful system and a competent communicator is key. Core words are the words we use the most to generate messages. By giving students access to core words,...

If you are new to Augmentative and Alternative Communication (AAC) or just new to Proloquo2Go, you are likely feeling anxious and slightly overwhelmed. Here are some useful tips to help you get started!

For most current list please click here. This is an update of the post listing online switch activities for learners with multiple or significant special needs. The activities listed are chosen because they can be used with switches, they are simple and they are enjoyable. The activities listed are free. Some activities may require set up by an assistant before switch use. Although care has been taken not to include switch activities with any violence or graphic images teachers and others still need to check activities for age and general appropriateness before use. Cause and Effect (and Press to Play): Hiyah Kneebouncers Priory Woods Videos Revamped Learning Tools (scroll down) Single Switch Scanning or Timing Required (sites may include some cause and effect games as well): A Sliding Puzzle for Helen (download) Bullseye CBBC CBeebies Cow Jumped Over the Moon EleJumper Flabby Physics Jack Be Nimble My Switch Games by Scott McKay NGfL Switch Coloring Papunet Priory Woods Kids Only SEN/Switcher Shiny Learning SwitchedOn Games Bowling The Great Fish Race (download only) Two Switches (unless otherwise noted you music click in the area of the game and then use tab and enter to play): Accessible Book Launcher Bug Memory Fruit Memory Space Memory Sensory House (tab and enter)

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How do you do AAC speech therapy? The SLP's guide to introducing AAC to a client in speech therapy, includes goals and therapy ideas

Educational specialist Susan Norwell and OT Judy Lariviere provide a wealth of information on going beyond yes/no and choicemaking to build real communication in girls affected by Rett Syndrome. Th…