Information Kit for AAC Teams

Creating Opportunities for Communication

The best way to determine opportunities for communication, especially for a child learning a new augmentative and alternative communication (AAC) system, is to take an inventory of the daily routine. At home, this may mean listing the activities in the before school and after school routine as well as typical weekend activities. At school, this would be the activities involved in the weekly timetable. For each of these activities, note the type of communication opportunities available and perhaps some of the specific vocabulary that may be needed. Types of communication opportunities that may exist are (Yoder & Staugler, 2004):-

1. Conversation/Interaction: these are usually unstructured and could be with friends, siblings or adults.

2. Academic Participation: the communication that occurs within an educational activity which usually involves specific topic vocabulary.

3. Language/Literacy Learning: specific instructional tasks for learning reading and writing skills.

4. The Basics: needs, wants and routine messages.

For example, at home, dinner time provides the opportunity for both The Basics (requesting different foods, asking for a drink, refusing to eat more!) and Conversation/Interaction (talking about what happened at school today, teasing siblings). The child would require access to core vocabulary (such as want, give, my) and specific vocabulary related to mealtimes (food, utensils). You can complete a communication inventory using Template 4c. When the child is starting out with a new AAC system, you may want to target some particular activities, especially when trying to achieve goals. You can use the goal routine matrix in Template 4d to identify which routine activities will be best to support the child in achieving his AAC goals at home and at school.

October 2010 Supporting Communication Device Use 6.3

Quick and Easy Opportunities for Participation

Programme the communication device so the child can...

read a story with his class or to younger children

participate in a class play

take a survey

be the class leader

sing a song

tell a joke

communicate at home what happened during the school day or visit to Grandma’s, and vice versa

participate in show and tell

order food at a restaurant

give directions to the class (eg. cooking)

conduct a spelling test

pick a friend to sit by

pick a colour to draw with

choose what they want to do during play time

October 2010 Supporting Communication Device Use 6.3

References Burkhart, L.J. (2008). Key concepts for using augmentative communication with children

who have complex communication needs. Retrieved June 29, 2010, from http://www.lburkhart.com/hand_AAC_OSU_6_08.pdf.

Yoder, L. & Staugler, K. (2004). Augmentative communication and classroom learning considerations. Retrieved June 29, 2010, from http://www.spectronicsinoz.com/downloads/general/AAC-in-the-Classroom.pdf.

Children need to see a reason for doing something. They need to actively participate in activities by exerting their control in child-directed activities or making choices. We can set up the environment so that the child who uses AAC has more opportunities to make choices and to direct activities (Burkhart, 2010). For a clear motivation to communicate, try some of these ideas:

KEY POINTS

The best opportunities for communication occur in the child’s daily routine at home and school.

Set up the environment to ensure the child using AAC has plenty of opportunities to be in control and make choices.

Use a communication inventory and goal routine matrix to plan for communication opportunities at home and school.

Engage in a fun play routine several times, then pause and wait for the child to re-initiate the routine.

- blowing bubbles / balloons - physical interactions such as tickles

or swings - motor games / songs - rolling a ball

Set up obstacles to desired objects or activities.

- things that are out of reach but in view

- containers that child cannot open independently

- toys with mechanism the child can-not operate independently

Set up problem-solving situations. - leave out pieces of a puzzle or

other motivating toy / game - put in extra pieces that do not go

with an activity - give Dad's shoes instead of own - put a block on plate at snack time - leave out needed tool / object, such

as spoon when eating - spill something

Be observant for situations that the child dislikes too.

- offer disliked foods and teach an acceptable way of rejecting

This handout is part of an information package, funded by a NGCS grant, to assist local teams in supporting children who require augmentative and alternative communication - particularly communication devices. Augmentative and alternative communication, or AAC, refers to other methods of communication people may use when they have difficulty speaking. These methods may supplement what speech they do use or may become the primary form of communication in the absence of speech. This handout may be reproduced for teaching purposes/use with clients. © Rocky Bay 2010 Positive AACtion Information Kit for AAC Teams