Let’s Play: Using Aided Language Stimulation to Improve Language
Kandis Chatman, MS, CCC-SLP, The University of Alabama
Melissa Cheslock, MS, CCC-SLP, University of Montevallo
Aided Language Stimulation (ALS)
A strategy in which the communication partner points out symbols on a communication display in conjunction with his or her ongoing
verbal language stimulation (Goossens’, 1989).
Who Do You Use ALS With?
Cerebral Palsy, Down Syndrome, Autism, etc.Receptive Language DelayExpressive Language DelayLimited-Verbal or Non-VerbalEnglish Language Learners
Why Use ALS?
Increases vocabulary comprehension Increases utterance length Decreases echolalia and increases spontaneous speech Decreases undesirable behaviors Increases use of communicative functions Improves syntax Encourages modeling of a language-rich context by communication
partner
How to Make and Use ALS Displays
Symbol and Picture ResourcesOther MaterialsVocabularyStrategiesFactors to Consider
Symbol and Picture Resources
BoardmakerGoogle imagesCommunication Displays for Engineered Preschool
Environments
Other Materials
Color printer or highlightersPaper, cardstock, poster board, or file foldersNotebookLaminator, clear contact paper, or page
protectors
Vocabulary - Selection
Context-specific displays should consist of a robust vocabulary, allowing for a language-rich activity.
Select vocabulary based on the contextChoose common vocabulary used during the chosen contextWhat would other children be saying?Core words Not just eat, drink, and bathroom!
Vocabulary - Selection
Semantic Categories People, places, things Relational words (big, little) Generic verbs(give, get, make) Specific verbs(eat, drink, sleep) Emotional state words (happy, scared) Affirmation/negation words (yes, no, not) Recurrence/discontinuation words (more, all done, all gone) Proper names Single adjectives (hot, dirty, etc.) and their opposites later (cold, clean, etc.); Initially, not can be used
with the single adjectives (not hot = cold) Relevant colors Relevant prepositions
Vocabulary – SelectionBanajee, M. DiCarlo, C. & Buras-Stricklin, S. (2003)
Top Words Used by Toddlers1. A 9. It 17. Some2. All done/finished 10. Mine 18. That3. Go 11. More 19. The4. Help 12. My 20. Want5. Here 13. No 21. What6. I 14. Off 22. Yes/Yeah7. In 15. On 23. You8. Is 16. Out
Vocabulary – Color Coding
Color coding helps to visually sort the display. Helpful for children with cognitive impairmentConsiderations for children with visual impairments
Larger symbolsWhite pictures on a black display for stronger contrast Lighted background
Consider the “bigger picture”
Vocabulary – Color Coding
Goossens’, Crain, & Elder Color-Coding System: VERBS (Pink) action OPEN, COME DESCRIPTORS (Blue) adjectives and adverbs PRETTY, SLOW PREPOSITIONS (Green) position words IN, OFF NOUNS (Yellow) BATH, BUBBLES MISCELLANEOUS (Orange)
WH-words questions WHO, WHAT, HOW
Exclamations, interjections UH OH, WOW
Negative Words negations NO, DON’T
Pronouns personal, possessive I, YOU
Vocabulary
Relatively consistent placement of pictures across displaysConsider the number of pictures on the display at once
Developmental levelAttentional levelSensory Concerns
Strategies for Using ALS Displays
Provide opportunities throughout the day for meaningful, shared communication
“Teaching” NOT “Testing” Follow the 80/20 rule for natural, developmentally-appropriate
conversation Point to key pictures/words on the display
Strategies for Using ALS Displays
ModelObserveRespondScaffoldExpand
Always see what children do as intentional and attribute meaning to it!Adapted from Gayle Porter
Ideas for Frequently Using Displays
Be versatile!Encourage siblings and peers to help.Have displays easily accessible throughout classroom or
home.
Ideas for Frequently Using Displays
Ideas for Frequently Using Displays
References and Resources
Acheson, M. (2006). The effect of natural aided language stimulation on requesting desired objects or actions in children with autism spectrum disorder, A Dissertation submitted to the Division of Graduate Education and Research of the University of Cincinnati.
Beukelman, D. & Mirenda, P. (2013). Augmentative and Alternative Communication: Supporting Children and Adults with Complex Communication Needs. Fourth edition; Baltimore, MD: Paul H. Brookes Publishing Company.
Binger, C. & Light, J. (2007). The effect of aided AAC modeling on the expression of multi-symbol messages by preschoolers who use AAC, Augmentative and Alternative Communication, 23 (1), 30 – 43.
Bruno, J. & Trembath, D. (2006). Use of aided language stimulation to improve syntactic performance during a weeklong intervention program, Augmentative and Alternative Communication, 22(4), 300-313.
References and Resources
Dada, S. & Alant, E. (2009). The effect of aided language stimulation on vocabulary acquisition in children with little or no functional speech, American Journal of Speech-Language Pathology, Vol. 18, 50–64.
Goossens’, C., Crain, S., & Elder, P. (1994). Communication displays for engineered preschool environments, Mayer-Johnson Co., Solana Beach, CA.
Harris, M. & Reichle, J. (2004). The impact of aided language stimulation on symbol comprehension and production in children with moderate cognitive disabilities, American Journal of Speech-Language Pathology, 13, 155–167.
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