Augmentative and Alternative Communication (AAC)

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Showing Results 1 - 30 of 30
Description: Augmentative and Alternative Communication Introduction to AAC What is AAC? How do I get started? AAC Assessment Process Information Gathering Decision Making Trial Implementation AAC Implementation & Use Setting up AAC Vocabulary Selection Training Student, Staff & Family Transitions with AAC Evidence Based Practice Research Resources Professional Development
Description: In this video, Arlington Public Schools AAC Implementation Coaches Brittany Thomas and Erin Tokajer, and Arlington parents Janna Dressel, Brandi Horton and Cecilia Kline, share strategies on supporting AAC use in the home setting.
Description: Project Core is a stepping-up technology implementation grant directed by the Center for Literacy and Disability Studies, Department of Allied Health Sciences, UNC-Chapel Hill. The primary goals of Project Core are two-fold: Empower teachers and classroom professionals to deliver access to a Universal Core vocabulary and communication instruction during the naturally occurring academic and daily routines of the school day. Improve the academic achievement of students with significant...
Description: This is an AAC page on facebook. It is hosted by Kate McLaughlin, M.S., CCC-SLP, Speech-Language Pathologist, AAC Enthusiast.
Description: The primary goals of Project Core are two-fold: Empower teachers and classroom professionals to deliver access to a Universal Core vocabulary and communication instruction during the naturally occurring academic and daily routines of the school day. Improve the academic achievement of students with significant cognitive disabilities as evidenced by gains in their communication and literacy skills, and ultimately in their end-of-year assessments. This site includes: Universal Core Vocabulary...
Description: USSAAC is the United States Society for Augmentative and Alternative Communication, the national chapter of ISAAC, the International Society for Augmentative and Alternative Communication. We are an organization dedicated to supporting the needs and desires of people who use AAC, as well as the family members, professionals, and manufacturers making up our community. Augmentative and Alternative Communication refers to methods of communication that enhance (augment) or replace (alternative)...
Description: This site provides: Printable and interactive materials Goal banks AAC Activity Analysis, AAC Communication Log, AAC Home Questionnaire, AAC and Core Language Therapy blogs and information Social Community for SLPs
Description: This form is a tool to assist the Augmentative and Alternative Communication (AAC) evaluation process and to identify the potential needs of implementing eye gaze technology for communication. The form should be completed in collaboration with the entire team supporting the person using AAC.
Description: This tool will help you determine how your student will physically interact with their communication device.
Description: This form should be completed with the assistance from the team of people working with the person using AAC. It can be used as an overview or used for a single position the person using AAC utilizes for communication (i.e.: lying in bed, sitting in wheelchair, etc.)
Description: This form can be used to collect information and describe how the AAC user will access their speech generating device using direction selection. Use this form during initial assessment to collect and document access needs. Revisit this form to document progress or a change in skills, environment, or level of independence. This form should be completed and shared with the support team and all communication partners to support appropriate set up and provide consistent access to communication in...
Description: Regardless of the AAC system used (no tech, low tech, high tech) or skill level use this list with what to do and what not to do.
Description: This is a listing of multimodal activities to enhance learning for students using all forms of communication.
Description: Language is about connecting with other people. If you can focus on providing robust AAC and teaching language skills that allow AAC learners to connect with people in their lives, you will make a real difference!
Description: This form includes the task, the description and the team member responsible for the AAC trial implementation.
Description: A prompting hierarchy should be utilized with students learning AAC. This involves providing the natural cues first and allowing sufficient wait time to respond, and if there is not a response, working through the hierarchy as needed. This Prompt Hierarchy provides a framework for this process.
Description: First responders and other emergency personnel are starting to use this helpful tool to communicate with individuals who are not responding to verbal instructions or questions. These may be individuals who are non-verbal, on the autism spectrum, or simply feeling overwhelmed or confused. By pointing to pictures on the ECB, emergency personnel can focus their need for information with the individuals level of understanding, ideally securing even a yes or no response allowing them to provide...
Description: This data collection tool is a written summary of a particular lesson or activity.
Description: This data collection tool is in the form of a checklist and helps a team determine if a device is being used for a variety of communicative functions.
Description: AAC Evaluation Genie assists teams in identifying skill areas that relate specifically to the language representation methods commonly found on augmentative communication systems.  It helps to build a framework for selecting an appropriate augmentative communication device for ongoing evaluation and/or device trial.
Description: This 'wheel" of Apps provides a categorised guide to iPad Apps for individuals with complex communication support needs, who may need to use Augmentative and Alternative Communicaton (AAC). We appreciate that identifying AAC Apps from the many available can be a difficult and challenging task, so we hope that in cretig and sharing this resource, it will help you with that process.
Description: This data collection tool helps teams collect information on whether a response is independent or if the user needed a prompt or a model to elicit the response.
Description: Check with your local T/TAC to determine if these resources are available for check out.
Description: AAC can be described in different ways. Understanding these different descriptions will help you know about the types of systems available, as well as help guide your decision-making as to which AAC system might be the best fit. Types of AAC Aided systems: Use external products and materials to help a user get across a message. These may include AAC systems such as core word boards, communication books or speech generating devices. Unaided systems: Use only the skills that are available to that...
Description: There are no prerequisites to introducing augmentative and alternative communication (AAC) to children and young people with disabilities. This article from Avaz Inc. shares many of the common myths and misconceptions around prerequisites for AAC and explains the facts that busts this myth. This article is a must read for all practitioners who work with children and students who use AAC! Posted December 4, 2020
Description: The following charts can be used to assist a team in gathering information, based on the SETT Framework by Joy Zabala.
Description: Tools that help people communicate are called Augmentative and Alternative Communication (AAC), and can range from simply utilizing pictures to a high-tech device such as a tablet, iPad, or computer. Here are some guidelines that can help parents recognize when to consider AAC: Child isn’t talking at all Children start saying words by the time they are between 12 to 18 months old, and begin combining 3 to 5 words together into sentences by the time they reach preschool. If a child is over...
Description: The AAC Assessment Compass can be used to guide your AAC assessment framework.
Description: Recognizing that evidence-based practices (EBPs) account for at least part of the effects of teachers on achievement and the critical role of teacher preparation, the CEEDAR (Collaboration for Effective Educator Development Accountability and Reform) Center professionals, along with their partner Great Teachers and Leaders, offer innovation configurations (ICs) to promote the implementation of evidence-based instructional practices in teacher preparation activities. ICs include:...
Description: How to use this board This board was developed as a means to support two-way conversation. To gather information from a person who cannot communicate easily, simply show the individual the board, point to an appropriate picture and verbally ask the question that fits the symbol. It is important for the professional to consider that the individual, although nonverbal, may be able to read, write or use a keyboard to answer questions.  Offering access to a keyboard, paper and pencil/pen could...