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Augmentative Communication

Augmentative Communication. Step By Step. By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Letstalksls.com tlvail@mindspring.com. Why?. Teaches the child the power of communication even before they can vocalize. Makes “words” valuable

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Augmentative Communication

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  1. Augmentative Communication Step By Step By Tracy Vail,MS,CCC/SLP Speech/Language Pathologist Letstalksls.com tlvail@mindspring.com

  2. Why? • Teaches the child the power of communication even before they can vocalize. • Makes “words” valuable • Gives the child some control over their environment. • Serves as a replacement for other maladaptive behaviors

  3. Step 1. Learn the child • How does the child respond to different sights? • How does the child respond to different sounds? • How does the child respond to different textures? • How does the child respond to touch? • How does the child respond to taste?

  4. Step 2. Become a provider of “all good things” • Provide all the favorite things with no demands • Never allow the child to play with favorite things alone. • Look for “engagement” • The child is running TO you, not away from you

  5. Engagement

  6. Step 3. Determine the best response form • Voice Output Devices • Picture Communication Board • Picture/Object Exchange • Sign Language

  7. Considerations for Voice Output Devices • Vary greatly on complexity and cost • Allow child to hear speech when button is pushed • Can be understood by anyone • There is a tendency for children with Autism to use the tool inappropriately.

  8. Picture/Theme Boards • Can be used to stimulate language development • Allows child to “see” what’s being said • Children can be taught to point to communicate • Easy to use for specific activities • Child must gain attention of “listener” before communicating.

  9. Theme Board

  10. Considerations for Picture/Object Exchange • Teaches child to initiate communication • Photos/objects/icons can be used • Requires 2 people for initial teaching • Must keep pictures/objects/icons available • Movement of handing picture is always the same • Tough to teach functions other than requesting

  11. Picture Exchange

  12. Considerations forSign Language • Not everyone understands • Child may have difficulty with fine motor movements • Signs can be iconic • Child always has hands available • Abstract concepts easy to teach • Each movement is different, just like speech

  13. Sign

  14. Considerations in choosing • Choose what works for the individual child • Run experiments to see which the child will learn the quickest • Can use a variety of response forms simultaneously but not for the same object/action

  15. Step 4. Choose Targets • Avoid general words –( i.e. eat, more)- Be as specific as possible • Teach the child’s very favorite items/actions even if they seem strange to you • Avoid words that are “polite” but carry no meaning (i.e. please/thank you) • Avoid words you would like the child to request but for which he/she has no interest (i.e. potty) • Avoid “yes/no” early in teaching

  16. Using Signs to Request

  17. Watch for Confusion as Vocals Develop

  18. Don’t Drop Augmentative Communication Too Quickly

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