As a special education professional, it’s highly likely that you work with students that use an augmentative and alternative communication device or AAC device. To best meet the needs of our students, it is essential that as a sped team, we work together to model AAC communication and implement their use as part of our daily routine. Whether it’s low-tech or high-tech AAC, the paraprofessionals that work in your room may need guidance and encouragement to take on the responsibility of modeling communication.
Set Clear Expectations for AAC Device Use
Paraprofessionals are an essential part of any special education classroom. They can be your students’ #1 role models. Working to ensure your students have access to multiple modes of communication cannot be done alone. It is a team effort. Set clear expectations with the staff in your room to make sure that everyone is working towards the same goal. Review any strategies and expectations with your team and keep in them in an accessible place. The Simply Special Ed Paraprofessional Binder is a great tool to keep roles and responsibilities organized. Refer back to the expectations when needed and provide feedback to the paraprofessionals in your room if something needs to be corrected or to praise a job well done! Example expectations are below.
In this classroom we…
-Make sure students have access to their device at all times. If they can’t reach it or see it, they won’t use it.
-Work at the language level of each individual student. Model 1-2 words beyond the student’s communication level. For example, if they are able to use the word “go”, model “go bathroom” or “go outside”.
-Create opportunities to model language and use the AAC device throughout the day. How can we incorporate student devices in their classwork? How can we develop peer relationships using student devices?
Identify Core Vocabulary
Core vocabulary is a set of words that are used frequently and can be used across all contexts. Words such as I, me, more, help, go… Core vocabulary makes up most of our communication. Having a framework for teaching these vocabulary words in your classroom such as “Core Word of the Week” can make sure that modeling is intentional and consistent.
I like to use badge holders like these (affiliate link) for each member of our team to wear. This allows for the core word to be visible throughout the day for students, which provides a chance to model in multiple opportunities throughout the day. It also allows other staff members in the building to be aware of what words your students are learning and incorporate them into their communication as well. Communicate with families what our core word of week is with a list of simple phrases to practice. Place a sign on your door as well so related service providers or anyone else who enters the classroom is aware of this week’s focus when modeling on a student’s AAC device. Core words are easy to incorporate into any activity. By getting your school community and families involved you provide multiple exposures to a word in a variety of ways. This is key to developing new vocabulary!
TEACHER TIP: Set a challenge with your team. Have each staff member keep track of how many times they modeled the word of the week one day and see who was able to use it the most in natural communication opportunities!
For more information on using core words in the classroom, head over to this blog post!
Provide Natural Communication Opportunities
A child needs to see a word modeled repeatedly and in different contexts. Plan ahead with your team and discuss opportunities throughout the day where you can routinely model communication on an AAC device. Each part of your daily schedule can help promote different communication concepts. Morning Calendar, Math Circle, Science, and Social Studies are structured times each day that give time to model key concepts like weather, more/less, shapes, colors, and question words. Lunch, snack, PE, and recess are great times to model requesting items, asking and answering questions, and discussing preferred items!
When modeling, you are demonstrating the behavior/skill you are wanting the student to learn and describing what you are doing. When talking with a student I might ask them “What is the weather like today?” and as I’m speaking, I would find the words “what weather today” on the AAC device. As I’m modeling, I am NOT telling the student what to do with their device. In a modeling instance I would not say “Find the weather folder. Press the sunny button.”
Remember, it is OK that your AAC speech may not be grammatically correct. For many of our learners with AAC devices, our goal is to encourage communication. Our students are able to use their devices to ask questions, share information, express their needs, to talk! When modeling, expand upon our student’s current communication level by 1-2 words. If a student responds “blue” when asked their favorite color, you can model for them “like blue” and say aloud “I like blue too!”.
Ensure Student Access
An AAC device, whether it’s a set of PECS or a communication system on an iPad, is viewed as a student’s “voice” and should be accessible to them at all times. Review a “Communication Bill of Rights” like the one below with your team and have it posted in your room. I keep mine above our charging station so it is always visible to students and staff members. Ensuring that students have access to their communication devices empowers them to be a participating member of the classroom, school, and home community. Help make sure each AAC device is individualized for each student that uses one. This may mean, creating a digital folder in their program with their teacher’s pictures/names so they can address them directly. It may be helping the student find the buttons that discuss their interests such as animals or a TV show.
Become Familiar with AAC Devices and Programs
It’s possible that there are multiple students in your classroom and multiple AAC devices/programs. It can become overwhelming quick if there is no plan. Learning to model AAC throughout the day is a learned skill. It will feel unnatural at first, but soon you, your team, and your students will feel confident in communicating in a variety of ways. Take time to explore the AAC devices and programs your students use. You can find alot of videos on YouTube as well.The more familiar you are with them, the more likely it is you will use them when modeling communication. Ask questions, do your research, and start simple with a plan in place.
Learn about the 5 most popular high tech devices in this blog post!
