This document discusses strategies for teaching language to individuals with autism using augmentative and alternative communication (AAC) systems. It recommends using a learner's strengths like visual processing to teach language. Modeling language using aided input by selecting words on an AAC system while speaking is emphasized. Functional communication like requesting should be prioritized over teaching vocabulary. Early goals include directing actions of others and expanding requests using core words and actions.
4. AAC Assessment
The snapshot
•Test of icon
recognition (e.g.,
TASP)
•Present a few
systems
•Final
recommendation
The full assessment
•Initial impression
•System trial/
teaching period
•Final
recommendation
5. Teaching Hungarian
• HOW are we teaching this new language?
Hungarian:
• More likely to learn in meaningful
chunks at first
• Before segmentation occurs
Is there someone here who speaks English?!
Beszél itt valaki angolul? !
(BE-seyl it VÅ-lå-ki ÅN-go-loul)
Where is the toilet? !
Hol van a mosdó? !
(hol vån å MOSH-doa?)!
6. Teaching AAC
• HOW are we teaching this new language?
In AAC:
• More likely to learn sequences made
meaningful by the reaction they elicit
!
7. Teaching Hungarian
• HOW are we teaching this new language?
Hungarian:
• Flashcards?
• Scripted interaction?
• Conversation?
8. How are we teaching this new language?
Contexts:
• Labeling?
• Requesting?
• Answering
questions?
• Scripted
interaction?
• Conversation?
Taught through:
• Icon recognition?
• Verbal cues?
• Motor patterns?
• Gesture cues?
• Visual cues?
9. Teaching Language in
Autism
• Use strengths to shore up weaknesses
In autism:
(-) Auditory weakness
(-) Symbolic weakness
(+)Visual strength
(+/- ?) Motor skills
10. Teaching Language in
Autism
• Modeling and Augmented input highlight the
auditory boundaries between words
‣ Human speech alone does not
11. Teaching AAC Language
• Neurons that fire together, wire
together (Hebb’s rule)
In AAC:
• Hearing language
• Seeing language
12.
13. Model and Expand Language
In typical development
In AAC development
15. Synonyms
• Modeling Language
• Augmented Input (AI)
• Aided Language Input
• Aided Language Stimulation (ALgS)
• Aided Language Support
• Simultaneous Communication
16. Aided Language Input/
Aided Language Stimulation
Definition:
• A communication strategy, where a
communication partner teaches symbol
meaning and models language by combining
his or her own verbal input with selection
of vocabulary on the Augmentative and
Alternative Communication (AAC) system.
AAC Institute, retrieved online 2013
17. Aided Language Input/
Aided Language Stimulation
• This is done by simultaneously selecting
vocabulary on the AAC system while
speaking to the augmented communicator
(AC).
18.
19. Aided Language Input
I, me, mine like have go
you see help stop
want come more no, not
pudding cup popcorn pretzels
crackers apple oranges
22. 2 Purposes for
Augmenting Input
1.
Words
are
modeled
to
s.mulate
use
of
core
vocabulary
and
encourage
communica.on
exchange.
•Modeled
words
do
not
need
to
be
repeated
back
•
Language
matches
the
process
of
normal
language
acquisi.on
•The
augmented
communicator
sees
and
hears
language
produced
via
an
AAC
system
•EVENTUALLY
says
that
language
him/herself
on
the
AAC
system
GailVanTatenhove, 2014
23. 2 Purposes for
Augmenting Input
2.
Words
are
modeled
to
give
an
example
of
what
the
augmented
communicator
could
say.
•
Communica.on
partner
might
verbally
say
“you
could
say
....I
want
to
play
that
game”
•
While
modeling
“I
want
to
play
that
game.”
•
THE
HOPE
-‐
the
augmented
communicator
repeats
part
or
all
of
the
language
modeled
GailVanTatenhove, 2014
24. Multi-Sensory Language
Modeling & Augmented Input
• See the visual, See the movement, Hear the
auditory feedback, Experience the natural
consequence
27. General Intervention Principles
Functional & Fun
• Communication is not something you can
force a person to do
• It must help the person achieve their own
purpose or function:
• Get something they want
• Avoid something negative
• Connect with others
• Share an opinion
31. General Intervention Principles
Person-Directed
• Personal power and control are critical to
becoming an independent, internally motivated
communicator
The power to:
• Control what and when activities occur
• Control the pace of an activity
• Express both positive and negative opinions
32. General Intervention Principles
Good Teaching
• Follow the person’s lead
• Build on the person’s interests
• Carefully use barriers
• Be surprising and novel
• React naturally
34. General Intervention
Principles
Good Teaching
• Be honest about communication attempts -
be an interpreter
• I hear you using your voice to talk to me, but
I don’t know what you are saying
• Use the words on your [system] so ANYONE
can understand what you want
35. General Intervention Principles
Model Language
• Provide short but complete verbal models
• Provide aided language input - when you
talk to help in picture comprehension and
learning simple language structure
37. Modeling / Augmented Input at
Early Language Stages
• Requires pre-planning
• Occupies valuable ‘real estate’ on the
visual display
I want to say
38. Modeling / Augmented Input at
Early Language Stages
• Takes dedicated modeller(s)
• Like oral language development - aided
language development also TAKES TIME
40. “GO”
1. (Electronic toy with movement, light or music)
2. Make sure individual is attending to AAC device.
3. Select “GO”. Say,“Go”
4. Say,“Make it go.”
5. Say,“Want to make it go?”
• Other Ideas for ways to use “GO” in
conversation include: Getting to the car or
down a school hall in increments, playing music
a bit at a time, leaving out the door
42. “TURN”
1. (When motivated by book reading)
2. Make sure individual is attending to AAC
device.
3. Select “TURN”. Say,“Turn.”
4. Say,“Turn the page.”
5. Say,“Want to turn the page?”
• Other ideas for using “TURN” in conversation:
Spinning toys, play with office chair, jack-in-the-
box,
43. General Intervention Principles
Learning Language & Symbols
• Expand concepts - language learning is a
continual process of decontextualization.
Using the same words:
• In different activities
• With different people
• In different settings
• Teach language and pictures in context
44. “DIFFERENT”
1. (Preferred and less preferred activities to choose)
2. Provide less preferred item in the presence of a more
preferred item.
3. Make sure individual is attending to AAC device.
4. Select “DIFFERENT”. Say,“Different”
5. Say,“I want something different.”
6. Say,“Want something different?”
• Other Ideas for ways to use “DIFFERENT” in
conversation include:When disinterest is obvious -
model the language and offer another choice, food &
drink choices, recreational app choices.
45. “GO IN”
1. Make sure individual is attending to AAC
device.
2. Select “GO” and “IN.” Say,“Go in.”
3. Say,“I want to go in.”
4. Say,“Would you like to go in?”
• Other Ideas for other words to use in
conversation with “GO” include: Out, up,
down, left, right, on, off, here, there, etc.
From:The Pixon Language and Learning Activity Notebook, GailVanTatenhove, 2009
46. “TURN UP”
1. Make sure individual is attending to AAC
device.
2. Select “TURN” and “UP.” Say,“Turn up.”
3. Say,“I want to turn it up.”
4. Say,“Would you like to turn it up?”
• Other ideas for other words to use in
conversation with “TURN” include: Down, it,
on, off, left, right, around, back, over, this, that
From:The Pixon Language and Learning Activity Notebook, GailVanTatenhove, 2009
47. 2-word Phrases with Core
Vocabulary
• what that, what is,
what do
• want help, I help, help
you, need help
• do that, you do, I do,
do it, do more
• it all gone, that all
gone
• look that, look there
• more that, want more
• give me more, get
more
• do again, look again,
get again
• different thing, do
different, different one
• want stop, stop that,
all done this
56. Getting Started with Core
Vocabulary
• again
• all done
• all gone
• different
• do
• help
• look
• more
• stop
• what
• turn
• different
57. Getting Started with Core
Actions
• come
• get
• give
• go
• have
• make
• put
• tell
• see
• take
• turn
• watch
58. General Intervention Principles
Hiding /Visual Masking
• Support person-directed therapy - in
response to a new topic, quickly reveal
hidden vocabulary in app
59. General Intervention Principles
Hiding /Visual Masking
• Support long-range planning - hiding in a
robust vocabulary leaves words there for
later learning (reducing development time)
61. Getting Communication Going
In autism we know we can teach:
!
!
Cause-and-Effect Requesting
!
!
!
Cause-and-Effect Rejecting
62. !
• Builds “buy-in”
• Adds pay-off to the effort of communicating
• BUT DON’T STOP HERE!
• It’s very easy to get stuck on requesting
START with One-word/One-button
Requesting for items, actions or
recurrence (“more”)
63. Early Pragmatic Communicative
Functions
• Attention Directing
• Requesting
• Rejecting
• Greeting
• Self-Expression and Self-Assertion
• Naming
• Commenting
• Giving Information / Requesting Information
64. In ASD, modeling is essential to:
First) Model the use and power of additional
functions of communication: attention
directing, commenting, sharing opinions,
greeting
!
Oops - Sorry - I like it - I don’t like it -
Look - Oh man - That’s funny - gross -
etc.
65.
66. In ASD, modeling is essential to:
First) Model the use and power of additional
functions of communication: attention
directing, commenting, sharing opinions,
greeting
Then) We can worry about teaching the
vocabulary/symbol location for these
functions - after they know WHY
67. Getting Started with
AAC
Early Communication Goals:
• To encourage the communicator to direct the
behavior or actions of others and the course of
any activity with words instead of behavior.
• To expand the person’s ability to request and
direct action with core action words
✦ Also Model: Comments and sharing
opinions
68. Getting Started with
AAC
Early Participation Goals:
• Deliver a whole-button message (efficient)
• Participate in a social scripted interaction
