This document discusses aided language stimulation (ALS), which is a communication strategy where a partner models language use by combining verbal input with selecting vocabulary on an augmentative communication system. ALS teaches symbol meaning and language in the same way that verbal children learn. Research shows that ALS has been an effective practice since 1988 for all individuals using augmentative communication. The document provides guidelines for implementing ALS, such as gaining attention, modeling core language, and using recasting to add or correct information.

1. Aided Language Stimulation
By Kate Ahern, M.S.Ed.
Easter Seals Massachusetts

2. “From the moment a
baby is born, they hear
and respond to the
spoken word. We
bombard that infant with
language for the first 12-
18 months of their lives.
During that time, we do
not expect that they will
utter a single
understandable word.”
http://atto.buffalo.edu/registered/ATBasics/Populations/aac/consider.php

3. Aided Language Stimulation
Aided language stimulation (ALS) is 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.

6. Linda Burkhart
www.lburkhart.com

7. “The average 18 month old child has
been exposed to 4,380 hours of oral
language at a rate of 8 hours/day
from birth. A child who has a
communication system and receives
speech/language therapy two times
per week for 20-30 minutes sessions
will reach this same amount of
language exposure in 84 years.”
–Jane Korsten

8. Best Practice
• ALS is best practice for all individuals
learning to use all types of
augmentative communication
• ALS is research based with studies
dating back to 1988
• ALS teaches communication on a
speech device in the way that verbal
children learn language.
• ALS also teaches children how to think
about language.

9. ALS Procedure
• Gain student’s attention
• Use AAC to model core language as
you speak
• If you get stuck verbally work through
your reasoning as you look for
language on the device

10. ALS Skills to Know
• Using Non-Verbal Junctures
– Non-verbal cue (facial expression, body
language) by the adult that happens before
language modeling
– Serves to gain attention
– Decreases verbal distraction
– Sets the stage for what will happen next

11. ALS Skills to Know
• Using light cues
– Use a flashlight or laser pointer to point to
symbols
– Children with visual issues or developmentally
below 8 months may have trouble with looking
at what you are pointing to instead of your
finger
– Allows more physical space between you and
the learner which is good for developing
boundaries and projecting and image of
competence to typical peers

12. ALS Skills to Know
• Recasting
– Recasts serve to add or correct information
without obstructing the natural flow of
communication.
– Recasting is another form of modelling.
– The adult modifies a learners utterance by
adding new or different grammar (syntactic) or
word meaning information (semantic)
information.
– Child says “more”, adult models one step
ahead, “want more” or “I want more”

13. ALS Skills to Know
• Rephrasing to Emphasize Core Words
– Rephrase your questions/comments to the
AAC user to allow them to answer with core
words
– Instead of “What landform is surrounded by
water?” ask, “Where is the water around an
island?” (answer could be “all around” or
“everywhere”) or “What is around an island on
all sides?” (answer would be “water”)

14. ALS Skills to Know
• Visual Supports
– Cheat Sheet
• Road maps that show how to get to words on the
device
– “Smart Sticks”
• Category symbols glued to sticks to be shown to
cue where to find certain words
– Reminder Bracelets
• Category/word combinations to find vocabulary
mounted to a bracelet
• Be Creative with Visual Supports!