This training is for caregivers of individuals who use augmentative and alternative communication (AAC) devices. The presenters will discuss how to incorporate AAC into everyday life seamlessly and include family members to be strong communication partners. They will provide strategies to gradually implement AAC without disrupting routines and empower siblings and other caregivers to effectively communicate.

1. Kate Ahern, M.S.Ed.
Heidi Schultz
FCSN Conference March 8, 2014
This training is for parents/caregivers of individuals who use low or high technology
augmentative and alternative communication (AAC). We will discuss ways to make AAC part of
your family’s
everyday life, gradually and seamlessly, without disrupting your routine. We will also look at how
to include siblings,
extended family members and personal care attendants to be the best communication partners
possible.

3. All photos/videos not created by charities in this
presentation are the respective property of the
individuals in them and/or their parents or
guardians.
 I have permission to use these photos/videos –
that permission does not extend to the audience
photographing or filming them or sharing any
downloaded hand outs
 Please be respectful of the rights of these families
 Special Thanks to Shannon and Jeanne Molloy;
Nik and Beth Anderson; Samantha, Kevin, Alison
and Ana Burke; Graham and Randi Sargent,
Jordan and Stephanie Brown for permission to use
the photos and videos!


4. 

AAC Intro/Review (optional)
Part One:
• Simple Steps for Positive AAC Experiences: The MMM
Method
 Motivate
 Model
 Move Out of the Way

Part Two:
• Communication Competencies
 Social/Pragmatic
 Linguistic
 Operational
 Strategic
 Bonus Competency – Self-Advocacy


Bonus One: AAC in the World
Bonus Two: Becoming a Communication Coach

5. Augmentative and
Alternative
Communication is any
method of non-verbal
communication with adds
to or replaces spoken
language
 Includes gestures, sign
language, spelling, comm
unication board, recorded
speech devices, high
technology devices and
more


6. http://www.youtube.com/watch?v=r3m8_YmTDDM

7. http://www.youtube.com/watch?v=w5ZlUnU8Oeo

8. "The least dangerous
assumption is the premise
that (in the absence of
evidence) we believe we not
yet found a way to make it
so a child or adult with a
disability "can" instead of
believing he or she "can't."
AKA
"Presume Competence"
Donnellan, Anne, (1984) "The Criterion of the Least
Dangerous Assumption" Behavioral Disorders, v9 n2
p141-50 Feb 1984 (print copy not available).
Rossetti, Zach and Tashie, Carol (2002) "Outing the prejudice:
Making the least dangerous assumption." The
Communicator: Newsletter of the Autism National
Committee, 2002. downloaded from
inclusivelife.files.wordpress.com/2007/09/leastdangerous-assumption.pdf on June 30 2010.

9. •Make real choices
•Refuse, reject,
say no
•Ask for what I
want
•Share feelings
•Be heard and
responded to even
if the answer is no
•Ask for and get
attention and
interaction
•Have and use
AAC all the time
•Know and ask
about my schedule
•Be taught how
to
communicate
•Be a full
member of my
community
•Be treated
with respect
and dignity
•To spoken to
and not about
•Be
communicated
with in a
sensitive
manner

10.  Set
small goals that work towards full time
communication system use
 Break it down into things you can do
 If possible get AAC training in your home from
school, vendor or an agency like Easter Seals
 Take webinars and online courses
 Join social networking groups with others in
your situation
 If you stumble or stop don’t be afraid to try
again and again… never give up!

11.  Set
it and forget it!
 MMM
• Motivate
• Model
• Move out of the way!
 Grow
the vocabulary!

12. 
Set it and forget it! - Set up
and turn on the speech
device and then take the
focus off of it. The device is
a tool. It is your child's voice
but in reality the focus is on
interaction and
connection. The more you
try to focus on the device
and just asking questions of
your child or insisting they
"find _____" the less
motivating communication
will be. Once the device is
set up...

13. 



Focus on the fun or
connection in an activity or
family situation.
Around the dinner
table? Don't force asking to
pass the peas or for a glass
of milk - boring! Instead tell
jokes, share about your day
and encourage interaction.
Focus on comments,
descriptions and the AAC
user asking, not answering,
questions.
Make
communicating irresistible
and then...

14. 






Model - language in equals language
out (to paraphrase Linda Burkhart).
Fancy word for this is Aided Language
Stimulation
Number one way to increase AAC
skills is ALS!
The device is set up, you have a topic
at hand and it is fun.
Now YOU use the device. Have your
other children use the device. Have
visitors use the device.
Communicate with the device as you
communicate with your voice. Want to
say that something is awesome? Use
the device! Want to tell someone to
quiet down? Use the device!
Show, don't tell, how to use AAC to
communicate

15. Leave the device set up, there is
no such thing as "device time
being over" or "being too tired".
 If someone is too tired to
communicate then they just won't
say anything.
 It is fine to have a device set up
and then not say anything!
 Moving out of the way means
letting life unfold and being ready
for the surprises your child throws
are you.
 You never know what someone
will to say until you give them the
time and space to say it!
 Encourage “talking to yourself!”


16. 



If there is nothing to say…
then they won’t say
anything!
Start somewhere between
where you think they are
and where you want them
to be in your wildest
dreams
Increase vocabulary so
there is always more to
learn to say
Imagine a life of only
being able to say, “potty”,
“cookie” and “more”!!!

17. 



The device is on and
ready at all
times, you may need
to build up to this but
it is the goal
Family members use
the system when
talking to the AAC
user
Label everything
possible not just with
nouns but core words
as well
Have posted core
word boards or other
materials

18. Harness their innate
tech saavy
 Encourage them to
model using the device
 Insist they respect
communications made
with the device
 Ask for their input on
what cool language
should be programmed
 Teach older siblings
how to program


20.  Spelling
boards
 Paper based books
 Core word boards
 Older, but still
useable
communication
systems
 Voice output
switches

21. One Universal Truth –
high tech systems
break
 And there are some
places high tech isn’t a
great idea
 Have a plan for
communication for
when that happens

• What will you use?
• Where will you use it?
• How will you implement
it?
• When will it be ready for
use? Make it BEFORE
you need it!

22. 

Access in unusual places
might take creativity.
Can you mount the
system?
• In bed
• Near the couch?
• The dinner table?



Can you add accessories
to make it work out?
Can you use a lite tech
version?
The hassle is always
worth allowing the human
right of communication!

23. 
Social/Pragmatic Skills

• Knowing when others don’t
• Ability greet and say good
“get it”
• Ability to fix mistakes
• Ability to problem solve
bye
• Ability to take turns
• Ability to stay on topic

Operational Skills
•
•
•
•

Strategic

Turn device on and off
Control volume
Adjust settings
Program own device
Linguistic/Language
• Receptive/ understanding
language
• Vocabulary
• Grammar
Based on the Research of Janice Light, Ph.D.
Bonus Skill: SelfAdvocacy
•
•
•
•
Direct own care
Give directions
Abuse prevention/reporting
Explain needs and how they
should be met

24.  Prompt
•
•
•
•
•
•
•
Hierarchy
natural cue
gestural cue
indirect verbal cue
(hinting)
direct verbal cue
(telling)
modeling
light physical/touch
cue
full physical cue

25. •
•
•
•
•
•
Need to make self
understood – make results
depend on communication
Need to ask for more –
materials in view but not
accessible
Need to ask for help - user
could need assistance with
some materials
Need to ask for more provide small or inadequate
amounts of materials
Need to explain – sweetly
sabotage a situation
Need to ask for correction provide something the
student doesn’t like/want

26. 
Mounting
• Mount should allow access
•
•
•
•
•
for the user
Should be easy (enough) to
set up
Should allow transfers if
possible
Putting on mount and
device should be part of
EVERY transfer into the
chair and every arrival out of
the car or van.
Make set up a habit.
Hang a card with visual,
step-by-step instruction on
the wheelchair or other
mobility device

27. 
Carrying
• Newer devices are lighter
weight
• Child should carry him or
herself if possible
• Make sure carry case or
strap is comfortable for
longer outings, add
padding or adjust as
needed
• Best case scenario is
access to communicate
while walking/moving
around

28. 
Life is messy!
• Check with vendor on how
to best prevent scratches
and spills
• Use a stick on screen shield
to prevent scratches
• A gallon ziploc bag (and
some duct tape) can often
prevent splashes in cooking,
art and drizzling rain
• If the military can use
computers in war, in the
desert then our AAC users
can use them at lunch and
at the mall. (The water park
might be another story!)

29. 
New people!
• From waitresses to the
•
•
•
•
pharmacist or dentist your
child should be able to
speak for him or her self
Consider having cards to
hand out with an
explanation
Make sure volume is loud
enough to be heard before
you arrive (unless you are
going to the library!)
Consider “prepping” some
people, especially if you will
see them more than one
and then hanging back
Have a set of one liners
ready, “Don’t look at me, I’,
just the wheelchair pusher!:
My son uses a device to talk.
• Please read this to yourself
• He has a disability that causes him no to be
able to speak.
• He touches pictures on the screen and it
speaks his selection.
• Please be patient and give him a chance
• Thank you!

30.  Communication
Bills
of Rights Posters
http://bit.ly/16AvGvu
 Original
Motivate, Model, Mov
e Out of the Way
http://bit.ly/SyUpJw
 Living
the Least
Dangerous
Assumption Article
http://bit.ly/17dwLxs

31.  Kate
Ahern
 kahern@easterseals
ma.org
 More
Information on
Easter Seals AAC
Services at:
http://ma.easterseals.
com/site/PageServer?
pagename=MADR_at
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