In this newsletter:

• Monthly recap

• SLP Spotlight: Amanda Grumet

• Topics in Speech-Language Pathology: Let’s Get AAC …

• Overheard at CA

• Do it at home: Support All Functions!

October 2024

Monthly recap

ICYMI: During Curriculum Night, we shared a video that celebrates what the Speech Department does on a daily basis. Make sure to check it out!

SLP Spotlight: Amanda Grumet

Topics in Speech-Language Pathology: Let’s Get AAC-quainted!

Please enjoy this interactive AAC glossary and be sure to take note of all the functions of communication you use throughout.

AAC - Augmentative and Alternative Communication. This can include gestures, writing, signing, or the use of a Speech Generating Device (SGD).

Aided Language Stimulation (also referred to as modeling, Aided Language Input, or Natural Aided Language) - an evidence-based communication strategy wherein communication partners model the use of the learner’s AAC system. While speaking, the communication partner points to symbols or words on the AAC device, which allows the AAC user to see their device used in authentic situations.

Alternative - replacement. This means an AAC user is using their system as a replacement for verbal speech.

Augmentative - supplementary. This means an AAC user might also communicate with verbal speech in addition to other modalities to increase the clarity or ease of their message. 

Autonomy - independence. When we consider AAC, it’s especially important that we are always thinking about how to allow the user the most autonomy over their message and their body. This means increasing their access to vocabulary that can grow with them and providing models in the form of Aided Language Stimulation rather than physical prompts.

Communicative Competence - the ability to effectively convey one’s message. Janice Light identified five skill areas that support an AAC user’s communicative competence: operational competence (technical operation of device), strategic competence (ability to strategically overcome limitations of AAC system and/or communication deficits), social competence (using AAC in social settings), linguistic competence (knowledge of spoken/written language), and psychosocial competence (confidence, attitude, motivation).

Core Vocabulary - The words we use most often and in a variety of contexts, accounting for up to 80% of what we say daily. Examples include: I, you, go, like, want, give, more, good, finished, no, come, etc. This is often a focus of AAC language therapy in order to maximize the user’s impact across settings.

Direct Selection - a method of accessing an AAC system. The individual selects a specific target with a body part or accessory. Includes touch, laser, head tracking, and eye gaze. It differs from indirect selection where an individual selects a specific target given a set of choices.

Dynamic display - a screen that changes depending on the word selected. For example, if the user selects “food,” the screen might change to a page consisting of vocabulary related to food.

Fringe Vocabulary - Words specific to individuals, which may not be able to be used across settings. Examples include: spaghetti, Florida, Uncle Bob, crayons, Encanto.

Functions of Communication - all of the reasons we communicate! The functions include commenting, asking questions, answering questions, requesting, describing, protesting, and social communication. It’s important that AAC users have access to all functions of communication.

High-tech AAC - electronic devices with advanced processors. Typically involves the use of a tablet or computer.

“Inspire, don’t require!” - a philosophy generally practiced by speech-language pathologists and other professionals that includes modeling, or Aided Language Stimulation as a way to demonstrate how to communicate effectively and authentically, while allowing the user to feel less pressure to communicate in a specific way, and also maintain their bodily autonomy.

Low-tech AAC - requires use of some materials but is not electronic. May include pen/paper, choice board, core word board, alphabet board, and pictures/symbols.

Motor learning - the process of practicing a movement to the point where it becomes automatic. Many AAC systems are based on motor learning, and this is why it is important that the button locations on users’ devices remain consistent, even as their vocabulary grows.

Prerequisites - It is a commonly held idea that users may need prior knowledge or skills before introducing an AAC system. This is not the case! The AAC evaluation process is designed to tailor a system to the individual’s strengths, or competencies.

“Presume Competence” - this refers to a communication philosophy rooted in the belief that everyone can learn, and everyone has something to say. This mindset is critical when it comes to AAC considerations, as there are no prerequisites to gaining an AAC system, and users should have access to a large vocabulary that encompasses all functions of communication. AAC should also include the ability to learn some level of literacy.

(American) Sign Language - Though primarily used by deaf and hard of hearing people, many non-speaking individuals use some ASL signs to communicate basic needs. Sometimes, this is in conjunction with other modalities.

Speech-Generated Device (SGD) - a form of high tech AAC that consists of a program (typically an app on an iPad) that includes a “voice.”

Total Communication - an approach to communication that accepts the use of all modalities as equally valid. When using total communication, the goal is simply effective communication. Therefore, you will not see educators or therapists prompting a student to “say it with your device” or “use your words” if they have already effectively communicated their message.

Overheard at CA

Do it at home: Support All Functions!

Here are some ways to support additional communicative functions (we’ll save asking/answering questions for another day):

Requesting: This is typically the most motivating function but can often be expanded upon by pairing a request with another function such as commenting or describing.

Commenting: For early language learners, model, model, model! For example: “I love this movie!” “The leaves are so colorful!” “Wow, that surprised me!” “I feel uncomfortable.” More advanced communicators may respond well to questions or prompts (e.g., “what did you think about the main character?” “I know I liked the movie, but I’m curious about how you felt!”)

Protesting: At CA, we celebrate every “no!” we hear. While it is not always possible to honor every protest (especially during home routines), we always want our students to feel heard. We might say something like, “I hear you! You don’t like ______. Let’s think of some ways to make it easier,” or “Thanks for telling me you don’t want to go to Math. Sometimes I don’t like following my schedule either. Since it’s time for Math now, maybe we can _________ when Math is over?”

Describing: Support your children’s descriptive language naturally when possible! For example, if they ask for a cup, you can give a choice (e.g., “red cup or blue cup?”), and of course, you can use always use declarative language rather than asking a direct question (e.g., “I wonder which color cup you want!”). For students with more language, probing questions or declarative statements (e.g., I’m trying to picture what your classroom looks like!) might prompt some more natural descriptions.