Module 3 Power AAC

Introduction to the Module

  • Title: Develop Personal AAC Systems

  • Context: Third module in Power AAC training.

  • Sponsorship: Supported by the Pennsylvania Training and Technology Assistance Network.

  • Purpose: Designed to enhance local educational agencies' capacity to assist students with complex communication needs, requiring augmentative and alternative communication (AAC) systems.

  • Format: Self-directed module, various formats provided (video, PowerPoint, print with transcription).

Objectives of the Module

  • Review various options for personal AAC systems:

    • No tech

    • Low tech

    • Lite tech

    • High tech

  • Discuss assessment processes for developing personal AAC systems for students.

  • Provide resources for AAC system assessment and guides for creating manual communication boards.

  • Enable consideration of multi-modal AAC options for students.

Nature of the Training

  • Training is primarily self-directed.

  • Each module includes pre and post-test assessments.

  • Emphasis on the evolving nature of AAC systems:

    • AAC system requirements may change from elementary to middle and high school.

    • Involvement of a team for developing and redeveloping AAC systems, including parents and, whenever possible, the student.

Understanding Communication Strategies

  • Importance of recognizing a range of communication strategies for AAC users.

  • Unaided communication includes:

    • Intelligible speech

    • Natural gestures

    • Facial expressions

    • Manual signs

  • Aided communication systems require external tools, such as:

    • Pen and paper

    • Communication boards with letters, words, or pictures

    • Assistive technology generating speech output

Best Practices in AAC Development

  • Multi-modal communication support is the goal, combining aided and unaided strategies.

  • Focus of the module is the development of aided communication systems only.

Categories of Aided AAC Strategies

  • Low Tech: Systems without a power source (e.g., tangible symbol boards, communication boards).

    • Often used to introduce AAC and begin intervention quickly.

    • Data collected from low tech systems can guide decisions on lite tech or high tech options.

  • Lite Tech: Simple electronic devices that may use rechargeable batteries (e.g., rotary scanners, single message devices).

    • Can be an introduction to AAC, providing some speech output.

    • Varies in capacity, with some being sufficient for primary AAC needs.

  • High Tech: Generally includes speech-generating devices, laptops, and mobile devices with communication apps.

    • Potential first AAC system for some students and others may transition from low tech to high tech.

    • Typically includes extensive communication features and non-communication functionalities (e.g., internet access, photography).

Implementing a Multi-modal AAC System

  • Every AAC system developed should aim to be personal and primary for the student.

  • Team includes:

    • Parents or family members

    • Educational staff (general and special education teachers)

    • Speech language pathologists

    • Occupational and physical therapists

    • Assistive technology consultants

    • Anyone knowledgeable about student’s communication needs.

Assessment Considerations for AAC Systems

  • According to Beukelman and Mirenda, five key areas to assess:

    1. Current Communication Strategies: Evaluate adequacy and skill levels affecting AAC use.

    2. Physical Abilities: Assess positioning and operational strategies for AAC access.

    3. Academic Levels: Teacher’s report on reading and writing capabilities.

    4. Parent Insights: Understand interaction capabilities in family and community.

    5. Project Future Needs: Estimate communication needs for 1 to 5 years ahead.

  • The team identifies suitable AAC strategies, enabling trial-based assessments of both short and long-term AAC strategies.

Implementation of AAC Trials

  • Trials range from:

    • Year-long trials with no tech strategies (manual communication boards).

    • Shorter trials for specific high tech devices.

  • Ongoing evaluation guidelines determine recommendations for AAC systems based on trial outcomes.

Misconceptions about High Tech Accessibility

  • It is not best practice to require students to "earn" access to high tech AAC systems.

  • AAC implementation may often begin with low tech manual communication boards for the following reasons:

    1. Immediate communication means without lengthy processes.

    2. Simplicity of use with no concerns about charging or programming.

    3. Valuable data collection about the student's communication skills.

Resources for Manual Communication Boards

  • Various resources are available for creating and customizing manual communication boards.

  • The "Beginner's Guide" provides person-centered questions that aid in board design considerations based on individual needs (mobility, vision, cognition, language).

Summary of the Development Process

  • Developing personal AAC systems is a continuous team process.

  • Focus on student-specific needs and strengths to enhance communication.

  • A multi-modal approach includes no tech, lite tech, and high tech options.

  • Module includes a Pixon77 core board, available in different versions (e.g., Pixon pictures, SymbolStix, Picture Communication Symbols).

  • Instruct users to print multiple copies for varied activities and supplement with specific vocabulary.

Conclusion

  • Encourage application of the learned concepts through practical implementation of personal AAC systems.

  • Complete the associated post-test to assess understanding of the material covered in the module.