Using AAC to support language and communication
As I sit with a cuppa writing this blog entry, I can’t believe we are in March already! Last month, I had the opportunity to attend a day’s training by Ali Battye and hosted by The Speech Den. AAC is a special interest of mine, probably stemming from my SLT Assistant days where I’d spend hours editing, printing, laminating, cutting and sticking paper-based communication books together! Since learning more about Gestalt Language Processing, I’ve been invested in extending my knowledge and understanding on how I can use AAC to support language and communication for all language learners. I was so excited when presented with the chance to meet Ali herself to hear all about how she is doing this!
What is AAC?
Augmentative and Alternative Communication (AAC) is a term that encompasses all the tools and strategies used to support individuals with their expressive communication. From paper-based visual timetables and communication book folders to power-based mounted devices on wheelchairs that use eye-gaze, AAC is my favourite tool in my SALT kit!
Photo shows book called ‘Who’s afraid of AAC?’ written by Ali Battye.
What are GLPs?
Gestalt Language Processors are language learners that learn through imitating intonation, phrases, sentences and even whole scripts! You can read a lot more at www.meaningfulspeech.com (or Ali’s book!) but for the purposes of this short blog, I’ve skimmed over A LOT of great information!
Photo shows one of Ali’s most recent publications: Gestalt Language Processing, Ali Battye
How can we tailor AAC to meet the needs of our GLP young people?
Traditional AAC has had a focus on phrase/sentence building… e.g., ‘I-want-biscuit’, ‘I-want-to-go-outside’ which primarily supports analytic language learners (Those word babies that learn single words, then start word linking to 2-word phrases, building up their sentences as they learn more words!)
For a GLP, this can be tricky! Why? Because they learn through imitating the whole phrase first rather than the single words! If a GLP isn’t at the stage of mitigating single words from a long sentence, then AAC with single words isn’t going to help.
- So, what can we do?! Let’s start by listening to their speech.
- What phrases are they already saying?
- What are their interests so that the AAC is intrinsically meaningful and motivating to use?
- Are there any carrier phrases that we can use as a core page?
- Are we able to consider power-based AAC and programs such as Vocachat by Grid for iPad where phrases are already programmed in?
Here are some examples of both power and paper-based AAC systems I’ve created since the training:
What have I learned?
My biggest take aways from the training are…
- Approach with curiosity
- Observe without judgement
- Model without expectation
- Go with the flow!
- HAVE FUN!
I hope that you have the confidence in exploring different ways AAC can be modified and adapted to be person and learner specific too!
Darcy Caldicott
Junior Speech & Language Therapist
