The ABC's of AAC
As you consider whether an augmentative communication system would be beneficial for a student you'll need to look at a variety of factors. This process is much the same as when considering any assistive technology. Below is an outline of how you might use Joy Zabala's SETT Assistive Technology Process when considering AAC.
Factors to consider
ACCESS: How the student will indicate their communication intent. For most students this will involve pointing with a finger but other options are possible for students with more physical challenges: fist pointing, eye pointing for example. These are methods of directly selecting an item. Keyguards and other modifications may help the student do this more accurately. For those who are not able to point directly there are various means of scanning items for the student to select.
SYMBOLIZATION: Vocabulary must be represented in some way that the student can understand, or come to understand. Various systems of graphic symbols are available such as Boardmaker symbols, Symbolstix and others. There are systems of tactile symbols available for students who are unable to see. Photographs can also be used as representations of basic vocabulary. The written word or letters of the alphabet can be the symbol set for students who are able to read or spell.
The symbols and their arrangement has to be individualized for the student based on a variety of factors: visual skills, attention, understanding of vocabulary, ability to put vocabulary together in meaningful ways. The time and effort involved in the student accessing the symbols also plays a role in how vocabulary is selected and organized.
The symbols and their arrangement has to be individualized for the student based on a variety of factors: visual skills, attention, understanding of vocabulary, ability to put vocabulary together in meaningful ways. The time and effort involved in the student accessing the symbols also plays a role in how vocabulary is selected and organized.
OUTPUT: How the students communication is expressed to the listener can be just the visual of their finger on a symbol, the symbol being handed to the listener, written on a display or paper or it can involve voice output (either recorded or digital) or other means. Different environments may make one or another output more effective for example when talking one-on-one with their teacher pointing to a picture may be effective but in a group setting voice output may be more effective.
SYSTEM: How the access, symbolization and output come together equals the AAC system. This could be anything from a book of symbols the student points to symbols in to may be an electronic device that has scanning of vocabulary controlled by two switches the student presses and outputs digitized speech. The right system is the one that assists the student in communicating to the best of their ability, in a variety of settings and with the least effort. It is one that allows the student to learn and grow as they interact with the people in their environment.
every good system deserves a backup!
Every student needs a non-electronic communication system even if they are using a complex computer based AAC system. As we all know, technology is not infallible, batteries don't always hold a charge and backpacks sometimes get left behind !