Charting the Cs logo with black and blue text Charting the Cs Conference 2025: To Literacy and Beyond Cooperation Communication Collaboration Empowering Voices: Using AAC to Support Literacy Skills in Developing Communicators April 29, 2025 Jen Erickson Chloe Converse An open book with snowflakes Who are we? Jen Erickson - Speech language pathologist who has worked with students aged 5 - 18 with a focus on AAC. Experience consulting and supporting SLPs and students who use AAC as well as develop and teach AAC courses for graduate students. Chloe Converse - Speech language pathologist who has worked in the pediatric clinical setting and public school setting. Experience working with students with complex communication needs. Currently, we both work at Bridge View School in Saint Paul which is a federal four level programming serving students who are autistic, have developmental cognitive disabilities, and those who are complex communicators. Learning Objectives •Name at least two communication systems (low, mid, or high tech), that might be used by complex communicators during classroom literacy activities •Demonstrate how to implement at least one AAC mode to increase student participation and engagement in classroom literacy activities •Identify at least one resource that can support the use of Augmentative and Alternative Communication (AAC) in literacy-based activities What is Augmentative and Alternative Communication (AAC)? AAC encompasses a variety of communication modalities used for expression of communication including the following: •manual signs •gestures •finger spelling •tangible objects •line drawings •picture symbols •letter boards •speech - generating devices •(American Speech-Language Hearing Association, n.d.) What is Augmentative and Alternative Communication (AAC)? AAC is augmentative when used to supplement existing speech, alternative when used in place of speech that is absent or not functional, or temporary as when used by patients postoperatively in intensive care ( Elsahar et al., 2019). AAC falls under the umbrella of Assistive Technology (AT) You might be considering AAC if someone… •Doesn’t have a way to express wants and needs •Uses 1-2 word phrases •Speech consists primarily of echolalia •Can’t communicate about things not in the immediate context •When tired, sick, or upset intelligibility is impacted •AAC strategies are needed for clarification for verbal communication •Speech is hard to understand over the phone or video chat •Does not initiate speech •Uses maladaptive behaviors instead of speech to communication •Specific ongoing health or medical needs Communication Bill of Rights Communication Bill of Rights poster of a group of people. Who are those with complex communication needs (CCN)? Someone with complex communication needs (CCN) demonstrates difficulty and challenges in daily interactions due to limited use and understanding of natural speech May see higher receptive language skills Presume Competence. No-Tech AAC Use of your body to communicate -signs, gestures No-Tech AAC: wave, verbal "give me a minute", thumbs up. Low-Tech AAC Non-electronic equipment or tool used outside of one’s body to communicate Picture symbols board picture symbols pen and paper A close-up of a board with picture symbols alphabet board Mid-Tech AAC Battery operated electronic devices A close-up of a red and yellow button of an iTalk 2 device. iTalk 2 A close-up of a GoTalk 9 device. GoTalk9 A group of 3 buttons; red, green and blue of a Talking Brix 2 device Talking Brix 2 High-Tech AAC •Electronic devices with more advanced processors •Commonly referred to as Speech Generating Devices (SGDs) •Tablet with a communication application •Dedicated communication device A screenshot of an iPad with TouchChat with icons iPad with TouchChat A kid looking at a TobiiDynavox I-16 screen TobiiDynavoxI-16 The TalkPad Wego 8 screen showing different icons TalkPadWego8 How do we choose an AAC mode? SETT framework: common method for determining Assistive Technology needs SETT stands for: Student Environment Tasks Tools Zabala, J. S. (1995) Student •What are the student’s strengths? •What are the student’s unique needs? •What instructional stylesworkbestfor thestudent ? Environments •Where (and in what contexts) does the student need to communicate ? Tasks •What does the student need to express? •Which of those communicative tasks can the student already express ? Tools •What communication system features are needed to meet the student’scommunication needs (as determined by the first three sections)? Critical Elements of the SETT Framework SETT Framework elements diagram: Multiple Perspectives, Communication, Pertinent Information, Shared Knowledge, Flexibility Patience, Collaboration, SETT Framework Worksheet A close-up of a SPPS SETT Framework for Augmentative Communication Worksheet A screenshot of AAC System Features checklist TOOLS: Access Method How will the learner most efficiently and accurately access the communication modality? •Direct Selection oPointing/pressing oEye gaze •Various types of switches Picture symbols with words: I, want, not. You, like, more. It, go, stop, little words (on, if, but). People, have, Actions. A group of objects with words: more, no, yes, help, want, eat, go. A group of electronic devices The TalkPad Wego 8 screen showing different icons Tools: Eye Gaze Direct selection with sustained eye gaze •Low - Tech: user sustains gaze on a symbol, communication partner will follow their gaze to interpret the desired message •High - Tech: user sustains eye gaze to make selections on a speech generating device A person looking at a transparent display with sticked pictures. A person pointing at a device screen Tools: Switches •Used with various AAC modes oLow tech: auditory partner assisted scanning using picture symbols oMid tech: recordable voice output devices oHigh tech: switch scanning with speech generating devices •Placement oHead oUpper extremity oLower extremity oIdentifying a reliable and repeatable motor movement Tools: Switches A yellow triangle shaped device with a white cord of an Ablenet Little Candy Corn Proximity Sensor Switch Ablenet Little Candy Corn Proximity Sensor Switch A blue Joystick Switch with a red ball Enabling Devices Joystick Switch A green bag with a black cord of a Petite Pillow Switch Enabling Devices Petite Pillow Switch A red button with a black base of a Ablenet Jelly Bean Ablenet Jelly Bean MLL Considerations •Translate symbols for home for low - or mid - tech AAC •Provide trainings for families •High tech device options •Record messages in the home language •User area with the home language A screenshot of an iPad with TouchChat with icons Picture symbols with words in Somali language Communication Bill of Rights poster of a group of people. How do we often see our students use their AAC systems? •To request •To get what they want •To get what they need How do we move beyond to increase academic engagement? •To share opinions •To make connections •To comment •To answer questions Challenges in Literacy Development for AAC Users Learners who rely on AAC are regularly read to by their parents and teachers HOWEVER when reading to individuals who rely on AAC, the adults dominate the interaction & provide few opportunities for the learners to participate AND when asked to participate -- focused on the mechanics of the book (turn pages or point to pictures) rather than discuss the story to promote comprehension and develop language skills Intervention to Promote the Development of Emergent Literacy Skills AAC helps build literacy skills language, sequencing, and exposure to print on AAC systems is help for people who can or are learning to read Provide Access to Appropriate AAC for Emergent Literacy Activities Teach Interaction Strategies to Literate Partners Provide Independent Access to Reading Materials graphic with 4 book covers at the corners and the words "ACC Literacy " Literacy Strategies Have the student select the book… why? oIncreases autonomy oThis does not happen as much for children with disabilities as with typically developing children oIf the student is unable to point/gesture to their preferred book, how might this look using different communication modes? Low - Tech: selecting “yes” or “no” picture symbols as book options are presented Mid - Tech: partner assisted scanning to select “yes” or “no” as book options are presented High - Tech: direct selection of “yes” or “no” as book options are presented A drawing of a car with 5 people with the words: Put the CROWD in the CAR! C: Completion. R: Recall. O: Open Ended. W: "Wh" Questions D: Distance. C: Comment. A: Ask a question. R: Respond by adding a little more. Wait 5 seconds. The time is now in Pre-k. ERF. We love Shared Reading. Completion Recall Open Ended Wh - Question Distance Put the CROWD in the CAR Comment Ask Respond 5 arrows pointing from the word "Ask" to the words "Completion, Recall, Open Ended, Wh-Question, Distance" Answering Errorless Questions Creating opportunities for shaping responses with emerging communicators and presuming competence Preference Questions: allowing the opportunity to share likes and dislikes Errorless Comprehension Questions: providing a field of choices to WH questions that are all accurate Who was your favorite character? A group of cartoon fish: nemo, dory, bruce. What animal was in the Book? A close-up of a blue horse and a brown bear. Answering Comprehension Questions Creating opportunities for answering WH questions Include literacy vocabulary: characters, settings, etc. Provide opportunities to expand response, or provide additional information to relate to the story Who is the main character in the story? Peter. Mom. Where did Peter play? Rain. Wind. Snow. Core vs. Fringe Vocabulary Core Words Words we use most frequently throughout the day Can be any part of speech Examples: “go”, “I”, “feel” Fringe Words Words we use less frequently throughout the day Can be any part of speech Typically context specific Examples: “boat”, “Minnesota”, “purple” Core vs. Fringe Vocabulary: Low and Mid - Tech Core Words A close-up of a chart with icons and words: Yes, no, hi. I, go, stop. want, more, all done. Like, don't like, help. Core + Fringe Words Activity Specific A close-up of a picture of various icons with words: I, want, help. glue, stickers, scissors. Paintbrush, paints, markers. Crayon, paper, all done. Core vs. Fringe Vocabulary: High-Tech Home Page -more core words A screenshot of a board with more core words with icons. Topic Page -more fringe words A screenshot of a board with more fringe words with icons. Wait Expectantly •Provide time for the learner to respond to a question, comment, or book passage •Some learners may need up to 30 seconds to process information and generate a response •Use facial expressions or gestures to indicate that communication is welcome A clock with arrows pointing to 2: 40 pm o'clock Aided Language Input •Use slow rate of speech while modeling with the communication system •Pause and give expectant look after modeling •Model with self talk (what you are doing) and parallel talk (what student is doing) •Model a variety of communicative functions •Model one more word than the child’s average length of sentence •Use 80: 20 ratio of statements to questions/commands Inviting AAC Modes into Literacy A picture of a red car with the words "Go! Go! Go!" Core First Learning https://download.mytobiidynavox.com/Core%20First%20Books%20and%20Lessons/Set%201/Go/Go%20Go%20Go.pdf Examples of low-tech participation •Looking in the direction of a core word picture symbol as it is simultaneously read •Answering comprehension questions using picture symbols •Commenting on the story to share an opinion What did you think of the story? not. like. What can go? car. train. boat. Examples of mid - tech participation Activating a voice output device that has recorded repeated lines or a repeated core word to participate in the shared reading Commenting about the book using partner assisted scanning •“Did you like the book?” Like/Not •“Do you want to read the page again?” Yes/No Activating a bluetooth switch to “turn the pages” or with a compatible digital book (see Literacy Resources) A round blue button on a wooden surface Examples of high-tech participation •Make a prediction about what the book topic •Label vocabulary •Describe the pictures A screenshot of a board with icons and words. A plane flying in the sky with the words: Planes go fast. And a line of icons with words beneath it. Examples of high - tech participation: Visual Scene Displays (VSDs) A child wearing a hat and scarf in the center surrounded by clothing items: Put on hat. Put on boots. Put on mittens. Put on scarf. Put on sweater. H for home. An arrow on the right bottom corner pointing inwards. From reading to writing •Create opportunities to work on emergent writing skills •Those with CCN require many opportunities to participate in emergent writing experiences that are scaffolded by their communication partner A red book with a pen A hand holding a pen and writing on a piece of paper Self-Advocacy I like to communicate with... verbal speech. picture symbols. AAC device. switch. Ipad with speech application. keyboard. gesture. Ho do you like to use your devise at school? sharing information. asking questions. greeting others. sharing feelings. Writing •Low tech access using picture symbols or partner assisted scanning •Mid tech access to make choices for letters •High tech access exploration of the keyboard •Writing name With leveled prompting --fading from most to least support A group of black lowercase letters: a, b, c. d, e, f. A checkmark: yes A Crossmark: no A group of black uppercase letters: A, B, C. D, E, F. G, H, I. A screen shot of a device keyboard. Becoming authors Create a poem Choices to fill in the blank A black and white card with hearts and text: To:... ... are red. ... is sweet, and so are you! Love:... A close-up of a vocabulary card: berries, birds, bugs, fire trucks. airplanes, butterflies, lakes, flowers. candy, ice cream, fruit, cookies. Becoming authors, continued. •Include preferred activities •Include a core word •Add repeating lines Like Don't Like. I like football. I don't like cold weather. I like xbox 360. Literacy Resources: Digital Books Tobii Dynavox Core Word books https://www.tobiidynavox.com/products/core-first-lessons Monarch Reader https://monarchreader.com/ Screen capture of a website page about Monarch Reader. Unite for Literacy https://www.uniteforliteracy.com/ A screen capture of digital books at Unite for Literacy website. Reading A to Z https://www.readinga-z.com/ A screen capture of digital books at Reading A to Z website. Literacy Resources: Additional Resources •AssistiveWare Core Word Classroom https://coreword.assistiveware.com/ •PRC - Saltillo Literacy Planners https://www.prentrom.com/caregivers/implementation-activities •PRC - Saltillo Language Lab: Let’s Teach Core https://aaclanguagelab.com/resources/lets-teach-core •AssistiveWare Core Word Classroom https://coreword.assistiveware.com/ •PRC - Saltillo Literacy Planners https://www.prentrom.com/caregivers/implementation-activities •PRC - Saltillo Language Lab: Let’s Teach Core https://aaclanguagelab.com/resources/lets-teach-core References •American Speech - Language - Hearing Association (n.d.). Augmentative and Alternative Communication (Practice Portal). Retrieved December, 22, 2024, from www.asha.org/Practice-Portal/Professional-Issues/Augmentative-and-Alternative-Communication/ . •Elsahar , Y., Hu, S., Bouazza - Marouf, K., Kerr, D., & Mansor, A. (2019). Augmentative and alternative communication (AAC) advances: A review of configurations for individuals with a speech disability. Sensors, 19(8), 1911. https://doi.org/10.3390/s19081911 •Erickson, Ph.D., K., Greer, Ph.D., C., Hatch, Ph.D., P., & Quick, Ph.D., N. (2022). Putting the CROWD in the CAR Facilitator Manual (p. 11) [Review of Putting the CROWD in the CAR Facilitator Manual]. Center for Literacy and Disability Studies, Department of Health Sciences, UNC-Chapel Hill. •Government of South Australia Department of Education. About Complex Communication Needs (CCN). Retrieved February 10, 2025, from https://www.education.sa.gov.au/docs/support-and-inclusion/practice-guidance/complex-communication-practice-guidance.pdf •Hartmann, A. (n.d.). Integrating literacy with AAC instruction [Review of Integrating literacy with AAC instruction]. AssistiveWare . Retrieved February 10, 2025, from https://www.assistiveware.com/learn-aac/integrating-comprehensive-literacy-instruction#:~:text=Model%20key%20words%20using%20AAC,topics%20that%20are%20high%20interest •Shared Reading. Literacy Instruction for Students with Significant Disabilities. Retrieved February 10, 2025, from https://literacyforallinstruction.ca/shared- reading/ •Zabala , J. S. (1995). The SETT Framework: Critical areas to consider when making informed assistive technology decisions [Online] Retrieved from http://bit.ly/academiaSETT2005 •Zangari, C. (2017, April 10). PrAACtical Resources: 10 Things You May Not Know About AAC [Review of PrAACtical Resources: 10 Things You May Not Know About AAC]. PrAACtical AAC. https://praacticalaac.org/praactical/praactical-resources-10- things-you-may-not-know-about-aac/ Questions? Contact Information: Jen Erickson: jen.erickson@spps.org Chloe Converse: chloe.converse@spps.org Charting the Cs logo with black and blue text Thank you!