Aided Language Stimulation in AAC users →

Aided Language Stimulation (ALS) is an evidence based strategy for teaching the AAC user about their system and how to use it! ALS provides a visual model for communication using the AAC system.

Here are some simple steps to get started:

  1. Start with an interaction/activity/routine that is meaningful and sparks joy in your AAC user! Does your child love books? Start during shared book reading! Does your child love tactile play? Start during play with play-doh! Always follow your child’s lead and choose activities that bring them joy, and especially activities they enjoy with YOU!

  2. Provide repeated exposure to words that are meaningful for the child. Know the difference between core (high frequency) vocabulary and fringe vocabulary. For example, if your child loves swinging and is enjoying this activity with you, you could provide ALS and model words like, ‘more,’ ‘push,’ ‘up,’ ‘down,’ ‘stop,’ and ‘swing.’ While you say the word, access it on their device either by touching the corresponding symbol or accessing it via their unique access method.

  3. Don’t expect your child to use the word right away after you provide the modeling through ALS. You can provide the model, then the resulting response to the word! No need to prompt the child to use the word. This is the opportunity to show your child ‘how’ his system can be used, not expect any response from the child.

  4. Provide modeling for different ‘reasons’ for communication. The goal for a new AAC user is to learn to use the system for many reasons! For example, to ask for something they want, to say what they don’t want, to share their opinion, to describe, to ask questions, and so much more!

  5. Use the same program as the child! Whether on their device or an identical device or communication page. And know their system so you know where to find pertinent vocabulary!

  6. Have fun!! Remember to start always by following your child’s lead and interests, then modeling the vocabulary to match these interactions! Making the ALS meaningful is THE MOST important!

Please reach out if you would like more information on this topic!

Warmly,

Alexis

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Access methods in AAC

As an AAC (Alternative Augmentative Communication) specialized Speech-Language Pathologist, I am often discussing ‘Access Methods’ with my clients and their families. This is a vital component of any AAC evaluation, ongoing dynamic assessment, and treatment. ‘Access’ in AAC refers to how an individual operates and ‘accesses’ their communication system. The chosen access method should be what is easiest for the specific individual considering their physical, vision, and sensory needs as well as preferences. In this blog post, I will cover some access methods to AAC on high-tech devices such as iPads and dedicated devices. Below are some access methods that I often consider with each client.

-Direct Select: In this method, the individual accesses their high tech device via directly touching the screen to select their message. This can be via a pointed index finger or open hand with the support of a keyguard.

-Eye gaze access: This is typically used on dedicated devices such as Tobii and Prentke Romich devices. In this method, the individual has been deemed to be most proficient in using eye movements over other physical movements. A specialized eye tracker is used to allow the individual to select messages with their eye movements.

-Head Pointing: Similar to eye gaze, specialized equipment must be used. The individual wears a reflective sticker on their forehead which controls the screen. Through small head movements, the individual can select messages on their high tech, dedicated AAC device

-Partner Assisted Scanning using wired switches: In this method, the individual affirms a message via activation of a switch (button) after listening to a list of choices from their high tech AAC system. Switch buttons can be placed in many positions using the individual’s most proficient physical movement. For example, switches can be placed at an individual’s cheek or chin, on a wheelchair tray, near their foot, etc. Scanning through messages on the AAC device can be done via a communication partner OR through automatic scanning. Automatic Scanning is a setting on AAC applications where the computer automatically moves through messages on the system.

-Two-step switch scanning: This access method is similar to partner assisted scanning but enables increased autonomy for the AAC user. With this access method, the AAC user is using two-switches to control their high tech, dynamic display AAC system. They are using one switch to ‘Scan’ through their choices, and another switch to ‘Select’ the message they desire. In this access method, the AAC user requires two switches in places that are easily accessed.

This is not an exhaustive list of access methods and systems but gives some insight into ‘Access methods.’ It is important to keep in mind that finding the right access method often takes trial and error, as well as time. So be patient and explore all options! It is important to take time for practice with different methods to see what the AAC user finds most accessible and comfortable.

Please reach out with any questions regarding access methods in AAC!

Alexis

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Building flexibility muscles in young children with autism spectrum disorder

Let’s talk about building that flexibility muscle in children with Autism Spectrum Disorders.

We know that autism spectrum disorders are indeed on a spectrum. This means that your child may or may not have challenges with flexibility or may have different degrees of strengths or challenges in this area.

Some children with autism will face challenges in the area of flexibility which may look like; difficulties with transitioning and/or change, preferring routine or sameness, and distress upon seemingly small changes (in which the reaction may be out of proportion for the change).

For some children with autism, these changes cause discomfort, stress and/or anxiety.

We live in a world where tolerating change is necessary to maintain relationships, build relationships, maintain mental health, participate in educational or work programs, learn, and just about within every realm of life.

This is why building that flexibility muscle is so important for our little ones. Starting early is important. Here are some quick tips to help get you started!

  1. Some consistency is okay and productive. For parts of life that follow a predictable routine, keep these routines. For example, having breakfast or dinner at the same time each day or being able to have ‘play time’ after homework time on school days.

  2. Model flexibility in your own day to day life. For example, change the route that you take a walk together, change the ‘shape’ of your child’s sandwich using a cookie cutter, put on a silly hat during the day, go to a new park one afternoon.

  3. Help your child become a problem-solver. For example, allow your child to ‘choose’ what is going to happen and be independent when things don’t go the way that they envisioned. For example, If you went to the park and all of the swings were taken guide your child to come up with a ‘flexible solution.’ If your child’s solution is to take a turn ‘now,’ we can help by brainstorming possible solutions; such as, ‘Hmmm…should we go down the slide while we wait or play chase while we wait?’

  4. If your little one is still learning to play and interact with you. Start by making small changes while you are playing. You can do this by having a separate toy to imitate your child without changing his or her plan abruptly. You can also encourage flexibility by slowly ‘adding something different’ to the play to encourage your child to try new actions in play.

Please reach out with any questions, I am happy to help.

Warmly,

Alexis