This session is designed to support educators, therapists, paraprofessionals, and school professionals as we work together to implement AAC effectively from the very start of the school year.

Whether you’re brand new to AAC or have years of experience, we hope this offers practical strategies, collaborative tools, and real-world examples to help set students up for communicative success this year.

Learning Goals🔗

By the end of this presentation, you will:

• Understand the basics of AAC and who benefits from it
• Learn why modeling AAC supports language learning
• Discover simple strategies to support AAC use
• Build student confidence and motivation
• Foster a classroom where every voice is heard

Part 1: What is AAC?🔗

Augmentative and alternative communication (AAC) includes tools that support or replace spoken language.

Types of AAC🔗

Unaided AAC (no tools needed):

• Gestures
• Facial Expressions
• Sign Language

Aided AAC (external tools):

• Lite-tech: paper, core boards, picture cards
• Mid-tech: battery-operated buttons or switches
• High-tech: speech-generating devices

Common AAC Myths🔗

There are a few myths that surround AAC use. Let’s take a look:

Myth 1: AAC Stops Spoken Language

AAC supports verbal speech. Research supports that AAC and multi-modal communication encourages verbal speech.

Myth 2: Only Non-Speaking Students Use AAC

Everyone uses AAC! We use gestures when we speak, show emotions in our facial expressions and body language, and read these signs as well.

Myth 3: AAC is a Last Resort

It’s best if AAC is introduced early and often. There are no pre-requisites for AAC, so any student can learn how to use it. It’s a tool designed to supplement communication.

Myth 4: High-Tech Devices Are Too Difficult for Some Students

With consistent modeling and support, all users can learn to use AAC!

Part 2: What is Modeling?🔗

Modeling means using the AAC system while you talk to show a user how to communicate something on the device.

Some examples of modeling with AAC could include:

• Select “hello” while saying it
• Choose “more” and then hand off additional blocks to the user
• Hit “go” and “stop” during freeze dance in PE!

Why Model AAC?🔗

1. Language by example: AAC is learned through seeing and hearing others use it around them, just like children learn spoken language.
2. Builds understanding and familiarity: Helps students become more comfortable with their AAC system, learning where words are located and how to use them across different settings and contexts.
3. Increases buy-In: When others are excited and consistently using AAC, users will become more motivated to use it.
4. Expands communication functions and vocabulary: Students can learn to use communication for a variety of reasons instead of only for requests. They also learn new vocabulary words to access their education and interact with peers.
5. Helps communication partners learn: AAC is another language for everyone. To help, we also have to learn the language.
6. Supports language development: Like spoken language, AAC users will often explore first (babble), then do single words, and then learn word combinations/sentences, all through modeling!
7. Honors different methods of communication: Shows users that their voice matters too and that their ways of communicating are valid.

How to Model🔗

Here are some easy steps for modeling.

• Point/Select as you talk: As you talk aloud, pick out one or two words to model while you talk. Point to the words or select the words so that the user watches you do it.
• Model without expectation: Don’t expect any response or communication back from the user. They need lots of time to hear and see their language before responding back.
• Model all types of communication: Don’t just focus on requests. Show users how to comment, ask questions, say greetings, and make protests.

Quick Tips for Modeling🔗

1. Use core words when modeling. Core words make up about 80% of our speech and are useful in a variety of contexts. Most vocabularies include core words on the homepage of your speech app.
   • Words like “go,” “stop,” “more,” and “help,” are great ones to start with.
2. Pick one core word a day/week/month to focus on. This will make it less overwhelming for both you and the user and provides more opportunities to celebrate successes.
3. Chat with your SLP! When in doubt, ask your SLP for core word suggestions and device assistance.

Part 3: The Importance of AAC Access🔗

Students should have unrestricted access to their QuickTalker Freestyle. It’s their voice, after all.

Use AAC in:

• Classrooms
• Hallways
• Lunch and recess
• The bus
• Assemblies
• The bathroom

Why Access Matters🔗

AAC should be viewed as their voice and therefore an extension of their bodies. Just as speaking students have access to their voice, AAC users should have access to their device.

1. Allows students to communicate at any time, just like their peers
2. Social communication is just as important as academic communication for vocabulary building
3. Students need access in all environments; communication doesn’t stop at the end of a lesson

Access Tips🔗

1. Carry Helpers: Have designated staff or responsible peer helpers remember the device. They can help transport the device if the student is still working on carrying the device themselves.
2. Use lite-tech options: If the device is not charged, or not safe in an area (like the bathroom) have a lite-tech back up available. Wearable lite-tech, like laminated lanyards or wrist bands with core words on them are great options.
3. Part of the Plan: Add AAC device use into the IEP and/or behavioral plan. Ensure all staff working with the student know about the inclusion of this language.

Part 4: Implementation Strategies🔗

1. Team approach: Communication should be collaborative and consistent
2. Daily use: Embed AAC into daily classroom routines.
3. Consistency: Ensure the same strategies are used in all environments.
4. Use lite tech: Use visuals and core boards in learning spaces to ensure there’s always access.
5. Data collection: Use a consistent data collection template or sheet to track any communication attempmts
6. Celebrate and acknowledge communication: acknowledge all forms of communication. Eye gaze, vocalizations, gesture, smile, they all count! Respond to those and encourage continued attempts.
7. Involve and educate peers: Teach classmates how to be good communication partners. Peer support can foster inclusion, acceptance, and increase use!

More Than Requesting🔗

Teach students to communicate for many reasons:

• Asking questions
• Commenting (“I like this”)
• Protesting (“stop”)
• Greeting (“hi,” “bye”)
• Social interaction

Common Barriers🔗

Final Tips🔗

1. Use wait time to give users a chance to respond
2. Celebrate all communication
3. AAC takes time to learn
4. Respond naturally to all attempts
5. Presume competence
6. Build small habits
7. Keep AAC visible and ready

If you would like to schedule a time to view this presentation, along with having a live Q & A with our SLP team at the end, please schedule a time here! Please note there was an error in the contact number on the last slide: if you need to call us, please do so at 651-294-3101.

---

Related Links🔗

• Using AAC in the Classroom: 10 Practical Tips for Busy Educators 
• Back to School AAC Challenge!
• Kicking Down Barriers for AAC Use in the Classroom
• Supporting AAC In The Classroom: Common Challenges And Practical Solutions
• Back to School AAC