12 Rules for AugCom

Many children use augmentative and alternative communication (AAC).  According to Matas, Mathy-Laikko, Beukelman, & Legresley (1985) 2 million Americans have severe communication deficits and are candidates for AAC.  Teaching augcom is not a simple task.  Here are 12 rules to help make the task successful…

1. Teach the skill.  You cannot put pictures in front of a child and expect him to use it.  The skill can be taught systematically in a natural context.
2. Symbol representation must be identifiable by the user.  For example, if using line drawings the child needs to understand that the drawing represents the actual object or action.
3. Semantically potent symbols should be initially used.  The child must want the object, action, or social reward.
4. Use photos and symbols that take the child’s visual perspective into account.  For example, if you are taking photos, move down to the child’s eye level to take the photo.
5. Use the child’s symbols for reception.  When teaching a child to speak, we speak to him.  When teaching a child to sign, we sign to him.  When teaching a child to use pictures, we should use pictures for receptive understanding.
6. Keep the augcom system accessible.  If the child is to use the system, it must be within easy reach.
7. Expand, expand, and expand.  If the child can successfully request a drink, ask if he wants water, milk, juice, or soda.  If the child can request an apple, ask if he wants a red or green apple, peeled, half/whole.
8. Don’t ignore the communication!  If a child gives a request that you are unable to fulfill, teach alternatives such as “later, “during snack, or “all gone”.
9. Watch for subtle movements of communicative intent.  The child may not be able to give the picture to you, but might look at it or hold it.  You may have to teach a movement and attach meaning.
10. Teach pragmatic variety.  Requesting and protesting/rejecting are usually first to be attained.  There are other reasons for a communication interaction to take place that should also be taught which include social routines, getting attention, commenting, asking for information and giving information.
11. Teach communication with peers.  All too often the communication interchange with augcom users is between adult and child.  Set up situations for the interaction to be child-to-child.
12. Slowly introduce colors and yes/no questions.  These concepts seem to be the most difficult.  This might be due to the many shades of colors and the multimeanings of “no” (nonexistence, denial, rejection, protesting, etc.)

The key is to practice.  When a child is learning to talk, he will practice talking when playing alone or even while lying in bed at night.  Give the augcom user practice by eliciting and setting up situations.
 

Matas, J., Mathy-Laikko, P., Beukelman, D., & Legresley, K. (1985). Identifying the non-speaking population: A demographic study. AAC, 1, 17-31.

Free Online Games

For games galore made specifically for speech therapy, visit www.juniorsweb.com.  You will not believe the amount of games available!  The type of game is listed in red in the left column and you can choose a specific skill to practice in the right column.  There’s plenty for articulation.  You can choose the phoneme in initial, medial or final position of words.  For phonological and phonemic awareness, try the rhyming words or counting syllables.  There are also language games for synonyms and grammar.