How to think about AAC implementation in the classroom.

1. CLASSROOM AAC
IMPLEMENTATION
KATE AHERN, M.S.ED.
AAC BOOTCAMP
AUGUST 2014

2. CLASSROOM
NATURAL AIDED LANGUAGE
COMMUNICATION BOARDS/SYSTEMS
1.Using posters (make at an
office store) or decals
(CafePress will make them) or
just enlarged photocopies
you can have a classroom
sized communication board
for modeling
2.Using a projector or
smartboard you can display a
communication app or
software for use for modeling

3. CLASSROOM DISPLAYS
WHICH ONE? BOTH? HOW DO YOU CHOOSE?
Array of Velcro Symbols Core Language Display

4. VISUAL SUPPORTS FOR AAC
• Visual Supports
• Cheat Sheet
• Road maps that show how to
get to words on the device
• “Smart Sticks”
• Category symbols glued to
sticks to be shown to cue
where to find certain words
• Reminder Bracelets
• Category/word combinations
to find vocabulary mounted
to a bracelet
• No Naked Switches!
• Be Creative with Visual Supports!

5. COLOR CODING AS VISUAL SUPPORT
• Three commonly used color codes in
USA
• Fitzgerald Key
• Avaz App
• TouchChat (not Word Power)
• Modified Fitzgerald Key
• Tobii LiterAACy
• Tobii Sonoflex
• PRC Unity
• Speak for Yourself App
• Dynavox Gateway
• Gus Tablet
• Goosen, Crain and Elder System
• Proloquo2Go

6. COLOR CODING AS VISUAL SUPPORT
• Use to give visual or verbal cues/hints
(You need a green action word to make
that a sentence. Can you add a blue
description word to make your sentence
more meaningful?)
• You can use the color codes as you talk
through your Aided Language
Stimulation, “Ok, I need an action word,
green, get.”
• You can play adapted versions of Silly
Sentences and Mad Libs using the color
codes as supports
• You can do sorting activities to teach
parts of speech and review color codes

7. VISUAL SUPPORTS FOR ADULTS
• Posters and flyers as reminders or inspiration
• Avoid “wall paper” where people see that
something is hanging up but don’t look at it by using
bright colors, changing displays and putting up new
materials
• Provide instructions or staff goals
• Remind staff of priorities

8. DESCRIPTIVE CLASSROOM LABELS
• Label the room with pictures symbols AND related
core words
• Use the descriptive language to add information as
you move about the room, pointing as you go
• Encourage peers, visitors and others to use the
descriptive labels
• Color code descriptive labels by part of speech –
especially if AAC users’ systems are color coded
• Think about things like if students and adults can
reach to model with the labels
• Play games, such as scavenger hunt, where
students try to find the words on labels on their
device/system or they try to find the word in the
room (modification of “read the room”)

9. WORD OF THE WEEK AND BEYOND
• Choose 1 to 5 core words per week to focus on
• Make it fun! Scream when you hear or use the
word. Give point to those who use it most!
• Pair the words with the symbols and location of
symbols in the device
• Practice spelling the word
• Make personal glossarys
• Move completed WOWs to a word wall
• Use video modeling to teach use of the words
with devices and meanings of complex words
like adjectives and verbs
• But remember – if you ONLY teach one to five
words a week it will take between five and a half
to 27 school years to teach the top 1000 words –
so keep modeling!

10. PEERS (AND SIBLINGS)

11. PEER POWER
• Teach peers about augmentative
communication
• Engage empathy about how difficult it must be
to learn a language NO ONE ELSE is using
• Have an extra communication system for peers
to use or a classroom display, or (with the AAC
user’s permission) allow them to share their
display
• Have peers help pick “cool” words/phrases to
program on devices
• Be sure AAC users have vocabulary about special
interests and popular culture – you can’t bond
over Glee, One Direction or Dr. Who if you can’t
talk about those things!
• Have peers help choose jokes and comments for
devices
• Have peers record voices on devices
• Keep age appropriate books about AAC users in
classroom library
• Remind peers that invitations to birthday parties
and special events are important for ALL their
friends
• With parent permission share the child’s phone
number with peers who have a special bond
• Most AAC devices have cameras – older peers
can help organize, save and arrange photos
taken by the user

13. INCLUSION ENVIRONMENTS

14. PUTTING COMMUNICATION FIRST
• GenEd Teachers expect the communication
system to be in use
• Peers are trained – best advocates and
communication coaches EVER!
• Communication goals are embedded into lesson
design
• Curriculum is adapted ahead of time
• Paraprofessionals know when to support and
when to give space – because we train them
• Paraprofessionals are NOT responsible for being
the liaison between SpEd and GenEd

15. IDEAS FOR INCLUSION IMPLEMENTATION
• Assign the AAC user homework to prepare one
or more “important answers” on their devices, if
needed make it into a button or record on a
switch for easy play back
• This can be done on the go as well – i.e. before
reading the story quietly tell the AAC user what
their question will be after
• Use descriptive teaching method
• Help inclusion teachers use descriptive teaching
method
• Prepare consistent assignments that encourage
AAC exploration and use for the AAC user

16. CREATIVE SOLUTIONS
• Field trips, gym class, swimming/adaptive
aquatics and other locations may call for creative
solutions
• Use low tech if you can – laminate or use
waterproof/tear proof paper
• Other ideas
• Print manual communication boards on tee
shirts or bags (iron on or order online)
• Make bracelets, key chains or other
accessories for core words and/or visual
supports
• Temporary tattoos are great for swimming,
water parks and walks in the rain

17. BACK TO SCHOOL AAC ACTION PLAN
• What changes will you make to the physical
environment?
• What changes will you make to materials?
• How will you train:
• Paraprofessionals
• Peers
• General educators
• Administrators
• Nurses
• Others
• What do you need to ask your administrator to
support?
• How will you engage a community to support
you as you try new things? (Join online groups?
Buddy up with another therapist or teacher?
Enlist a parent to make materials?)
• What are your top three goals, as of right now,
for implementing AAC this year?