Today, I am relying on the work of Geist, Erickson, Greer, and Hatch; (2020) to give you a few ideas for integrating AAC and early communication into the classroom and therapy room. The following is a summary of an article they published in April, 2020 in V30 of Exceptionality Education International.
Many students with significant disabilities have complex communication needs. They may not yet be able to communicate using speech, sign language, or other symbolic methods. Instead, these students rely on non-symbolic ways to communicate, such as facial expressions, body language, and vocalizations. For these students to thrive, they need communication partners who can interpret, respect, and respond to their non-symbolic communication while teaching them symbolic alternatives.
This article focuses on how classroom teachers and support staff can become responsive communication partners by using three key teaching strategies:
- Valuing and assigning meaning to early non-symbolic communication
- Providing students with access to personalized aided Augmentative and Alternative Communication (AAC) systems that include core vocabulary
- Using aided language input to model how graphic symbols can be used for communication
These strategies are presented alongside real-life classroom examples to show how they can be seamlessly integrated into both academic and non-academic routines.
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The Role of Educators in Communication Development
Educators and classroom staff play a pivotal role in shaping how symbolic communication is taught. Research (Clendon & Anderson, 2016; Kent-Walsh et al., 2015) highlights evidence-based practices that can positively impact students with significant disabilities and limited language skills. These practices include:
- Assigning meaning to early communication behaviors (Yoder et al., 2001)
- Using AAC systems with effective core vocabulary (Ganz et al., 2012)
- Implementing aided language input (O’Neill et al., 2018)
Naturalistic teaching principles (Pindiprolu, 2012; Prizant & Wetherby, 1998) suggest that these strategies can be embedded throughout the school day during everyday routines such as arrival, mealtimes, and transitions, as well as during academic lessons.
Recognizing and Valuing Non-Symbolic Communication
Before students develop speech, sign language, or other symbolic methods of communication, they use non-symbolic behaviors like body movements (e.g., turning away), facial expressions (e.g., grimacing), and vocalizations (e.g., laughter). As Rowland (2011) explains, many early non-symbolic expressions are unconventional and require familiar adults to interpret them. Over time, these behaviors become more conventional and are combined with symbolic communication.
Adults who are attentive to early non-symbolic communication (Yoder et al., 2001) can recognize its purpose and help students see how these behaviors relate to symbolic forms of communication.
Personalizing AAC Systems with Core Vocabulary
Choosing vocabulary for an aided AAC system requires careful consideration. The words need to be relevant across various contexts and with different communication partners. Verbal communicators select their own words from their expressive vocabulary, but students learning to use AAC rely on others to choose the words they have access to. For emergent communicators, cognitive, sensory, and physical challenges can limit the number of symbols on an AAC system and the speed at which new symbols are introduced (Beukelman & Mirenda, 2013; Erickson & Geist, 2016).
Core vocabulary, a small set of high-frequency words (e.g., more, go, like), is key for emerging AAC users. These words are versatile and useful across a variety of settings, purposes, and communication partners (Erickson et al.). For students using AAC, the consistent use of core words throughout the day helps reinforce communication skills.
Using Aided Language Input to Model Communication
Aided language input is a teaching strategy with strong evidence supporting its effectiveness (Brady et al., 2013; O’Neill et al., 2018). Similar to verbal models for students who speak, students learning to use graphic symbols benefit from seeing adults model how these symbols are used. Aided language input involves pointing to symbols on an AAC system while speaking, helping students form a connection between the symbol, spoken word, and context (O’Neill et al., 2018).
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Embedding Communication Instruction Across the Day
To teach communication effectively, it must be integrated throughout the day in both academic and non-academic activities. By observing how students use non-symbolic communication and responding with aided language input, teachers can help students learn how to use graphic symbols to express themselves. As students begin to use these symbols, educators can expand their messages, for example, by turning the word “like” into the phrase “I like it.”
Reading Activities
Shared reading is a great opportunity to model communication using AAC. During shared reading, teachers can make comments about the story using core words. For example, while reading a page, a teacher might point to the word "like" on the AAC system and say, "I like this story."
Math Lessons
Core words can also be used during math instruction. When discussing numbers, a teacher might say, “7 is more than 5” while pointing to the symbol for “more” on the AAC system. These simple yet effective comments help students understand how AAC can be used across subjects.
Non-Academic Routines
Non-academic routines, such as transitions, mealtimes, and bathroom breaks, provide natural opportunities for communication. By using AAC during these moments, teachers can support communication development throughout the entire day.
Conclusion
Teaching symbolic communication doesn’t require significant changes to classroom routines. By embedding communication opportunities throughout both academic and non-academic activities, teachers can help students build symbolic communication skills. With access to personalized AAC systems featuring core vocabulary, and the use of aided language input, educators can make a meaningful difference in the lives of students with complex communication needs.
If you like this format for my blog, please let me know. I know how hard it is to find time to read lengthy journal articles, or even to find access to some journals. I'm happy to summarize articles that are relevant to topics I discuss here.
In the meantime, Keep on Talking!
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