Teaching Auditory Scanning with Music: An Effective Strategy augmentative communication
When a student receives a new communication system, they have a steep hill to climb when it comes to learning where all the language is stored within a device. When that child also requires alternative access through auditory scanning, that hill may never seem to end. With a robust vocabulary system, the amount of vocabulary to learn can seem overwhelming and the organization of the language system can feel arbitrary for both the user and the communication partner. For the team that supports them, it can often feel difficult to find an approach that works. A single idea does not always work for each cate- gory, page set or system. Auditory scanning has often been described as “rhythmic” in nature. Our multidisciplinary team took the idea of using music to capitalize on those rhythms. Music is a fun and enjoyable experience for all. For many of our students, music is highly motivating. Research supports the idea that music-based, multi-modal activities enhance learning and the ability to maxi- mize language learning and retention. Classrooms across the country use music and lyrics to teach the alphabet, days of the week, months of the year and so on. By using the rhythms and patterns of music, beats, sounds and lyrics as a teaching strategy for AAC use, our students have an opportunity to engage in fun and rewarding activities to help memorize device layout and build language.
This strategy is used with multiple students on different communication systems. While the strategy can be used with single switch users, our team prefers using two-switch step scanning when possible. As we discuss the approach and the procedures for implementation, keep in mind this is a general framework and does not need to follow a set progression. We typically start the same way with our students, but there is no set order. We use a variety of songs and sound activities concur- rently and interchangeably within teaching sessions based on individual needs and goals. The Challenges The students we serve have complex communication needs. In addition to language impairments, most have some visual, motor and physical impairments. Access can be challenging for these students as on-screen targeting is usually difficult. Our students access their devices most successfully using alternative access methods, such as auditory scanning with switches. These students all need access to a robust vocabulary system and not a system with limited choices. Too often, smaller vocabulary sets are chosen for these students for a variety of reasons. This limits the student’s ability to generate novel utterances for a variety of communicative functions. Even the device options can be limiting. Some of the dedicated devices with a robust vocabu- lary on the market were not developed with auditory scanners
Dana Arce is a Speech-Language Pathologist with ten years of experience working in the educa- tional setting. She is also a RESNA certified Assistive Technology Professional. Dana currently works for a school district serving students ages 3-22 in both the classroom and the home settings. She serves as part of a multidisciplinary team who supports students with complex communication needs that require alternative access for communication systems. She can be reached at danaarce.slp@gmail.com .
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