Supporting Gestalt Language Processors to Keep Scripting

turn away. He works with his SLP and family to start off with “can I tell you something cool?”, so that more people will have dinosaur conver- sations with him. - PRIORITIZE SELF-ADVOCACY IN EDITING Involving AAC users in choosing and editing their vocabulary is crucial. Even early AAC users should have a say in the words and phrases available on their devices. This involvement can be facil- itated through direct input from the user or by observing their interests and preferences. Even very young people or very emergent AAC users should be allowed to make changes to their device. Their first changes may come from their supporters observing what they are satisfied with and when they seem frustrated with the device. For example, if a child consistently shows interest in certain activities or top- ics, incorporating related phrases and even audio recordings into their AAC system can make it more engaging and relevant. The next step might be modeling and teaching them to ask for additions. “I need something added to my AAC” is an import- ant phrase to have available, allowing the user to point to books, videos, and things in their environment. This can greatly reduce the addition of useless or counter-productive phrases, as the AAC user determines what is important to them. Eventually (and earlier than you think!), a user must be allowed to edit their device themself. Don’t be afraid to let them make mis- takes! Save frequent vocabulary backups, and teach skills such as word prediction and audio recording. Leanore loves to talk about SpongeBob and have people join in her SpongeBob scripts. She often walks up to people and scripts about SpongeBob, but is disappointed when they don’t reply. Lea- nore is learning to use a symbol-based AAC app on a tablet. Lenore’s dad offers a few different phrases to add, and Lenore shows the most enthusiasm when they try out “do you want to talk about SpongeBob with me?” and “this is my favorite part!”. - AVOIDING MISTAKES IN GOAL-SETTING Valuing scripting and gestalts does not necessarily mean add- ing lots of phrases to single buttons in their AAC system without the input of the user. Before applying advice meant for speaking GLPs to AAC users, it’s important to understand the principles behind the advice. What works for speaking GLPs might not always be appropriate for those using AAC. My long term goal for a GLP is that they be able to formulate their own novel utterances. I have to be able to see how the path there might vary between speech and AAC. One example is that, in Stage 1, with a speaking GLP, we are offering them lots of phrases to pick up as gestalts. When I really pause to think about what this does for them, I start to question adding a lot of phrases on buttons. If I am a speaking GLP and pick up a gestalt that is offered to me, my mouth and vocal folds are practicing not only that gestalt, but each word and sound within

that gestalt. This makes it simple when I am ready to break up that gestalt - I already have the motor memory of each word in me, all that needs to be developed is my language processing systems. In contrast, if I am a nonspeaking GLP and someone puts a whole phrase on one button, I have learned none of the skills I need to break that gestalt up later. I haven’t learned the locations of each word, and I haven’t seen how to conjugate in my system. I haven’t practiced navigating folders or using the message win- dow. This makes it unlikely that I’ll show when my language devel- opment is ready to move to new stages, because I don’t have the motor memory or operational competency. Professionals might better support nonspeaking GLPs by choosing a set of phrases to model word-by-word. It can feel com- plex to have multiple button presses to say one thing, but that’s what speech is as well - a sequence of complex motor movements. When phrases are added, they should be phrases that will contin- ue to serve the user even as they are transitioning to new stages of language development, or phrases that the GLP is already us- ing vocally (because that indicates to us that the GLP themself has decided that that phrase is important). NOTHING IN A VACUUM AAC doesn’t happen only in the speech room. Families play a critical role in supporting AAC users and ensuring the system is used consistently and effectively. However, it’s easy to end up talking past one another when you’re trying to teach the family how to support their AAC user. Take a step back if you need to, and engage in some perspective-taking. Involving families in goal setting and vocabulary creates fam- ily ownership over the device. Encourage families to participate in these processes by seeking their input and permission before making changes. Families can offer valuable insights into prefer- ences and routines, making the AAC system more personalized and effective. Often families are already engaging in communi- cation repair for their GLP, by saying things like “he’s telling you about his favorite movie” or “that means he’s happy”. Use those things for communication repair phrases and communication re- pair practice with the GLP. For the nervous family, this role of vocabulary editing means new confidence and ownership, which creates more use of the device. For the confident family, you show that you believe they are the expert in their child, and you channel their energy to a very useful place. Sometimes a family who is confident in editing is secretly very uncertain about their ability to implement. When they see that you value their editing, it can be easier to suggest that editing time may be taking away from modeling time. Talk together about what goals they are trying to achieve with their editing. You may learn that they are really trying to fill a gap in a certain communication function.

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