So, we made it through the S.E.T.T. and identified the most optimal system. Now what? The myth that implementation of AAC is going to somehow “cure” communication deficits can be yet another roadblock for many teams. Many users will become fully independent in the use of their device over time. In fact, for those that have the capability to produce verbal speech, they may eventually drop the device all together. But for others, they may always need some level of partner assistance. I consider all three of these examples a success! The true measure in the suc- cessful implementation of an AAC system is an increase in the level of independence and improved communication for the user. One of the most unfortunate misconceptions at this juncture is that this process is finished once we get a communication sys- tem in place. However, the existence of AAC doesn’t mean the user will automatically start using it. It has to be taught! While this sounds like a daunting task, the good news is that there are evidence based practices (EBPs) that have been proven to be effective when teaching students to use AAC. These EBPs can be incorporated into everyday routines and activities. When we teach the use of AAC during these meaningful and naturally oc- curring opportunities throughout the day, we increase the like- lihood that the student will see the system as a powerful tool. There’s no better way to introduce AAC than for wants and needs. The ability to make a request and have it appear is such a powerful thing! Just like the opportunity to make a preferred choice between two items gives a sense of control. We often start with these types of tasks because they are highly motivat- ing and reinforcing. But the mistake we make far too often is let- ting ourselves get stuck here! If we buy into the myth that AAC is only for making requests or choices, we are greatly limiting the user’s interactions. We know that communication is so much more! Our goal with any communication system is authentic communication, the ability to say what is on our mind. There- fore, a robust system should allow the user to communicate for a variety of reasons including requesting, protesting, describing, asking and answering questions, commenting, and expressing feelings. This is so important to remember in selecting what words to target when teaching the use of AAC. Multiple oppor- tunities to use their system for various purposes throughout the day should be part of every implementation plan. Another important part of the implementation plan that we tend to skip is teaching the adults who will be supporting the student! Don’t assume that team members are comfortable and knowledgeable with AAC. For many, this might be their first in- teraction with a communication system. Lack of understanding from adults can sometimes hinder the success of the student. This notion can be overwhelming to teams because they think they are expected to be experts. But, the thought that everyone has to know everything about the system right off the bat is an- other misconception. Those working with the student should be familiar with device features, basic set up and programming and
how to maintain the system. Many times, this training is provid- ed by the manufacturer. I have also found manufacturer web- sites and YouTube pages very helpful. Making sure that team members feel comfortable enough to model on the device and ensure that it is accessible at all times is a great place to start. Adults will then learn the system alongside the user as it is im- plemented in real life situations. Let’s not forget that this whole process hinges on the fact that this is a collaborative approach! The idea that an AAC system is only used during speech therapy sessions is also a myth! An AAC device is a unique language system that has to be taught (as previously stated). Research tells us that the average AAC user receives between 16,000 - 24,000 models of words per week as opposed to their typical speaking peers that receive an average of 125,000 models of words per week. Therefore, it is essential to model and teach the use of the system as much as possible throughout the student’s day in a variety of settings, during a va- riety of activities for many different purposes, and with a variety of communication partners. This generalization is an essential part of being a successful communicator. While the process of selecting and teaching a student to use an AAC device might seem like a daunting task, it is essentially the same process as teaching any student how to understand and use language. This means we need to expose them to lan- guage the same way we do other children. We do this first of all by making sure that their AAC device is accessible at all times. Modeling is also key. Remember when you or someone you know had young children? From the time they are born, we talk to them. We name things, describe things, and talk about every- thing we do throughout the day. We do this for quite some time before they ever offer any verbal communication back. This is also the same process for our AAC users. We need to talk to them and model on their device, using their language, as much as possible. Be sure the things you are asking them to do with their system are meaningful! Especially when first starting out with AAC, focus on areas of interest and highly motivating messages. Most importantly, provide ample opportunities for students to practice their communication in everyday routines. AAC users need someone to talk to, something to talk about, and many op- portunities for communicative exchanges throughout the day. An AAC device can be life changing for a student with a com- munication impairment. As good communication partners, we need to be patient and understand that this process takes time. Be prepared to give a lot of receptive input before we get any expressive output. We should always presume competence in our AAC users and believe that each student is unique and has something to say. Don’t buy into the common myths surround- ing AAC! When students are properly identified, matched with optimal tools, and taught using best practices, AAC can increase social and emotional skills and enhance overall daily living. As part of a student’s educational team, we need to be informed and empowered and trust the process!
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