Include AutismAAC in the Community

Larissa Ferrill, M.S. CCC-SLP Karyn Lewis Searcy, M.A. CCC-SLP

Communicative Communicative FunctionsFunctions

Adapted from www.ccdh.org/vendorimages/ccdh2008/ccdh/Checklist%20of%20Communicative%20functions.pdf

Where to StartWhere to StartWhat child is doing

nowNext step

Communicating with gestures, vocalizations, or unable to communicate.

• Use device with the direct prompting for BR, SI, or JA

Using device with direct prompting on a singe page or one level of navigation

• Navigate through 2-3 levels of device

• Use 2 elements in a functional phrase

Navigating through the device when presented with appropriate page for BR, SI, or JA.

• Navigate through the device independently

• Initiate use of device

Independently use device for all communication stages

• Use device to create grammatically accurate sentences, tell stories, use of academic language

Independent and successful use of device across environments for social, functional and academic purposes

Identify TargetsIdentify TargetsChild likes to When can

you do this with child?

Where is relevant

vocabulary in child’s device?

ModelingModeling

• Verbal children hear teachers, friends, siblings, parents (everyone) modeling verbal language constantly

• AAC is a new language to us all• AAC users need to learn what they are

supposed to do with this machine• Everyone using the device needs to learn what

the symbols (pictures) mean• Modeling provides clearer sense of targeted

goals (What is a conversation? What am I supposed to

do?)

Modelingcritical step often

forgotten

How to ModelHow to Model

Function ExampleSPEAK: say what child would say if verbal

“Eat banana”“Go inside”

NARRATE: talk about what you are doing

“Walking to store”“Listen to music”

EXPAND: add to what has already been communicated

If “juice”—adult model “drink juice”If “music”—adult model “listen to music”

COMMENT: express what you think or how does it make you feel

“Funny”“Gross”“I don’t like that”

MotivatingMotivating

Communicative Communicative TemptationsTemptations

• Creates reason to communicate

• Increase desire to communicate and interact

• Re-think games and outings to include device

Create Communicative Create Communicative OpportunitiesOpportunities

What Child Likes To Do

When & Where Child Likes to Do It

Vocabulary in Child’s Device

Make it work during your Make it work during your activitiesactivities

Activity

In Sight Out of Reach

Inadequate

Portions

Playful Obstructi

on

BasicsBasics

GuidelinesGuidelines

• Use during activity child really likes• Find an activity that can be easily stopped or

interrupted• Arrange the environment to include your obstacle• Introduce device BEFORE child is anxious or

agitated

• Too late to introduce after child is escalated, but can re-create once child is regulated

WAITWAITgive the child a chance to respond

Select a Goal and Identify Steps to Select a Goal and Identify Steps to Get ThereGet There

Example: “My child will comment twice while we are at the zoo after I prompt by opening the zoo page.”

• Program Device to elicit relevant vocabulary

• Model, model, model: comment what YOU see at the zoo

• Prompt

• Make it fun!!!

PromptingPrompting

PROMPTINGPROMPTINGPrompt Level How

Indirect • Wait expectantly• Ask a “wh” question

Intermediate • Open device to relevant page

• Model communicative function

Direct • Hand over hand completion