Course Enhancement Modules

The projects or assignments below require learners to apply the practices/skills related to Supporting Young Children with Augmentative and Alternative Communication Needs.

1. Needs assessment (Standard 3, Component 3.1; Standard 4, Component 4.2)

Consider a child on your caseload or someone you’ve met who does not use speech as a primary means of communication. Describe their present needs (list communication functions, environments, partners, types of messages, and AAC options available / needed). Estimate future needs in six months and in one year. Given the needs you’ve identified and the skills you know them to have, what stage of language development do you suspect the individual is at? How would you introduce alternative language symbols to help them move to the next stage (or closer to) of language development? Describe behaviors (typically from observational assessment) that influenced your decision.

2. System design activity (Standard 3, Component 3.1; Standard 6, Component 6.7)

One of the biggest differences in working with children who have complex communication needs versus other children is that you must think about symbols to communicate information. Children need a variety of modes for communicating information to allow them to be independent across a wide variety of environments and times of the day. You are tasked with developing two different systems for a child (see case studies provided below, or you may use your own). Include body-based communication and lite technology options. As you are planning consider the child’s needs and the communication situations and partners that may impact your decision-making. Make sure your AAC options provide as much communication coverage as possible (e.g., be thoughtful about core and fringe vocabulary.

Case Studies

Sheila is a 4-year-old girl who has autism. Her expressive vocabulary is around 50 words with few two-word combinations in highly structured interactions (e.g., lunch request; arts /craft activity). She has some vocalizations and a close approximation of speech sounds, but primarily uses her communication notebook to generate basic 1–2-word utterances. She appears to understand more than she can express and benefits from having directions given in one or two steps. She appears to have an interest in interacting with some of her peers but has trouble engaging with them. How might you help Sheila have more interactions with her peers? Are there scriptable routines you might introduce for her and her peers to engage in?

Jim is a 5-year-old boy who has cerebral palsy. He attends a regular education preschool classroom with a 1:1 aid who assists by dictating for Jim. He is an adept user of his AAC system and language software. He is highly social and often organizes group activities (e.g., games) with his peers. Jim has expressed a desire to learn to read and write. How might you help Jim develop literacy skills using his language system and peer engagement? How might you utilize his 1:1 support for his literacy goals?

3. Which App for that? activity (Standard 3, Component 3.1; Standard 4, Component 4.2)

The purpose of this activity is to give you exposure to, and experience with, searching for, critiquing, and selecting appropriate technology resources (i.e., applications for mobile devices) that have become ubiquitous. Many applications are marketed as targeting specific populations and skills. For the purpose of this activity, it is okay to presume competence in linguistic skills (i.e., symbolic considerations are not required) when selecting application / assistive technology to review for this assignment. Select two applications based AT programs to review and compare. You are welcome to use these examples but are not required to do so. In fact, encouraged to explore other options available (they change regularly). For both apps: Your group will generate a “fact sheet” that offers a description of the program itself, population(s) targeted, skills required to be able to use the program, skills the program intends to build/support, cost and limitations. Compare features/aspects/capabilities of both applications and determine your interest in which app you would purchase for your clinical practice and why. Be prepared to offer a 5-minute, description/demonstration of application software.

4. Intervention planning activity (Standard 6, Component 6.7)

Using the same child as you selected for the system design activity (or another just be clear about indicating this) consider the following:

• • What is the child’s potential?
  • What barriers do you anticipate to more independent communication?
  • Will your intervention focus on language learning, literacy, social communication, etc.?
  • Generate a script for an activity that you could use to address the focus you select.

5. Scripting activity (Standard 6, Component 6.7)

Select an activity that is routine for young children you work with. Identify core vocabulary that is used in that activity and identify key/motivating fringe vocabulary that also corresponds to that activity. Think about how to incorporate core words throughout the activity. For example, if making cookies think about how you can incorporate the use of “more” “less” or “soft” and “dry” as well as motivating fringe vocabulary like “chocolate chips” and “cookies”. Once you have identified the vocabulary you want to focus on for your activity decide what you can do and say to create opportunities for the child to practice using those words as well as for the child to see you modeling those words. How will you scaffold success?