Category: AAC

When teenagers learn valuable STEM skills that they use to develop assistive technology products for individuals with disabilities it’s a win-win situation. That’s the goal behind #FIRSTwithAT, an initiative of Roaring Riptide Team 4118 in Gainesville, Florida.

The Team was founded in 2011 at the P.K. Yonge Developmental Research School, a K-12 public school on the campus of the University of Florida.  Its mission is “to raise awareness and excitement in STEM–Science, Technology, Engineering, and Math–through our local community, state, and national outreach efforts.”

In the process the team has become especially interested in contributing to the field of assistive technology.

In June 2017, Roaring Riptide took the plunge into AT. That year, students from the team (who call themselves lifeguards) partnered with a group of college students from University of Florida to host the first toy adapt-a-thon event. The event produced 10 adaptive toys that were presented to an AT specialist in a nearby community. Six months later, the students were invited to participate in the inaugural Holiday Toy Adapt-A-Thon at a workshop in Orlando. At the event, the students helped adapt 100 toys that were gifted to disabled children in North Central Florida. Following that success, Roaring Riptide began collaborating with a variety of agencies and nonprofits working to enrich the lives of people with disabilities.

One example is Roaring Riptide’s collaboration with nonprofit Go Baby Go, which creates modified toy cars for children with mobility disabilities. The cars enable independent mobility for young children and encourage socialization and play.

A partnership with Magic Wheelchair saw the Roaring Riptide students creating wheelchair costumes, while their relationship with AT Makers resulted in the team’s inclusion in the Assistive Technology Industry Association. The team is the first and only high school group to be part of ATIA.

Another honor came last year when the Roaring Riptide Team won the Engineering Inspiration Award, at the FIRST Robotics Regional Competition in March in Tallahassee. The team also received a $6,000 sponsorship from NASA to attend the world championship competition.

Twelfth grade students have created products like slant boards, head and neck supporter for a gait trainer, spoon and fork stabilizers, and a water drink attachment. The team also offers AT kits, for people who want to adapt toys at home. Videos provide careful instructions that guide kit users.

Being part of First with AT has a profound effect on students who participate. As team lead Joseph Santiago said in a press release: “My favorite thing about adapting toys and working on AT projects is seeing the look of wonder and excitement in kids’ eyes when they’re able to interact with their toys through the use of our accessible button switch AT solution.”

We can relate to that!

Communication is a fundamental tool that we use to express ourselves, understand others and build social connections. Having the means to communicate is especially essential for children and adults who are non-speaking (commonly referred to as non-verbal) or have Autism Spectrum Disorder (ASD).

Augmentative and alternative communication (AAC) is a way to communicate that supports or replaces an individual’s communication abilities. “Augmentative” adds to an individual’s speech and incorporates manual signs, gestures and vocalizations they already use. “Alternative” is used in place of speech.

AAC devices play a critical role in improving speech and communication skills for those who have trouble vocalizing. AAC devices work by replacing or supporting spoken language, incorporating the individual’s communication abilities, to allow people of all abilities to express their feelings and participate in daily life.

Parents, special education teachers and speech-language pathologists can take advantage of these user-friendly devices to help anyone with functional needs (commonly referred to as special needs) interact more effectively with others and engage with the world in new ways.

Examples of AAC: A Quick Overview

A successful AAC system includes the following three components:

• A method to represent the communication: This aspect is the device format, like a tablet, book or board.
• A way for the individual to select the symbol: The selection type is based on the user’s abilities. Some options include a pointer, computer cursor or scanner.
• A message transmission method: This aspect covers how the individual’s parent, speech-language pathologist or special education teacher understands the message the user is saying to them. For example, the individual can share their communications board, or an auditory output system can state the message.

Since there are many ways to communicate, many types of AAC methods are available for adults and children. AAC includes technology options like speech-generating devices and tablets as well as no-tech or low-tech options like:

• Pointing to pictures, symbols and words
• Communication boards
• Drawing or writing
• Gestures
• Facial expressions

The Three Categories of AAC

AAC devices fall into the following three categories:

1. Assisted Communication Systems

Assisted devices, also called aided communication systems, require some form of external support. They can include computers, AAC devices or speech synthesis machines. Assisted devices are designed to help non-speaking individuals express themselves using low-tech aids like paper and pencils or high-tech aids like speech-generating devices (SGDs).

These systems may also include other means of transmitting and receiving messages, such as:

• Handheld devices
• Tablets
• Photographs
• Cards
• Charts
• Graphics
• Communication boards with symbols
• Text-to-speech software

2. Unassisted Communication Systems

Unaided or unassisted options rely on non-spoken means of communication, like:

• Facial expressions
• Body language
• Sign language
• Gestures
• Drawing pictures

Unaided AAC methods do not call for supplemental materials or special tools. Even so, unassisted communication generally requires an adequate level of motor control and a communication partner to interpret messages.

3. Electronic Communication Systems

Electronic aids enable users to create messages using letters, words, phrases and picture symbols. Some electronic AAC devices with more advanced processors can be programmed to produce spoken language.

Types of Communication Devices

As a parent, speech-language pathologist or therapist, you can find many mid-tech communication devices to support individuals with functional needs. The right AAC device depends on the setting where it will be used as well as the user’s abilities, preferences and developmental goals.

Here’s an overview of the diverse types of AAC communicators that help give adults and children more agency:

• One-message communicators: As the name suggests, one-message communicators are simple devices that play one message at a time. This communicator type is a user-friendly way to introduce basic messages, such as “hello”, “help” or “hungry.” These messages can be changed and re-recorded as needed.
• Two-message communicators: As users become comfortable with the one-message communicator, they can advance to two-message communicators that encourage self-expression by combining simplicity with a bit more versatility.
• Progressive communicators: A progressive communication device grows with your student or child’s skills as they work their way up from one or two messages to as many as 32. These communicators record and retain messages and display interchangeable icons that allow the user to refine their communication choices and strengthen their ability to express themselves.
• Wearable communication devices: Individuals with disabilities, speech difficulties or ASD can put a wearable AAC device on their wrist, leg, arm or hip to enable simple communication wherever they are.
• Classroom communication devices: Students can benefit from using classroom AAC devices in educational settings to get more involved in activities. Communication kits allow for greater classroom participation and social interaction for non-speaking students.

What Is AAC in Special Education?

From a special education standpoint, AAC devices have several advantages for children and adults who are non-speaking. Communication tools:

• Empower users to engage and participate in classroom activities more independently.
• Allow individuals to connect with their peers by contributing their input and sharing their thoughts.
• Improve and develop students’ communication and language development skills for better engagement in the classroom.

These are just a few of the many benefits of AAC in special education, with the ultimate goal of helping students engage more fully with the world around them.

Who Qualifies for an AAC Device?

Generally, any individual who struggles with speech and communication can use an AAC device, particularly when interacting with family members, friends, teachers and therapists. People affected by the following conditions can benefit from communication devices regardless of their actual and development ages:

• Autism Spectrum Disorder
• Aphasia
• Apraxia of speech
• Amyotrophic lateral sclerosis (ALS)
• Cerebral palsy
• Intellectual disabilities
• Hearing impairment
• Dual sensory impairment
• Genetic syndromes
• Stroke
• Head injury

AAC devices can assist people of all abilities, as there are no specific skills, test scores or milestones they need to reach before AAC can help.

How Much Does an AAC Device Cost?

An AAC device or communicator can cost anywhere from a few hundred to several thousand dollars, depending on the type of device, features and customization options for the user. Low-tech and unassisted AAC devices are generally less expensive, while high-tech communicators tend to cost more. Certain devices may also require maintenance, repairs and software updates.

How to Choose the Right AAC Device for Your Child or Student

We recommend consulting with a speech-language pathologist, AAC expert or occupational therapist to help you decide which AAC or communication device is the best fit. At Enabling Devices, we work with specialists who can connect you with the right AAC device for an individual’s needs. Some of the factors we’ll consider are:

• Cognitive ability: Users who communicate with speech or vocalizations need a device that supplements their communication. Students who do not use vocal speech need a different device to replace speech.
• Physical ability: Your student’s motor skills will determine how they can use the AAC device. For example, users with limited or impaired motor skills may not be able to point to a picture.
• Most important vocabulary in daily life: The AAC device should have the words, symbols and pictures representing what they do in a typical day, so they can communicate their needs and desires.

How Do I Get an AAC Device?

There are no specific cognitive, linguistic or motor requirements for needing assistance with an AAC device. They can assist children and adults in low-demand and high-demand contexts, regardless of the presence of speech. With that in mind, individuals with functional needs — including ASD, physical disabilities and vision impairment — may be well-served by receiving a thorough assessment by a qualified speech-language pathologist to determine the most appropriate AAC device for their unique abilities and needs.

Generally, if your child or student’s school district performs an assistive technology evaluation, they will be responsible for covering the cost of the device. If you’re interested in purchasing an AAC device for an adult, some nonprofit organizations and government programs may provide funding assistance.

What Is the Best Communication Device for Individuals With ASD?

Those with ASD have varying communication and self-expression needs, which can include delayed speech development and challenges with social interactions. This means there is no one specific device, toy or activity that will be applicable to all children and adults with ASD.

Autism Spectrum Disorder kits can support communication skills in both adults and children with a range of abilities. These kits feature many different products and toys for increasing sensory awareness, providing vibro-tactile feedback and developing simple communication.

Support New Ways of Communicating With AAC Devices From Enabling Devices

At Enabling Devices, we’re committed to providing AAC devices and assistive technology and other solutions that give individuals who are non-speaking more agency and a deeper way of engaging with the world. Shop online or contact our team to learn how our products can enable new means of communication.

 

By Erin Birmingham

Special Education Teacher at Southwest Cook County Cooperative Association for Special Education

 Individuals with disabilities communicate in a variety of ways: vocalizations, facial expressions, gestures, eye gaze, body language, touch, verbalizations and more.  Family members are often the translators for their son, daughter, sister or brother. Most parents can tell what their child needs just by looking at them.

When the “translator” isn’t present, though, it can be hard for the child to make themselves understood. School, day programs, special recreation centers, residential living facilities, and anywhere in the community are challenging places for your loved one to communicate their wants and needs. That results in a lot of frustration.

So, how can we make communication easier for everyone?

Families of a person with a disability can work with a speech-language pathologist to find the right AAC device for your child. There are low-tech options like communication boards, communication books and visual pictures. Mid-tech tools, like Enabling Devices’ Talkables line of communicators, use recorded speech to give a voice to the individual. And there are high-tech tools like iPads with communication apps. A speech-language pathologist will work with you and your child to trial a variety of communication tools before making a recommendation.

After making a recommendation, a speech-language pathologist will train the individual and their family members how to navigate the communication tool. This is the most crucial part to make communication with your individual with a disability successful! It takes time and patience but all the effort will pay off.

Now that everyone has been trained, it’s time to take that communication tool on the road–literally! Bring it everywhere! Create opportunities for your child to communicate with the world around them. These opportunities could include ordering at a restaurant, shopping at the grocery store, greeting neighbors and store cashiers and conversing with friends.

There are lots of opportunities for the communication tool to be used at home as well. Playing games as a family, choosing what to have for dinner, telling jokes, are just some examples. Feeling overwhelmed? You can start with simple “yes” and “no” questions. Modeling is also a great strategy for family members to show their child where words and phrases are located. It is also critical that your child gets an opportunity to explore their communication tool on their own. You may be surprised what comments and questions they have!

Parents sometimes wonder if introducing a communication tool will stop their child from talking. Rest assured that the communication tool will not replace any language a child has already developed. Research has shown that communication tools actually expand their vocabulary and encourage them to communicate more.

And that’s what every parent wants–a way their child can communicate their wants and needs in the world outside their home.  By providing your child with the right AAC device, you’re equipping them with the means to participate in the wider world.

May is Better Speech and Hearing Month and we can’t think of a more appropriate time to raise awareness about communication disorders, and the game-changing impact of augmentative and alternative (AAC) communication devices.

According to the folks at CommunicationsMatters.org, AAC describes the “various methods of communication that are used to get around problems with ordinary speech. AAC includes simple systems such as pictures, gestures and pointing, as well as more complex techniques involving powerful computer technology.” These systems and technologies enable individuals with a variety of disabilities to communicate their needs, thoughts and feelings. In other words, they play an extremely important role in enhancing the quality of life!

For optimal results, AAC should be used at home, in school, at work and everywhere else. Yet, for a variety of reasons, some people with speech and language disorders don’t use their AAC systems consistently enough. The following strategies are designed to make access to AAC devices a regular part of your classroom or home life.

Learn to use devices and or technologies
If you’re a parent or teacher of a student with a speech disability, it’s essential that you understand how his AAC device works. Speech and Language Kids.com recommends that teachers and families be trained to use and program the devices being used. “Just as a family that speaks only Chinese would have a hard time teaching their children English, the child you’re working with will have a hard time learning to use his AAC device if you don’t know how to use it either.”

Practice conversing with AAC
To help your child or student get comfortable using her AAC device, model its use for her. As Speech and Language Kids.com suggests: “Use the system when you are talking to the child, talking to other adults, talking to other children, etc.” so that she wants to try it too.

Make the AAC device accessible
AAC device users should have access to a device wherever they are. Enabling Devices sells many portable communicators such as the Hip Talk series, the Clip talk and the Wearable Talker. Or, hang our Put-Em-Arounds all around your classroom or home so they’re always nearby.

Don’t expect immediate fluency
Depending on the child’s developmental level as well as the difficulty of the device he is learning to use, achieving fluency on an AAC device can take time. Make sure that AAC practice sessions are positive experiences. Says the Center for AAC and Autism: “Briefly encourage device use during activities while they are meaningful and enjoyable but quit while it’s going well. There is a danger in pushing too hard and too fast in that the child will see the device as something that makes his life harder.”

Don’t believe myths about AAC
AAC devices help to build and improve communication skills, yet some mistakenly believe that AAC use will decrease the user’s motivation toward natural speech. Research does not support this idea.  On the contrary, Millar, Light, & Schlosser found AAC use can help to “improve natural speech when therapy focuses simultaneously on natural speech development and use of AAC in a multimodal approach.”