Low/Light Tech ACC

By: Maria De Leon M.S., CCC-SLP

You don’t need a tablet or spend a lot of money to start implementing AAC.

Types of AAC

Augmentative and Alternative Communication (AAC) includes all forms of communication (other than oral speech) used to express thoughts, needs, wants, and ideas. AAC can be used to supplement existing speech and alternatively when used in place of speech that is absent or not purposeful (ASHA, 2020). When we think about this definition, many things can fall under AAC. It is important to understand what AAC is because it informs us that it is not a one tool solution for individuals with complex communication needs. AAC can be further divided into two categories that are aided AAC and unaided AAC.

Unaided AAC does not require external tools or physical aids. But it can be argued that this form requires some motor control of our own body, such as control of our facial expressions, body language, gestures, signs, vocalizations, etc. We all communicate this way as young children and continue to use unaided AAC throughout our lives. Now, aided AAC refers to various tools or materials, such as mid/high-tech or low/light/no tech, that can assist a person. It is an external tool that assists with communication. These include but are not limited to pictures, objects, photographs, writing, communication boards, speech recording devices, speech generating devices (SGDs), etc.

Introducing AAC

Unaided AAC is a common way to introduce an alternative mode of communication when an individual cannot communicate with their natural oral speech. In many cases, speech-language pathologists/teachers start by providing unaided AAC, such as putting meaning to gestures and vocalizations and teaching various manual signs. It is important to note that aided AAC can be introduced alongside unaided AAC, such as using symbol grids, photographs, switch recording devices, SGDs, etc, along with song manual signs, gestures, etc. We must incorporate a multi-modal communication approach for individuals with complex communication needs.

Move Beyond Manual Signs

Current research in the AAC field explains that Aided AAC can be a tool that aids or fosters the development of early language skills and sets the stage for later vocabulary development and combinatorial language skills regardless of whether the child eventually talks or not (Romski & Sevsic 2015). Therefore, even though we might be working on teaching gestures, signs (unaided AAC), etc., evidence shows us that starting implementing aided AAC, such as SGDs, communication boards, etc., helps the development of early language skills. And the sooner we start, the better the outcomes. It is essential to understand that aided AAC goes beyond just using a tablet with a 60-77 grid size. We need to consider each of our students individually and explore various options, such as visual scene displays, grid displays, photograph-based systems, and mid-tech devices, etc.

Trial What is Available

The key to identifying the right tool is to trial different options and measure the outcomes. No single approach or tool works for everyone; it varies based on the individual, their environment, their support network, the clinician's judgment, etc. Begin with the tools you know and evaluate their effectiveness. The reality is high-tech systems can be challenging to acquire, and the costs of hardware and software can add up, particularly if you want to test multiple systems. The good news is that there are many types of AAC beyond just high-tech solutions. The road to becoming familiar with AAC tools is long, but we MUST begin as soon as possible, and we can start with tools that are relatively affordable and easily accessible!

Where can you start?

Start by “exposing“ your student/child/client to AAC; it doesn’t have to start with fancy software or “high-tech” devices. This doesn’t mean we stop exploring high-tech options or decide to give up trying to figure it out. Instead, shifting the perspective that our students need “exposure” to AAC is what we should aim for, even if it’s in the form of “light-tech” AAC tools such as printouts of photographs, communication cards, low-tech boards, or Core-Boards. Here, the goal is access and opportunity to learn symbol-based communication using alternative tools, which will set them up for communication success as their language develops (Romski & Sevsic 2015). It’s essential to understand that AAC is NOT ONLY for expression but also a tool that can support comprehension and overall language development.