Ask Me Anything - Speech & Language

Ask Me Anything - Speech & Language

 

I answer lots of questions on my social media channels privately, so it makes sense to share this information (anonymously!) in case it is useful for others too.

The answers below are all linked to the topic AAC.

”What does AAC stand for?”

AAC stands for Augmentative and Alternative Communication. It's a way for people to communicate that doesn't involve talking. AAC can be used to replace or supplement speech, and can include a variety of techniques and tools:

  • Pictures/symbols: Can be used in communication books, picture communication boards, or letter boards
  • Gestures: Can be used as a form of communication
  • Pointing: Can be used as a form of communication
  • Signing: Can be used as a form of communication
  • Electronic aids: Can be used as a form of communication. These could be iPads, sound buttons or other talking devices
  • Speech-generating devices: Can be used as a form of communication

 "How would you manage if you had a child/children who would try to pick off the symbols in your classroom?"

You could try offering the child other ways to meet that need - ensuring that you use sticker play, maybe allowing them to remove labels from bottles in their work too. Additionally, you might find that if they are more engaged and regulated (through big movement & heavy work) they may feel less of a need to pick.



"Please can you give me some advice - a child that I work with is non/pre verbal, uses no words, but makes some sounds. They know some symbols. Now that they are full time in a mainstream school, I want to get them a visual timetable and things that they can request. I don’t know whether to choose symbols, objects, pictures, or a mixture?"

It depends on what the child understands, as some symbols are being used, I would go down that route. If there are some symbols that they don’t understand, you can create these as photos, for example, sometimes they like to know exactly which park they will be visiting. All communication methods are better than none, as long as you’re providing something you’re doing great! 

"Are there any particular AAC apps that you would recommend?"



I would try to use one that matches the symbols that the learner's school uses. There are three main symbol companies, and they are each their own languages so it's important to remain consistent where possible. If they use Boardmarker or PCS, you want the Tobii_dynavox TD snap app.
If they are using Widgit, you’ll want the Thinksmartbox Grid app or Widgit GO.
If they use Symbol Stix, it’s Assistiveware Proloquo2go app you need.
I have my preferences but the key is to keep the language consistent for the learner. 
All low tech printable versions of these apps are available as part of my Google Drive, alongside the most useful resources I have made or gained access to in my 15 years of working in SEND. You will also find them included within my Core Word Programme.

These printable versions are great for practising whilst you save up or wait for referrals, and perfect for adult modelling without taking the important device away.
Access my Google Drive here.
Access my Core Word Programme here.

"I’ve just started to use an AAC device with a child, what grid size/number of cells is best to start off with?"

It would depend on the child's fine motor skills. I’d recommend using as many words as possible while still ensuring that the child can physically access the buttons comfortably.

"What should I do when a child constantly clicks a word on their AAC tablet device that they find funny? At first It was great to see them enjoying it, however it has become clear that they are just finding the word funny and not trying to actually communicate."

At first, learners won't use their AAC devices to communicate, but to play with their newly found voice. It might also be that this child is stimming. There are in-app settings to support moving away from this by turning off the ability to press a button twice within a given time frame, however, this should be used as a last  resort as it is similar to putting a hand over their mouth. Instead, I use low-tech versions myself to model use and use it in highly motivating situations. The key is to model the behaviour that you'd like to see 🙌 
* offering a child an iPad and expecting them to talk, is a bit like offering a child a piano and expecting them to play it perfectly, it takes time and modelling.




"What about a child who constantly picks apart the visual schedule widget symbol when traveling from schedule to destination?"

I see this a lot. I would provide a chewy or fidget in addition to the symbol, I would stick the symbol to a building brick or use an object of reference instead for transition (beanbags with drawn images or words on work well).

Hope this helps! If you have any other AAC questions, or questions in general, let me know in the comments below, or via social media or email.

"Hello. What would you do to develop mark-making for a child who isn’t confident with fine motor skills yet. What activities would you suggest? Where do I start?"

I find my children are best to start with large whiteboard markers on whiteboards. It’s larger to hold and it glides better when marking. Also, making marks with their fingers and other tools in dry ingredients like cereal, rice, lentils, mud, cornflour etc to help build the muscles needed. 

Then, we’d try larger felt tips on paper. 

I would use pencils last. They are really tricky to use and push down hard enough. 

"Hello. What would you do to develop mark-making for a child who isn’t confident with fine motor skills yet. What activities would you suggest? Where do I start?"

I find my children are best to start with large whiteboard markers on whiteboards. It’s larger to hold and it glides better when marking. Also, making marks with their fingers and other tools in dry ingredients like cereal, rice, lentils, mud, cornflour etc to help build the muscles needed. 

Then, we’d try larger felt tips on paper. 

I would use pencils last. They are really tricky to use and push down hard enough. 

"I am curious, how do you teach your learners all about handwriting? Or fine motor skills activities in your classroom? Is this important or not so much?"

Great question. 

It is very important, there’s just different stages of what fine motor skills look like. 

Cognitive ability (regardless of age):

0-6 months: reaching, grabbing, letting go, swapping item hands, dropping items to reach for another. 

6-12 months: spoon feeding, taking items out of the sensory tray, making marks in materials with fingers. 

1-2 years: making marks using larger tools (whiteboard pens, paint brush, chunky chalk), velcro and zips, stickers. 

3+ pencils, crayons, puzzles, lacing, threading, zips, over writing, tracing 

5+ laces, buttons, biro, pencil, letter formation.


"Hello, Can you talk me through your post about PECS? Not sure If I’m missing something, what system do you use to promote independent language?"

We use a whole communication approach, or sometimes known as total communication. 

You accept and honour all efforts to communicate and to teach it simply model on our end and offer highly motivating opportunities and many different communication methods to see what they go for.


please remember:

I am not a doctor or medical professional, so for some questions I will suggest you contact your GP, the National Autistic Society, or the NHS.

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