Aac
This page preserves the original wording from “Aac” and organizes it for retrieval: clear H1/H2 outline with stable IDs and universal anchors where applicable (). Minimal authoritative updates are added for legal accuracy and AAC best‑practice alignment.
Converted from DOCX • Last updated 2025-09-24AI Field Guide: Students with Significant Communication Support Needs (SCSN)
Goal: equip an AI assistant with clear, practical guidance to help teams support students who have emerging or limited speech and require augmentative & alternative communication (AAC). This resource assumes a team-led, student-centered, presume-competence approach aligned to grade-level standards.
1) Core Principles
All students communicate. Treat behavior, movement, vocalizations, gaze, and gestures as communication. Attribute meaning and respond.
Presume competence & pursue grade-level learning. Provide supports so each student can engage with the ideas of the grade-level standards, even when materials, complexity, and response modes are adapted.
Communicative competence has 4 domains: linguistic (language & symbols), operational (access & device use), social (interaction skills), and strategic (coping with breakdowns). Instruction and supports should address all four, not just vocabulary.
AAC ≠ last resort. Introduce AAC early; speech can grow alongside AAC. Always allow multimodal communication (speech, signs, gestures, writing, AAC, body language).
Team up & coach partners. Outcomes depend on trained partners (teachers, paras, peers, family). Model, coach, and reinforce partner strategies.
Access is a right. When AAC or other tools are needed for participation/learning, they must be available and functioning across settings.
2) Quick Triage: Where is the student now?
Use this to anchor expectations and next steps.
A. Emerging communicators (pre-intentional/intentional, unconventional/conventional behaviors)
Signals: changes in affect, body movement, gaze, reaching, vocalizations; may not yet combine symbols.
Immediate priorities: establish reliable yes/no, protest/accept, choice making, attention-getting; build cause–effect; attribute meaning to all attempts.
B. Early symbolic communicators (concrete/abstract symbols; single words/signs)
Signals: requests, comments, greetings with single symbols; limited combining; relies on partner support.
Priorities: expand core vocabulary across routines; teach combining (2–3+ symbols); model language on AAC; increase opportunities & wait time.
C. Generative symbolic communicators (word/symbol combinations for varied purposes)
Signals: uses phrases/sentences; asks/answers questions; repairs breakdowns; growing literacy.
Priorities: refine language organization, literacy integration, social purposes, and self-advocacy; streamline access for speed/efficiency.
3) Assessment Workflow (fast, repeatable)
A SETT-style workflow (Student–Environments–Tasks–Tools) that centers participation.
Student
Current communication forms & functions (what, how, with whom?).
Sensory & motor factors (vision, hearing, posture, movement). Fatigue? Positioning?
Attention, regulation, interests, cultural/linguistic background, bilingual needs.
Current symbol knowledge (photos, PCS, orthography; single vs combinations).
Environments
General education first; list typical materials, noise/lighting, peers, staff skills.
Tech infrastructure: mounting, charging, backups, sharing across classes, WiFi/app access.
Tasks (tie to grade-level units/topics)
Input demands: how will content be presented accessibly?
Output options: how can the student respond (speak, point, write, AAC, partner-assisted scanning)?
Participation barriers (opportunity vs access): limited time, lack of partner skills, vocabulary gaps, physical access.
Tools & Strategies (trial, don’t guess)
Language system: robust core vocabulary + quick fringe; consistent layout; growth path to spelling.
Access method: direct touch/keyboard, alternative mouse/head/trackball/joystick, eye gaze, switch scanning (auto/step/inverse), partner-assisted scanning.
Instructional strategies: aided language input/modeling, expectant wait, open prompts, recasts/expansions, errorless learning as needed, visual supports, co-planned practice with peers.
Plan a brief trial (e.g., 2–4 weeks) with clear success criteria, data plan, and partner training.
Decide & document
Summarize what worked (language, access, contexts), what didn’t, and next adjustments.
Specify responsibilities, training, and maintenance.
4) Selecting & Supporting Access Methods
Direct selection (finger/stylus/head/face/eyepointing)
Optimize: target size & spacing, keyguard, dwell/release, posture & mount, calibration schedule.
Switch scanning (single/two-switch, auto/step/inverse; visual or auditory)
Optimize: scan groups/rows, timing, acceptance method, auditory cues, consistent layout.
Eye gaze
Optimize: seating/positioning, mount angles, calibration frequency, dwell vs blink click, visual clutter/contrast, fatigue breaks.
Partnerassisted scanning (PAS)
Use in instruction, backups, or when tech isn’t available; keep sequences consistent; confirm with yes/no.
Always provide a low-tech backup (paper core board, alphabet board, PAS script) and a tech readiness plan (charging, mounting, passwords, spare batteries).
5) High-Impact Instruction for SCSN
Aided Language Input (aka modeling)
Partners speak and simultaneously select the same words on the student’s AAC during real activities.
Daily dosage across classes; emphasize core words; expand slightly beyond the student’s current level.
Core vocabulary across routines
Use a stable layout with high-frequency words; layer fringe for topics; plan explicit practice in academic and social contexts.
Create communication opportunities
Engineer needs for student initiation (sabotage/setup), provide wait time, honor attempts, and teach repairs.
Partner training & coaching
Short cycles: explain → model → guided practice → feedback → follow-up.
Focus skills: modeling, expectant delay, open questions, responding to all forms, honoring autonomy.
Literacy integration
Shared reading & writing every day (accessible texts, predictable charts, alphabet/phonics exposure). Use AAC during literacy, not just during “communication time.”
Cultural & language responsiveness
Support home language(s) on systems where possible; teach partners to validate and model in the family’s preferred language(s).
6) Building the IEP/Plan (communication + academics)
Present levels (PLAAFP)
Describe current forms/functions by partners, settings, and purposes; include access method; include what supports work.
Examples of annual goals (adapt wording as needed)
Language use: “During grade-level lessons and routines, given aided modeling and 5–10 sec wait, the student will independently initiate communication for varied purposes (e.g., request, comment, ask, protest) using their AAC system 10+ times per hour across 3 settings.”
Combining symbols: “When provided aided modeling and visuals, the student will produce 2–3 symbol combinations (e.g., ‘I WANT HELP’, ‘NOT LIKE IT’) in 4 of 5 opportunities across daily routines.”
Partner-assisted scanning: “Given a consistent PAS script and yes/no method, the student will select from 3–5 options to participate in grade-level activities in 80% of opportunities.”
Operational: “With verbal/visual prompts faded to independence, the student will complete device readiness (mounting/positioning/checking battery/opening app) for first period in 4/5 days.”
Strategic: “When communication breakdowns occur, the student will use one of two repair strategies (repeat, rephrase, spell) in 80% of observed instances.”
Services & supports
Daily aided language input by staff; explicit partner training plan; device funding & maintenance; lowtech backups; classroom peer supports; bilingual support when appropriate.
Progress monitoring
Track opportunities per class, initiations, variety of communicative functions, average utterance length, access success rate, and partner fidelity.
7) Classroom Implementation Checklist (fast scan)
Core/AAC available, mounted, on, and within reach at all times.
Staff model on AAC during instruction and interactions.
Yes/No method established and honored.
Opportunities engineered in each block (entry, mini-lesson, guided practice, centers, transitions, lunch/recess).
Peers know how to interact and can model a few words.
Low-tech backups (core/alphabet boards) are posted; PAS script available.
Access settings optimized; calibration schedule posted; charging plan in place.
Words for current unit added (topic-specific fringe) without rearranging core.
Data tools ready (clicker/tally; quick rubric); weekly review with team.
8) Family Partnership
Co-select priority messages and contexts at home; send/receive vocabulary updates.
Teach and use the same yes/no and modeling routines at home.
Provide simple howto videos or onepage guides for modeling and device readiness.
9) Safety & Backup Communication
Student always has at least one no-tech method to communicate pain, needs, and consent (e.g., yes/no by head, eyes, or signals).
Emergency cards on device and paper with critical phrases and contacts.
10) Troubleshooting Guide
Not using AAC spontaneously? Increase modeling + wait time; increase value/relevance of opportunities; reduce prompt dependency; teach initiation explicitly.
Access is inaccurate/slow? Recheck positioning/mounting; adjust target size & spacing; tweak dwell/timing; consider alternate method (e.g., switch vs eye gaze) for some tasks.
Vocabulary feels limited? Add highutility core and key fringe for current units; keep layout stable; avoid frequent re-organization.
Partners inconsistent? Provide bitesize refreshers and visual cue cards; schedule quick peer coaching.
11) Appendices (for future buildout)
A. Core board templates (paper) and alphabet boards (printable)
B. Partner coaching mini-scripts (model, wait, respond)
C. Short fidelity rubrics for modeling and opportunity creation
D. PAS scripts and choice-making boards
E. Trial data sheet (opportunities, attempts, successes, notes)
TL;DR for the AI
Identify current communication level and access method.
Keep student in general ed content and routines with supports.
Use robust core vocabulary systems + lowtech backups.
Model on the AAC, create opportunities, and train partners daily.
Trial, take data, adjust.
End of draft. Ready for customization per district/state terminology and to link to local procedures.