AAC device: more than a vending machine
“My child got their AAC device - now they can ask for things!”
“The student has been set up with AAC - the first goal is to request all their toys and snacks!”
PAUSE.
Let’s acknowledge that, yes, it is important to learn how to request. Students should learn to request favourite snacks, games, or toys. This can be very motivating for a student, BUT when we focus only on requesting in the early stages, communication can get stuck on JUST requesting and making choices.
Communication is so much more than just requesting.
We communicate for a variety of reasons every day:
to protest,
to comment on something we like,
to share an opinion,
to ask a question,
to share personal information,
social exchanges and small talk,
describing something or someone,
telling a story,
and the list goes on….
Let’s face it: if the only function you are teaching for AAC is requesting, it feels like a vending machine. Press a button, receive a desired item. Think about how frustrating this can be for the learner if, during a teaching session, all their favourite items are withheld until they request them with AAC. This can be stressful - imagine how you would feel if you had to request each bite-sized cracker in your snack bag before eating?
This is so limiting for the learner - think of all the other things they may want to say!
Now think of how they will communicate with their peers: what kind of relationship can you build if the only thing you can do is ask for stuff?
We need to teach and model words for the learner that they can use for a wider variety of purposes. For example, after requesting their snack, you can sit with them and model some words to comment or share an opinion on it. You can touch buttons “like” or “I + like + it.” You can find a Describe/adjectives page, and touch words like “good” or “yummy” without pressure for them to copy every button you touch.
AAC users sometimes need lots of repetition before they are able to use a word independently. You can pause so that the learner has time to process what you are saying - during these pauses, they may end up using your model, or using a different button.
It is recommended to bring the AAC device everywhere they go - you would not leave your voice at home, so why leave the device at home? Throughout the day, you can find opportunities to model words. You can talk about where you will go: “grocery store” or “school”. You could also press a button to show what you are doing during the day: “swim”, “shop”, “read”, etc.
For example, to give the learner lots of exposure to new words, you can show and touch the buttons for “grocery store” and then “shop” before you get to the store. Put the device in the cart with your child, and show again: “shop”. If you have time (and especially if your child is interested), you can navigate to a food page and touch buttons for the types of food you are putting in the cart. When you get home, you can show them again: “grocery store”, and show more buttons to add details about your day: “shop” , food buttons, etc. You can show them a phrase such as “go + grocery store.”
Make AAC meaningful and take time to teach words before expecting a learner to jump in - and let’s remember that AAC is much more than a vending machine! Ask your SLP about communication opportunities at home beyond requesting.
** as always, it is recommended to consult directly with a speech-language pathologist about communication needs, including AAC assessment and therapy plans. This blog does not replace the guidance provided by direct work with an SLP.