AAC: Let's Talk About "I want"

I want is not a word. However, if you were making overlays for speech-generating devices when I was first introduced to AAC (a long time ago), you may have created similar boards. Commonly used word combinations, such as I want, were put on one button and communication on a speech-generating device was often about requesting. 

Modeling on a core board (a manual board) or on a speech-generating device shows 
our students how to use language for a variety of communicative functions such 
as commenting, asking questions, protesting, requesting, and directing actions. Read 
more about communicative functions at Pat Mervine's blog post, Colorful Language. 

I have learned much in the last 15 years. Core vocabulary and aided language input are terms I use in my everyday speech. We use core boards in our special education classrooms worldwide and dynamic display communication software for many students needing devices.  We model a variety of communicative functions and strive to see our students use novel utterances. 

Unfortunately, even with robust vocabulary sets provided in the dynamic display software, there are still those routinely using the devices for only requesting and I want is a frequently used phrase. 

It is suggested that children taught to use basic requests (such as I + want + object) are at risk of limiting their ability to combine words to generate a variety of novel utterances (1).

While requesting is one of many communicative functions of language, all requests don't need to begin with I (2). Get more, want go, eat now, and, my favorite, not want tell us so much more.

Think about how often you say I want.  When someone asks, What do you want for lunch? you might say pizza or how about pizza. How would you respond when asked, Do you want the red ball or the blue ball? Maybe with the red one or red. A young child might respond with that while pointing. We do not always use complete sentences when talking. 

Below are links to other sites with thoughts on using I want and some good suggestions about placing the focus on increasing the variety of communicative functions. 

Moving Beyond “I Want…” in AAC; What do You Want? from SLP, Susan Berkowitz 

Moving Past “I Want” - A podcast found at The Speech Space

Beyond Requesting: A Week of Routines to Increase AAC Use at Mealtime from PrAACtical AAC  

Core Word of the Week: Want found on the Facebook page for The Center for AAC and Autism.  

Rachel Madel, SLP, suggests moving away from I want in her blog post, GET FROM SINGLE WORDS TO SENTENCES USING CORE WORDS (PART I). This would be a nice post to share with parents. 

Diana

© 2019

Sources

1. Cincinnati Children's Hospital Medical Center. (2018).“Best Evidence Statement (BESt). Aided Language Stimulation Leading to Functional Communication Gains in Children Using Augmentative and Alternative Communication.” https://www.asha.org/articlesummary.aspx?id=8589980742. Accessed 5 Oct. 2019.

2. The Center for AAC & Autism (2019). "Core Word of the Week: Want." https://www.facebook.com/143292697749/posts/core-word-of-the-week-wanti-want-that-want-it-i-want-to-go-want-more-the-word-wa/10155742175237750/. Accessed 1 Oct. 2019.

3. The Picture Communication Symbols ©1981–2019 by Tobii Dynavox. All Rights Reserved Worldwide. Used with permission.  Boardmaker® is a trademark of Tobii Dynavox.

What to Tell Parents (and Teachers) about Alternative and Augmentative Communication (AAC) Before Asking Them to Use It

So many of us work with students/clients using speech-generating devices or low tech options such as core vocabulary boards. We want our students to use their AAC beyond the therapy setting but, do parents and teachers know where to begin?

It takes about 45 minutes, in a small group setting, to get parents and teachers excited about using the AAC. There will need to be follow-up, but covering the information below will help parents and teachers understand why certain vocabulary is used and how to begin. 

Before you begin training parents and teachers, you need to be comfortable with what you are telling them. There is so much more to AAC than setting up the device. All of these links are NOT for you to pass on to parents and teachers. These links are for you (SLPs) to use as you prepare training materials. 

1. Parents and teachers need to know we didn't randomly choose the words on the AAC system. Make sure you tell them a little about the research! The most popular dynamic display applications use research to determine their vocabulary setups. If using a dynamic display, try one of that company's recommended setups. If you are creating your own board, using a static display, or creating a communication book, look at these research-based lists before choosing your words. 

• AssistiveWare’s Ordered Core Words is based on the frequency of use, developmental order of acquisition, and flexibility of use for effective communication. You will need to be registered at the FREE AssistiveWare Core Word Classroom download this list. 

• The Dynamic Learning Maps™ (DLM) Core Vocabulary, from the Center for Literacy and Disability Studies at UNC Chapel Hill, is a list of core vocabulary words needed to communicate in both social and academic contexts. 

• Core Vocabulary – 300 Word Starter List from Language Functions and Early Generative Language Production by Gail M. Van Tatenhove, PA, MS, CCC-SLP

2. Introduce core and fringe vocabulary. Show them where the core vocabulary and fringe vocabulary are located on the student's AAC system. Create a PowerPoint, outline, or other documents to guide you through your explanations. Find good resources at these sites. 

• Augmentative and Alternative Communication: Vocabulary Types - A Handy Handout from Super Duper Publications

• Project Core's Professional Development Modules are part of A Stepping-Up Technology Implementation Grant directed by the Center for Literacy and Disability Studies at UNC Chapel Hill. 

• Core and Fringe Vocabulary: What It Is and How to Use It from the Autism Helper 

• Core and Fringe Vocabulary in AAC at Glenda's Assistive Technology Information and more...  

• If you haven't seen this, watch Gail Van Tatenhove's  The Power of Core Vocabulary: Life Saving!

Too Busy? Too Small? How many children, with
limited expressive language skills,
easily use tablets or their parent’s phones?

3. Parents and teachers need to understand that communication is more than requesting. Their student/child needs a robust vocabulary to communicate for a variety of functions.  Experts tell us not to underestimate the amount of vocabulary needed and to begin with the number of cells the student can see and touch. More cells, on a single screen, require less navigation and will allow for more modeling opportunities. 

• This article, Choosing a Grid Size, supports using a larger grid size and is a must-read for SLPs. 
• Read Pat Mervine's blog post, Colorful Language,  talking about the ability to use multiple parts of speech and multiple functions of language on AAC systems. AND, check out her poster, Sure, I can request, but can I…?, illustrating the many functions of language.  

4. Tell parents and teachers about aided language input. Use the term you are most comfortable using. Parents and teachers like the term "modeling." They need to know that if they are using aided language input, they are teaching language on the AAC device the way typically developing children learn language. 

Parents and teachers also need to know that aided language input takes practice. It's not easy at first. I suggest to parents and teachers that they plan ahead and choose a few activities to model daily during the first week or so. Know the words they will model prior to the activity. Gradually increase the number of activities where modeling occurs until the modeling occurs naturally throughout the day. 

• AAC: Putting Aided Language Input into Practice from Saltillo has a good definition of Aided Language Input, suggestions for implementation, and a nice comparison of typical language and the language of those who use AAC. 
• Aided Language Input Explained, from Chris Bugaj, is a good example to show parents. 

Diana

© 2019

“Choosing a grid size.” https://www.assistiveware.com/learn-aac/choosing-a-grid-size. Accessed 18 Apr. 2019.

Paine, Steve. “Baby Sees The iPad Magic .” Flickr, https://www.flickr.com/photos/umpcportal/4581962986/. Accessed 18 Apr. 2019.

The Picture Communication Symbols ©1981–2019 by Tobii Dynavox. All Rights Reserved Worldwide. Used with permission.  Boardmaker® is a trademark of Tobii Dynavox.