Augmentative alternative communication is basically used by those who are not able to use speech and language as a primary mode of communication. AAC divided in two parts unaided and aided. Again aided divided in high tech AAC and Low tech AAC.

2.  How you communicated
 Why did you communicate

3.  Recent studies show that up to 1% of the
world population suffers a degree of speech,
language or communication need .
 Augmentative and alternative communication
(AAC) incorporates a wide range of
processes that augment, complement, or
replace speech of individuals with complex
communication needs

4.  Augmentative and Alternative
Communication refers to any strategy,
technique or tool that enhances, replaces,
augments or supplements an individual’s
communication capabilities.

5.  Includes all forms of communication that are
used to express thoughts, needs, wants, and
ideas
 People with severe speech or language
problems rely on AAC to supplement existing
speech or replace speech that is not
functional.

6.  We all use AAC when we make facial
expressions or gestures, use symbols or
pictures, or write.

7.  The first “A” in AAC stands for Augmentative
Communication. When you augment something,
you add to it or supplement. Augmentative
communication is when you add something to your
speech (e.g.. sign language, pictures, a letter
board). This can make your message clearer to
your listener.
 The second “A” in AAC stands for Alternative
Communication. This is when you are not able to
speak. It is also when your speech is not
understood by others. In this case, you need a
different way to communicate.

8.  Speech
 Vocalization
 Gestures
 Eye gaze
 Body language
 Paper and pencil
 Communication books

9.  Communication boards and cards
 Body language
 Sign language
 Speaking computers
 Talking typewriters
 Voice output communication aids

10.  AAC is divided into two main forms of communication:
augmentative and alternative.
 Augmentative communication uses systems/devices to
supplement natural speech. For instance, a small portable
amplifier can increase speech volume and help those with
limited vocal capacity communicate effectively.
 Alternative communication uses systems/devices to
replace natural speech. A keyboard text-to-speech
program, or even something as simple as a
communication board, are tools that enable alternative
communication. Users of alternative communication
devices typically do not have the ability to communicate
verbally.

11.  AAC vocabulary is divided into core and fringe. A speech
therapist may teach or program devices based on what
types of vocabulary their patient needs
 Core vocabulary: everyday nouns, pronouns, verbs, and
question words. Because these words and terms are used
daily, hear auto fill features to access these terms
easily.gh-tech AAC devices will often include shortcuts
 Fringe vocabulary: words applicable to a specific, non-
routine activity. When someone watches a football game,
they may need sports terminology. When they visit
Disneyland, they need to name all the different princesses,
heroes, and evil villains. And so on!

13.  AAC incorporates all the tools and strategies
a person can use to communicate, when
they are not able to speak. Often we break
them into 2 groups: Unaided and Aided AAC.

14.  1. Unaided AAC – or AAC that does not
require a physical aid or tool.
 Facial expressions
 Body language
 Gestures
 Sign language

16.  2. Aided AAC – or AAC that uses tools or
materials.
 Symbol boards
 Choice cards
 Communication books
 PODD books
 Keyboards and alphabet charts
 Speech-generating devices or communication
devices
 AAC apps on mobile devices

19.  We may use a high-tech tool (e.g. a Speech
Generating Device, or AAC app on an iPad),
or a light-tech/paper-based tool (e.g. a
communication book, or board).

22.  An SLP can help find the right AAC system for
you or your loved one. They also help you and
the people you talk with learn how to use AAC
to communicate. Not every tool works for every
person, so it is important to find the right one for
you. SLPs work with other professionals like
occupational therapists and physical therapists
if you have different physical skills that affect
how you access your AAC system. Some AAC
tools are covered by insurance, but some are
not. Your SLP can help you understand your
options.

23.  Anyone whose communication is adversely
affected by an impairment in speech,
language, cognition, and/or physical abilities.

25.  Learners with significant problems in
communicating using speech.
 Variety of disability groups:
 Intellectual, sensory , multiple disability,
autism,
 Learners whose 1st language differs from
the language of teaching and learning
(classroom language)

26.  Ensures that reach children with different
learning styles
 Helps children to concentrate on the activity
being presented
 Ensures that you reach children in your class
with different home languages, as there is
always a visual clue to help learn new
vocabulary being taught in the classroom

27.  Graphic symbols are used to help the
learners:
 – Understand classroom rules and
instructions
 – Understand content
 – Express what they know about what they
have been taught

29.  Facilitate language development (receptive
and expressive)
 Provide children with power and control
 Enhance social interaction
 Increase independence

30.  Strategy that helps learners to understand
instructions, ideas and the curriculum better.
 Teacher points to, or shows picture symbols
on a communication display as she speaks.
 So the learner is not just hearing the
message but also can see it i.e. making the
message visible.

32.  Introducing AAC will stop someone from
developing speech.
 Low technology before high tech.
 Has a little speech so does not need AAC.
 Too cognitively impaired to use AAC.
 AAC will fix communication difficulties
 Too young for AAC
 Does not need AAC because can express
basic needs

33.  All or nothing mentality considering AAC only when
individuals are not succeeding with speech.
 Fearing AAC will impede progress with speech
(“make it too easy”) – communication should be
easy!
 Limiting AAC options to basic needs – most of us
 want to tell people other things than “I need to go to
the bathroom”.
 Too little intervention - giving someone a device or
communication board and expecting them to use it.

34.  The currently accepted evidence suggests that
there are no specific prerequisites (e.g., age,
cognitive, linguistic, motor) for getting started
with AAC. A number of AAC options are
available to begin the intervention process.
Ideally, the decision to introduce AAC should be
made in consultation with the consumer, family,
and a team of professionals. However, no
individual should go without communication,
and all individuals should have access to AAC
systems that promote effective communication.

35.  AAC should also be considered for individuals
who have some speech or speech that is
unintelligible to unfamiliar listeners. These
individuals may use AAC to augment their
communication. Other individuals may use
speech in low-demand contexts but choose to
use AAC to augment their communication in
high-demand contexts. The presence of speech
should not preclude the consideration of AAC
as a support.

36.  Choosing an aided AAC system requires careful
consideration of an individual’s current skills, strengths,
and needs, but it is important not to restrict the individual’s
potential. Assessment strategies can lead to an
understanding of:
 Options for different symbols, systems, and access modes
 The contexts where the individual must communicate
 The skills and supports available to partners
 The profile of the individual including: vision, hearing,
sensory-motor, motivation, cognitive, linguistic, literacy
skills, and current modes of communication

37.  Alecia Samuels-Centre for Augmentative and
Alternative Communication
 Assistiveware.com
 American speech-language-hearing
Association
 Therapyworks.com