How to Model with an Alternative and Augmentative Communication Device
What does it mean to “model” using alternative and augmentative communication (AAC)?
Modeling for AAC is similar to modeling spoken language, you’re just using an AAC system (often a speech-generating device) alongside speech! It is using the system yourself while you talk to show the child how it can be used. For example, if you wanted to model “I want to go home”, you could select “GO” or “GO + HOME” on the AAC system. Modeling is important because learning any new language system, including AAC, requires a lot of exposure before the child is able to use the system themselves. It helps the user learn how the system can be used, increases motivation to use it, and shows the user that the system is an effective form of communication. It is important to note that modeling is important even if it seems like the user isn’t paying attention.
So, how do we model? What should we model? Well, there are lots of great strategies!
Model without expectation. This is basically modeling on the system without expecting/requiring imitation or a response from the child. Think about how long we speak to babies before we expect them to talk back- the same principle applies to AAC!
Start small! Especially at the beginning, you don’t have to (and often shouldn’t!) be modeling complete, grammatically correct sentences. Modeling a few single words at a time is a great place to start.
Stick to keywords. Did you know that the majority of what we say (about 80%) is made up of only a small set out of all the words we know? This small set of words is referred to as core vocabulary; they are high-frequency, flexible words that can be combined in lots of different ways. Some examples of core vocabulary: I, you, what, on, more, out, go, etc. Core vocabulary is a great place to start when picking or prioritizing what words you want to focus on modeling.
Model what they’re doing. Describe and provide the vocabulary for actions or activities the child is engaged in (e.g. if they are jumping, modeling JUMP, MORE + JUMP, JUMP + FUN etc.).
Model what you’re doing. Same principle! If you’re drawing together, you can speak “I want the red crayon” and then model WANT + RED.
Provide words. Watch the AAC user and if they communicate nonverbally, model how they could have communicated on their system. For example, if they’re reaching for a snack, you can model WANT + EAT, or if they push something away you can model NO, or STOP.
The “plus one” rule. To increase utterance length (the number of words they use in a sentence), we recommend expanding by only one word. So for example, if the user is producing GO, then you would just add one word to that, possible examples could be GO + NOW, GO + HOME, CAR + GO, etc.
Model for a variety of social functions. Often, our go-to is to model for requesting, because that’s how we get our wants and needs met. And, requesting is a great place to start with modeling, but we use language for so many purposes other than asking for things! Commenting (“That’s cool!” “I like it!”), transitions (“Let’s go”, “I’m ready!”), answering questions (“Who did you come to therapy with today?” “Mom!”) and many more!
Make it fun! Talk about topics that the child is intrinsically motivated by, like TV shows/characters, books, or toys. You can also model silly words and sounds (e.g. animal sounds, “boom!”, “crash!”, “uh-oh!”, etc.).
Don’t sweat over mistakes! It takes time to learn any language system, spoken or AAC. Mistakes are almost always a great learning experience, and we then have the opportunity to model how to repair communication breakdowns.
Happy modeling!
Samantha Wilson, MS, CCC-SLP