EDUU 677-Autism Spectrum

Disorders: Programming and

Strategies II

AAC Devices &

Interventions
Group 5:
Kara King
Amy Jensen
Sara Cline
Shashanah Velasquez
Communication for Individuals with
Autism
In order for a child to be diagnosed with Autism Spectrum Disorder, the child has significant
impairments in the ability to communicate and interact socially (Facts About ASD).

Nearly 50% of people with ASD develop limited speech and language skills, and many do not speak
or do not speak intelligibly. To provide supports for students with ASD to communicate with others,
many professionals use Augmentative/Alternative Communication (AAC) with individuals with ASD

Gestures and manual sign language are examples of unaided AAC systems.

Pointing to a picture on a communication board, writing on paper, activating a speech-generating

device, or exchanging a symbol, such as the Picture Exchange Communication System (PECS)are
examples of aided systems.

Researchers (Ganz, et. al, 2011) stated that the impact of AAC on communication skills is greater than
other behaviors, but also does positively influences social skills, challenging behaviors, and spelling.
The Importance of AAC
Augmentative/Alternative Communication (AAC) is for a spectrum of needs and uses
different systems.

Systems can be no-tech, low-tech or high-tech, but each selection factors in motor, cognitive
and cultural needs of those using it.

The devices whether they are no, low or high tech can be used with each other.

AAC is not “one size fits all” (Hopf, 2016).

The devices or strategies may change overtime and the selection and maintenance should be
done by a Speech Language Pathologist (SLP).
Picture Exchange Communication
System (PECS)
PECS is an augmentative and alternative communication
System.

PECS is used to help individuals communicate with others

who do not have typical verbal skills.

PECS is used to teach learners with ASD that have limited

functional communication skills to initiate interactions and
communicative exchanges within a social context.

PECS is effective for communication of preschool (3-5), elementary

(6-11), and middle school (12-14) ages.

There are no specific symbols or pictures required for PECS.

Learners are taught to give graphic symbols or pictures of items

they desire to a communicative leader to exchange for the actual
item.
Picture Exchange Communication
System (PECS) continued...
PECS is based on six phases and each phase builds on the previous phase.

Phase I the learner is expected to look at, reach for, pick up and hand the picture to the
communicative partner. This is teaching the exchange while being physically assisted. The
hope is to have approximately 80 exchanges in a day.

Phase II the learner is expected to be more independent and to be more spontaneous. An

example is you could have the child carry their own communication book.

Phase III the learner selects the target pictures from multiple different pictures. Learner
learns to discriminate between pictures.

Phase IV the learner begins to combine the picture with the phrase “I want”. This phase is
working on building sentence structure.
Picture Exchange Communication
System (PECS) continued...
Phase V the learner begins to respond to the question “What do
you want?” by exchanging the sentence strip and not just the
picture.

Phase VI the learner is responding to the questions, “What do you

want?” vs “What do you have?” vs “What do you see?”. The last
phase is designed to introduce the learner to commenting behavior,
whereas previous stages focused on requesting behavior (Hoft, 2016).

From an article in 1997 using SGD of an iPad with symbols or pictures,

the conclusions were that the iPad did not distract from the students’
communication (Flores, et al 1997 pg 82).

The use of the iPad showed either increase in communication behaviors or the frequency
remained the same during the study.

Instructors stated that the iPad is more convenient and can be used at home also once it is
programmed.
Picture Exchange
Communication
System (PECS)
continued...
Video of PECS being used in on an
Ipad, which is a Speech Generating
Device (SGD), with a 5 year. This is
the parents interacting with him
after he had a session with his SLP.
Within a few weeks he was
recognizing many more words and
now is naming letters.
Proloquo2go
Proloquo2Go and Proloquo4Text are Alternative and Augmentative Communication (AAC)
applications for iPad, iPhone and iPod touch devices that provide a "voice" for people who
cannot or have difficulty speaking. It’s app features provides support for parents, teachers,
and therapist that desire to implement AAC practices.

Most recent research indicates Proloquo2Go provides a voice to over 125,000 individuals and
counting.

The visual supports created in Proloquo2Go can be used to support a range of receptive and
expressive communicative functions

It is designed to promote growth of communication skills and foster language development

through research-based vocabularies.

Proloquo2Go meets the needs of all communicators and includes a plethora of fine-motor,
visual, and cognitive skills.
Proloquo2go continued...
The default symbol set used in Proloquo2Go is called SymbolStixs

SymbolStix includes over 8,000 color vector-based line drawings.

These similar symbols are also used in News-2-You, the online newspaper geared towards
individuals with disabilities (http://www.news-2-you.com/). In addition to the default symbols,
digital photographs from the iPhone or iPod touch photo library are available to be converted
into picture symbols.

Between-activity and within-activity schedules with voice output can be created using
Proloquo2Go by numbering and ordering items within a category. Various types of stories,
cues, and contingency-based messages also can be created. These schedules and stories can
be customized by reordering the messages in either the list or grid views.
Proloquo2go in Action
Video on how to customize the
Proloquo2go to app meet the needs for you
student, child, or when sharing this great
resource.
TouchChat: Other tablet/smartphone apps
TouchChat is another AAC tool focusing on communication for individuals who struggle with
oral communication or have difficulty using their natural voice. It was designed for individuals
with Autism, Down Syndrome, ALS, apraxia, stroke, or other conditions that affect a person's
ability to use natural speech.

TouchChat is a web-based application that can be run on the iPad® & iPod® or iPhone®.

TouchChat can be utilized by the uses either with direct touch or by access of a switch (switch
scanning)

TouchChat text and pages can be shared (on Twitter, Google+, iMessage®, or email if you
have a wireless connection.
TouchChat: continued...
TouchChat is 32 voiced available for voice output

TouchChat has standard page sets focusing on

multiple formats based on the students needs
for vocabulary, such as individual words, naming
words, phrases, sentences, interactive sentences,
and recordings.

TouchChat can also include interactive play and reading pages..

Touch Chat also uses a QWERTY keyboard page set with four word prediction buttons and a
few pre-stored phrases for students who utilized the spelling and writing functions.
Dynavox/Tobii
TOBI refers to True Object Based Icons.
Below is video of young boy with ASD
who is benefiting from his AAC device.
Tobii Dynavox
Tobii Dynavox is a company that markets, trains and produces augmentative and alternative
communication devices.

These devices are multi access and range from low technology to high technology. A speech
and language pathologist evaluates the communication needs and recommends the device.

User conditions include Cerebral Palsy, ALS, Autism, Spinal Cord injury, Rett Syndrome,
Aphasia/stroke victim, Intellectual Disabilities, TBS and neurological conditions. (Tobii
Dynavox website).

The common need is for communication support. The technology devices available can be
customized to include real world pictures, written words or symbols (Hopf, 2016).
Tobii Dynavox
The device itself would be selected based on the individual’s abilities. The line of products
considered multi-access are customized and can support early and symbol based
communicators as well as text to speech communicators. Tobii Dynavox also boasts a
product line for individuals who control through eye gaze.

The technology has eye tracking and eye control that links to speech generating capabilities
(Tobii Dynavox website).

The company offers a variety of training opportunities including live and recorded webinars,
YouTube videos, on location training and eye gaze pathway training activities (Tobii Dynavox
website).

The speech generating devices from Tobii Dynavox are usually covered by private insurance
and Medical/Medicaid.
 References
Ganz, J., Earles-Vollrath, T., Heath, A., Parker, R., Rispoli, M., & Duran, J. (2012). A Meta-Analysis of
Single Case
Research Studies on Aided Augmentative and Alternative Communication Systems with
Individuals
with Autism Spectrum Disorders. Journal Of Autism & Developmental Disorders, 42(1),
60-74.
doi:10.1007/s10803-011-1212-2

Hopf, R. (2016). The augmentative/alternative communication spectrum. The Reporter, 21 (11).

Retrieved from .https://www.iidc.indiana.edu/irca

Facts About ASD. Retrieved from https://www.cdc.gov/ncbddd/autism/facts.html

Flores, M., Musgrove, K., Renner, S., Hinton, V., Strozier, S., Franklin, S., &, Hill, D. (2012). A
Comparison of Communication Using the Apple iPad and a Picture-based System,
Augmentative and Alternative Communication, 28:2, 74-84,
DOI:10.3109/07434618.2011.644579
 References continued...
Sam, A., & AFIRM Team. (2015). Picture exchange communication system. Chapel Hill, NC:
National Professional Development Center on Autism Spectrum Disorder, FPG Child
Development Center, University of North Carolina. Retrieved from
http://afirm.fpg.unc.edu/picture-exchange- communication-system

Tobii Dynavox. Retrieved from

https://www.tobiidynavox.com/en-US/tobii-dynavox-indi/?gclid=EAIaIQobChMIv-rE9LvV
2AIVxbbACh1E
HwhFEAAYASAAEgITZ_D_BwE

TouchChat. Retrieved from https://touchchatapp.com/apps/