AAC

Augmentive and Alternative Communication

An Overview of AAC Devices and
Program

By. Kathryn Artiga, Janeen Castellano, and Rebecca Stabenow

 Introduction
Augmentative and Assistive Communication devices enable those with
developmental or other disabilities a system to communicate.

These AAC devices provide a way to communicate and have proven to

lead to verbal speech.

AAC provides a way for students to learn single words at a time and
progress until they can put words together to form sentences.

(ASHA, 2016)
Proloquo2go
Prologuo2go is an app specially designed for ipad, iphone or ipod that is
a technology version of Picture Exchange Communication (PECS)

● Proloquo2go contains 14,000 built in symbols with associated

words.
● allows the user to create their own unique cards by allowing
uploaded images and text.
● allows cards to be easily organized in different subject areas so the
user can access cards easily for different situations.
● read aloud to further faciliate communication.
● Supports reading and writing
● Accessible for outdoor activities.

(Sennott & Bowker 2009)

Example of Proloquo2go
Proloquo2go
Other Smart Phone Apps

Smartphone Apps
● less expensive than most AAC
devices
● still have high quality AAC
functions
● smart phones also have books,
movies, internet
● Examples - Vox4all and Imagina
 Picture Exchange Communication System (PECS)

● Developed by Andy Bondy and Lori Front

● The primary function of PECS is to teach individuals how to
communicate functionally.
● Used for communication between two or more individuals.
● PECS involves different phases of communication,
● More advanced users communicate using PEDS to answer
questions, comment and use modifiers.
● There are six stages of PECS
● Prior to beginning PECS there should be a reinforcer sampling to
determine what will reinforce the desired behavior(s)
PECS Stage I Learning To Communicate
● This begins with the student seeing the the desired object. Then he or she will pick up the picture of the object and turn to the
communication partner. Finally, he or she will hand the picture to their partner.
● There should be no verbal prompting used.
● There should be at least 30-40 opportunities for this communication each day.
● Focus on only one picture at a time.
● Two trainers will be needed to demonstrate and teach initiation of communication
PECS Stage II: Expanding Spontaneity
The student should go to his or her book and pull off the picture of the desired item. Then, he or she
should go to the partner and hand them the picture.
It's important to note this stage might take longer.
Again, no verbal prompting should be used.
You should use a few different communication partners.
The student should be required to travel to the book and then the communication partner.
Spontaneous requesting should occur throughout the day.
A communication book should be used during this phase
Phase III: Picture Discrimination
● The student should go to his or her book and pull off the picture of the
desired item. Then, he or she should go to the partner and hand them the
picture.
● No verbal prompting
● Increased different communication partners.
● Spontaneous requesting should occur throughout the day.
Phase IV: Sentence Structure
● The student should go to the book, pick up a picture of "I want," put it on
a sentence strip, pick up a picture of what is wanted, put it on the
sentence strip, remove the strip from the communication board, and then
go to give the strip to the communication partner.
Phase V: Responding
● The student should be able to requests a variety of
items when responding to, "What do you want?"
● Verbally and tangibly reinforce each correct response.
● Use "delayed prompting."
● Create opportunities to both spontaneously respond to the question and
to request what he or she wants.
● Create multiple communicative opportunities throughout the day.
Phase VI: Commenting
● The student should be able to answer, "What do you want?" "What do you
see?" "What do you have?" "What do you hear?" and "What is it?"
● He or she should also be able to spontaneously request and demand
things.
● Use discrimination training for discrimination of different sentence-starter
icons.
● There should be at least 30 opportunities a day for the student to
communicate during activities.
Dynavox/Tobii
● Speech generated communication
device
● Touch screen device
● Also operates without touch
● Enables expressive communication
● Most extensive vocabulary of all current
AAC options tablet which enables the
user many types of communication.
● Built-in eye tracker
Other Speech Generating Devices - Accent 1400

● speech generating device

● has 14 screens
● software provides vocabulary
options with voice generation that
can be accessed by support servers.
● Contains an eye tracking/head
tracking add on feature.
 Conclusion
Decisions regarding communication methods for language impaired ASD
individuals needs should be made on a case by case basis. It is important to
remember that there is not a one size fits all solution to helping students with
ASD needs to communicate. While advancements in modern technology have
made several advances towards the creation of communication devices and
programs, some students may still benefit more with a manual cards system
such as PECS. Decisions about which the individual’s team of stakeholders
decides devices, applications, or language system needs with consideration of
the individual’s needs.
References
ASHA. (2016). Augmentative and Alternative Communication (AAC). Retrieved from
http://www.asha.org/public/speech/disorders/AAC/

Sennott, Samuel, & Bowker, Adam. (Dec. 2009) Autism, AAC and Proloquo2go. Perspectives on
Augmentative and Alternative Communication. V18(4):137-145
https://www.researchgate.net/publication/248845023_Autism_AAC_and_Proloquo2Go