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Aided AAC

Aided AAC refers to the addition of some type of outside material to supplement or replace spoken communication (2, 3, 5). Think of the word “added” when discussing aided AAC: something is added to the person or their environment that helps them expressively communicate. The category of aided AAC can be further broken down to represent a wide range of strategies and their simplicity or complexity.

LOW-TECH AAC

Low-tech AAC includes strategies that are not extremely technologically advanced

COMMUNICATION BOARDS

A common low-tech AAC strategy is a communication board. A communication board is a sheet of icons, symbols, pictures, or images. To use the communication board, the child points to or touches the icon or picture they want. A communication board can be individualized to fit the needs of the child using it. It can encompass a handful of images, or several pages worth of icons. Generally, a new AAC user will start with a core of around 5 highly meaningful icons to get the hang of communicating this way. As the child masters using these core meanings, new icons can be added to expand their vocabulary. They can consist of:

DRAWINGS
LINES

WRITTEN WORDS
SYMBOLS
 

ICONS
PHOTOGRAPHS

simple communication board.jpg

THE PICTURE EXCHANGE COMMUNICATION SYSTEM (PECS)

PECS is an evidence-based low-tech aided AAC strategy commonly used to establish functional communication in children with complex communication needs (3). Using the PECS protocol, users exchange pictures for items. The exchange of pictures is considered a request, and mimics the turn-taking nature of conversation. 

High-Tech AAC
High-tech AAC includes strategies that are technologically advanced

SPEECH GENERATING DEVICES (SGDs)

Speech Generating Devices are a commonly utilized form of high-tech aided AAC. Speech-generating devices are used to synthesize speech output. The user selects an icon on their device, and the program generates speech in response to the selection. For example, pressing the button that represents go produces automated speech of the word "go."

MOBILE TECHNOLOGY

The use of mobile technology is considered high-tech-aided AAC. Mobile technology can be used for a myriad of skills, from social skills to academic work. In addition to being easily portable, several applications can be downloaded onto on mobile device, making it a multi-functional tool.

COMPUTER SOFTWARE
MOBILE PHONES
TABLETS, IPADS

REFERENCES

  1. Alzrayer, N. M. (2020). Transitioning from a low- to high-tech Augmentative and Alternative Communication (AAC) system: Effects on augmented and vocal requesting. AAC: Augmentative and Alternative Communication, 36(3), 155–165.

  2. Aydin, O., & Diken, I. H. (2020). Studies Comparing Augmentative and Alternative Communication Systems (AAC) Applications for Individuals with Autism Spectrum Disorder: A Systematic Review and Meta-Analysis. Education and Training in Autism and Developmental Disabilities, 55(2), 119–141.

  3. Beck, A. R., Stoner, J. B., Bock, S. J., & Parton, T. (2008). Comparison of PECS and the use of a VOCA: A replication. Education and Training in Developmental Disabilities, 43(2), 198–216

  4. Berenguer, C., Martínez, E. R., De Stasio, S., & Baixauli, I. (2022). Parents' Perceptions and Experiences with Their Children's Use of Augmentative/Alternative Communication: A Systematic Review and Qualitative Meta-Synthesis. International Journal of Environmental Research and Public Health, 19(13), 8091. https://doi.org/10.3390/ijerph19138091

  5. Beukelman, D. R., & Light, J. C. (2020). Augmentative & alternative communication: Supporting children and adults with complex communication needs (5th ed.). Paul H. Brooks Publishing.

  6. McNaughton, D., & Light, J. (2013). The iPad and Mobile Technology Revolution: Benefits and Challenges for Individuals who require Augmentative and Alternative Communication. AAC: Augmentative & Alternative Communication, 29(2), 107–116. 

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