COMMUNICATION
not want to use the computer anymore. This is
what it is like for an AAC user with a new AAC
system. We need to teach and learn together
as a team. I usually tell others that they need to
think of an AAC system as a “second language.”
4.
Connect with the community of AAC
users and families
This is a key step that many people do not
take. Often people can feel alone and isolated
in the process. With social media, connecting
with others is easy and can be very helpful in
seeking advice, help, and connections with
others in your situation. Many of the com-
munication apps and devices that are recom-
mended have wonderful private groups on
Facebook to join. Get involved and join these
groups! Connect and share your experience!
5.
Rebecca Eisenberg, MS, CCC-SLP, is a certified
speech-language pathologist, author, instructor,
and parent of two children. She has been working in
the field of augmentative and alternative communi-
cation (AAC) for more than 15 years in a variety of
settings and currently works with both children and
adults with autism and other varying disabilities
who have complex communication needs. She also
writes a blog, called Gravity Bread, for parents that
focuses on using mealtime as learning opportunities
for language. She is a children’s book author of The
Monkey Balloon, and she will be releasing two more
children’s books this summer titled My Second Year
of Kindergarten and A Tale of The Monkey Balloon.
She has also published multiple games and a work-
book for children with special needs through Super
Duper Publications. She can be reached via email.
Email: [email protected]
Blog: gravitybread.com
Start small and build success with
new routines!
This is my most consistent advice for educa-
tors and parents. My approach to AAC is not to
overload parents and educators in the begin-
ning. Since this can be an overwhelming pro-
cess for the AAC user, team, and family, I like to
suggest starting small and building new rou-
tines with the communication device. This can
help build confidence, success, and long-term
usage of the system. This may not apply to all
situations, but once a child feels successful in
using the AAC system in one activity or situa-
tion, it is easy to build upon this experience. For
example, there was one child on my caseload
who was initially resistant to the AAC system,
but we started using it one time during shar-
ing time in the classroom. Once she became
comfortable creating sentences on the system
and then sharing it with the class, we built it
into another activity. This helped build the sys-
tem into her routines in the classroom.
Obviously, this is not a one-size-fits-all approach. In
many classrooms, AAC is incorporated throughout
the day, which is ideal. However, these staff mem-
bers are already trained on how to implement this
system in a variety of contexts.
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