Augmentative and Alternative Communication (AAC)

Definition

Augmentative and alternative communication (AAC) includes all forms of communication (other than oral speech) that are used to express thoughts, needs, wants, and ideas. When we communicate we often use methods to either augment (add to) our message or as an alternative to oral speaking. Facial expressions, gestures, symbols, pictures, and writing are everyday examples of AAC forms.

Individuals with complex communication needs may rely on many forms of AAC. AAC can supplement existing speech or be a primary mode of communication. Using AAC may increase social interactions, participation in educational settings, community and work settings and overall expression and independence. AAC ranges from no tech to high tech support and can be accessed in a variety of ways. (adapted from Virginia DOE)

Conferences

Wisconsin

• School Leaders Advancing Technology in Education (SLATE)

National

• Closing the Gap
• Assistive Technology Industry Association (ATIA)

Organizations

• USSAAC
• ISAAC
• Wisconsin AAC Network

Resources

AAC Decision Tree (coming soon)

AT Forward Video Library

AAC Funding Tips and Considerations

• What is the Funding Process?
• Pitfalls and Ethical Considerations of AAC Funding
• SGD Vendor Resources
• Slide Deck: AAC Funding Tips and Considerations

Executive Function Skills and Augmentative Alternative Communication Connections

• Part 1: How AAC and Executive Functioning Go Together
• Part 2: Principles for Improving Executive Function Skills and AAC Resources
• Part 3: Vocabulary Needed for Executive Functioning Skills
• Slide Deck: Executive Function Skills and AAC Connections

Supporting Language with Integration of Core in ACC

• The Links Between Literacy Development, Language Development, and Communication
• Core Vocabulary and Literacy Development
• Resources to Assist with Literacy Skills Development
• Slide Deck: Supporting Language with Integration of Core in AAC

Building a Coaching Model

• Building Safety and Trust in AAC Teams
• Involving AAC Users and Follow Up Discussion

AT Forward Micro-Credentialing Project (AAC/Communication)

Assistive Technology Lending Center (ATLC)

ATLC Assistive Technology Lending Center

The Assistive Technology Lending Center (ATLC) is a lending library of lite, mid and high-end Alternative and Augmentative Communication (AAC) equipment for trial purposes for loan to Wisconsin LEA public school licensed professional educators for trial with children ages 3 to 18 who have IEPs and are enrolled in public schools or students age 19-21 who are enrolled in a Wisconsin LEA school program and have an IEP. To request assistive technology items for loan through the ATLC, click on the link above, set up a free account, select the category you are interested in, select “ATLC (AT Lending Center) WI School Based Loans” as the program, and search for the assistive technology that you are interested in obtaining for loan. 

AAC Partnership Programs

AAC Partnership Program – UCEDD – UW–Madison

AAC and Artificial Intelligence

Here are some of the ways in which AI can revolutionize the AAC experience:

• Personalized communication: AI can learn a student's communication style and preferences, tailoring responses to their unique needs.
• Improved vocabulary: AI can offer suggestions for new words and phrases to help expand a student's vocabulary.
• Natural language processing: AI can understand and respond to natural language, making conversations feel more fluid and organic.
• Accessibility: AI-powered AAC devices can integrate with a variety of technologies, such as eye-tracking and switch controls.

AAC and Artificial Intelligence (AI) - PMC

• Avaz in AI Land : The Future of AAC with AI
• Owen McGirr: AI and AAC

Assessment Tools for AAC

When a student is referred for an AAC Assessment, a collaborative process is initiated by IEP team members to gather information about the student and their specific communication strengths and needs. The goal of this process is to determine what AAC tools will optimize communication for the student across all environments. Data collection and device trials are important components of this ongoing collaborative process.

A comprehensive AAC Assessment should be dynamic and include an analysis of language, literacy, motor, sensory, and participation needs.

Individuals do not have to show competence in a lite-tech system before moving to a high-tech system. Selecting the most appropriate AAC support is based on individual needs, skills, and current language level.

• ASHA Practice Portal: Augmentative and Alternative Communication (AAC)
• Communication Matrix
• Assessing Students’ Needs for Assistive Technology (ASNAT) Manual 5th Edition (WATI)
• Back to School - AAC Assessment Tools to Know About!
• The SETT Framework

Implementation of AAC

Implementation of AAC begins with documentation in the student’s IEP. This should include: the need for the selected tool, goals for use, and any additional support or training required.

There are no prerequisites for AAC. However, communication and the development of language skills are necessary for students to benefit from academic instruction. Therefore, communication training for the implementation of AAC is a shared responsibility.

• Quality Indicators for Assistive Technology Services

• AAC Basics and Implementation: How to Teach Students who “Talk with Technology”

• Assistive Technology in the IEP

Evidence-Based Practices Related to AAC

• ASHA Evidence Maps: Augmentative and Alternative Communication (AAC)
• PaTTAN Assistive Technology

Other Special Education Resources