Aided Language Input: Communication Partner Strategies

I introduced aided language input, also referred to as modeling or aided language stimulation, in my last blog post. Aided language input is a strategy in which a communication partner uses a communicator’s Augmentative and Alternative Communication (AAC) system as they talk and interact with the individual verbally. Modeling is the means by which an AAC user learns to use an AAC system. 

Today, I’ll be sharing tips on ways to become an expert at modeling!

Become comfortable with initially feeling uncomfortable

I’d be a rich woman if I received a penny for every time I reminded families of this. It’s okay to be uncertain of where a word is on your child’s AAC system. It’s natural and expected that you may open the wrong folder or page when attempting to find a specific word. On occasion, you may intend to hit one button and accidentally activate a different button. This is referred to as a mis-hit and it’s a natural part of modeling on and communicating using an AAC system. Communication is never perfect nor should it be, especially as you and your child are learning an AAC system together. 

Grant yourself grace and embrace the initial feeling of being uncomfortable. This feeling will gradually dissipate as you become more acclimated with your child’s AAC system. 

That being said, even a seasoned clinician will experience mis-hits or need to look around for a specific word on a speech-generating device. That’s all to be expected! When we search for a word or accidentally activate the incorrect word, we show kids that it’s okay to make mistakes. By making a mistake, you may discover where another word is or model how to repair a communication breakdown for your child. These are good things!

Practice the +1 Rule

When modeling with an emerging AAC communicator, it’s not necessary to model every single word you say verbally. Instead, model at a language level commensurate with or slightly above that of your child. Use the+1 Rule, or model your child’s typical mean length of utterance plus an additional word. For example, if your child is not using any words on his or her AAC system, model single words. If your child is using 2-word phrases (e.g., “Want go”), aim to model 3-word utterances (e.g., “Want go there”). 

Use this rule as a guide and remember that some aided language input is better than none! If you’re just starting out, maybe it’s only feasible for you to model a single word at first and that’s okay! 

Model without expectation

We talk to babies and expose them to language for 12 months before expecting them to use their first words. When modeling on an AAC system, it’s critical to model without expectation. That means that when you point to an icon or touch a button, there should be no expectation for your child to subsequently use that word or phrase.

Incorporate pauses and wait time

There’s often a natural inclination to fill moments of silence with follow-up questions or additional statements. I challenge you to embrace the silence and provide your child with ample wait time! I wrote an entire blog post about wait time, as it’s so critical for our AAC users. It provides kids with time to process what you just modeled, produces a natural opportunity for children to initiate communication, and reduces pressure associated with communication. While pause time varies from child to child, try incorporating a 3- to 5-second pause at natural phrase and sentence breaks (e.g., “Let’s read a book. (Pause) I wonder what we should read (Pause).”) Counting in your head is a great strategy.

Model varied communication functions 

We use our language for so many different communicative functions throughout our day. Greeting, asking and answering questions, commenting, refusing, complaining and negotiating, directing attention, etc. It’s imperative to model use of language for functions beyond requesting. Read more on expanding communication beyond requesting in this blog post.

Model varied word types

This goes hand-in-hand with the above tip. When working with emerging communicators, there is often an emphasis on nouns as nouns are salient and help to elicit requests. However, we cannot combine words into phrases using only nouns. Can you make a complete sentence using all of your child’s favorite toys and foods? No.

Think about ways you can use and model different word types (e.g., prepositions, pronouns, adjectives, etc.) when interacting with your child and his or her preferred toys. Let’s take bubbles as an example. When playing with bubbles, you can model adjectives (e.g., “Big,” “Little”), prepositions (e.g., “Out,” “Down,” “In,” “Out”), verbs (e.g., “Blow,” “Go,” “Do”), and pronouns (e.g., “My,” “Your”). Using just these words I’ve listed above, you have the ability to formulate a variety of 2- and 3-word phrases.

Ask less questions

Remember that learning an AAC system is not a test. Often times, I hear parents repeatedly ask, “Where is dog? Show me where dog is.” These sorts of questions are counterproductive, as they place pressure on the communicator, eliminate an opportunity to model a functional word or phrase in a naturally occurring context, and don’t give us any additional information about the child’s language level. Every time you catch yourself asking a question, challenge yourself to reframe it into a comment! For example, “Where is the dog?” becomes “Look at the big dog!”

Presume competency

We need to presume that our AAC users are competent and capable communicators! Remember to keep this in mind as you model, even if a child doesn’t respond to a question or comment given natural wait time. 

Don’t demand visual attention

Model on your child’s AAC system even if it seems as though your child isn’t “paying attention” or visually attending to the screen. Visual attention is extremely complex and even though your child may not appear to be looking as you touch buttons on their AAC system, it may be hard for you to discern this in the moment. Often times, kids are paying attention more than they may appear to be. Even if they aren’t visual attending, they may be attending from an auditory standpoint.

Embed modeling within everyday routines

Modeling should be a natural part of your day. Don’t feel as though you need to create new routines or perfectly curated communication opportunities. Instead, think of ways in which you can model in naturally occurring contexts. I often encourage parents to create a list of daily routines (e.g., eating breakfast, playing a board game, getting ready for bed) and vocabulary they frequently use within each routine as a way to identify words and phrases to model within each routine.

Remember that communication is all about making connections! Keep modeling fun and natural - that’s what it’s all about!