1. People who actually use AAC are experts. Professionals know about technology, Apps and the research behind them; but AAC users have the 'inside perspective' on what they want and need to say and what would best help them to do this. We should listen to AAC users more and learn from them. We should also listen to families because some AAC users cannot express their preferences and views by themselves.
2. AAC design should begin with the person's needs. It should focus first and foremost on what the user most wants and needs to say. Some users can design their own folders and buttons which is fantastic. Some rely on others to do this so we must be careful to make good choices for them based on their interests, motivations and needs (physical, sensory, emotional, social). What would you most want and need to say if you were this person? Put yourself in their shoes as much as you can.
3. Early AAC users may need LOTS of prompting, modelling (demonstrating), and encouragement to use the device. Make sure this is happening (lots), that it is fun and motivating (from their point of view), and they can see a benefit or purpose to making the effort. This links to the point above - getting to express your own interests, motivations and needs should be naturally motivating if you get a positive response!
4. AAC can also be curriculum-centred (based on a topic the person is studying) and this can be good: but it comes second to person-centred AAC. If you make sure that the user can express their own interests, opinions, motivations and needs and regularly review this, they will be much happier and much more able to access the curriculum.
5. AAC devices should be available to the person at all times of day, in all activities, in all settings. It should NOT be removed because it is inconvenient/ not the 'designated time for making a choice'. People who can talk are allowed to speak whenever they want. Their requests might be refused sometimes or they might be told it's not a good time to talk - but they are not gagged and prevented from talking. Removing a device is the equivalent of gagging. Don't do it.
6. An AAC device should travel with a person throughout all their settings (home, school, day care, wherever). It doesn't just belong in one context or setting. Achieving this requires work and careful thinking around home-school dialogue, and resolving various practical questions: who pays for it, who is responsible for programming and upkeep, who pays for damages, etc. But these hurdles don't seem so big when you remember the goal: giving a person a voice.
7. The sensory environment is very important. If something about the environment is annoying a person with autism (lighting, smells, colours, noise levels, etc.) that person may not be able to focus on communication. When that person becomes more advanced at AAC they may be able to tell you what is annoying them in the environment (our blogger and AAC user 'Bouncy Pony' is good at this). However, in the earlier stages of communication you may have to observe, guess, find out by trial and error, and try to introduce symbols that might help them express this.
No comments:
Post a Comment