TAALC Communication Strategy #2: Aided Language Modeling


Definition: Aided Language Modeling requires the communication partner to model the use of the AAC device by simultaneously touching the symbols for key words while saying the words of the message in a grammatically correct model. Aided Language Modeling is an evidence-based strategy and was found to be more successful than verbal prompting alone
(O’Neil, Light, Pope 2018).

Implementation: To implement Aided Language modeling, use a core array organized in subject, verb, adjective, adverb, object/noun known as fringe order.

Speak slowly
and

Point to the
symbols/words,


Vocally
emphasize
the key
symbols/words,

Pause frequently,

Wait for the
student to engage.


In the video clip, the teacher models for the student using his device. She touches the pictures on the device as she says the words. This is Aided Language Modeling



Peer Power: Peers can do aided language modeling with students. In fact, evidence indicates that students respond better and are more likely to use their device if engaging with peers (Kleinert & Kearns, Liu, Thurlow, Lazarus, 2019 in progress).


Summary: Aided Language Modeling is an evidence-based strategy for modeling Augmentative Alternative Communication (AAC). Consistently modeling the use of AAC with Aided Language Modeling will significantly improve AAC Use

Resources

  • Praactical AAC http://praacticalaac.org/about-us/
  • Link to PODD http://www.novita.org.au/Content.aspx?p=683
  • Aided Language Modeling Video https://www.youtube.com/watch?v=flFNMky22-U
  • Aided Language Modeling Video https://www.youtube.com/watch?v=VppaSuAF0f4
  • Core Vocabulary http://corevocabulary.weebly.com/

References

Binger, C., & Light, J. ( 2007). The effect of aided AAC modeling on the expression of multi-symbol messages by
preschoolers who use AAC. Augmentative and Alternative Communication. 23 (1), 30 – 43.

Goossens, C. (1989). Aided communication intervention before assessment: A case study of a child with
cerebral palsy. Augmentative and Alternative Communication, 5, 4-26.

Harris, M., & Reichle, M. (2004). The impact of aided language stimulation on symbol comprehension and
production in children with moderate cognitive disabilities. American Journal of Speech-Language Pathology,
13, 155-167.

Kleinert, J., Kearns, J. Liu, K., Thurlow, M., Lazarus, S. (in progress). Communication in Inclusive Classrooms. TIES
Project – University of Minnesota.

O’Neill, T, Light, J., & Pope, L. (2018). Effects of interventions that included aided augmentative and alternative
communication input on the communication of individual with complex communication needs: A metaanalysis. Journal of Speech, Language, and Hearing Research, 61(7), 1743- 1765. Doi.10.1044/2018JSHR-L-17-
0132

Romski, M.A., Sevcik, R.A., Cheslock, M., & Barton, A. (2006). The System for Augmenting Language (SAL: AAC
and Emerging Language Intervention. In Treatment of language disorders in children. McCauley, Rebecca J.
(Ed); Fey, Marc E. (Ed); pp 123-147. Baltimore: Paul H. Brookes Publishing.

Romski, M.A., & Sevcik, R. A. (1988).Augmentative and alternative communication systems: Considerations for
individuals with severe intellectual disabilities. Augmentative and Alternative Communication, 4, 83-93.

Tobii Dynavox (2019). Boardmaker Symbols © used with permission.