How is AAC Modelling helping your user?

Aided Language stimulation or Modelling is the first strategy that your therapist suggests when introducing AAC to your child.When you do try modelling, the child seems to pay attention sometimes but there are times they are not even looking in your direction.You are now worried if it is helping them at all and about when they will learn to use AAC.
Let’s look at how this evidenced based strategy of Aided Language stimulation is beneficial for different communicators 

The emergent Communicator

For an early emergent communicator who is still developing intentionality, our focus is building intention by making them aware of people and things in his environment. Once awareness sets in, they can then purposefully and intentionally interact with them and experience joy in those interactions. Continued interactions make them realise that they can act on and manipulate  his environment .

AAC modelling here may initially serve the purpose of making the child aware that things and people around them have names. Consistent modelling shows them how to map words to those things that they are interested in and interacting with. Modelling here helps them become aware of words and begin to build their receptive vocabulary .

The emergent communicator knows that they can ask for things, reject and protest and does so with a gesture, vocalisation, pulling adults towards a place or guiding them by the hand to the desired object. Modelling here can be done to match his actions and intentions, so that his receptive vocabulary is enriched with core words that are relevant to his everyday tasks and preferences.

The Communicator who finds it difficult to follow verbal instructions

All of us benefit from visual-supports and AAC users are no different. Modelling is crucial when the  communicator has auditory processing differences.It helps them to anchor on the context of communication and  also process the verbal information.

Only speech without the visual input from AAC may appear like jargon to them. This is especially true when they are not able to keep up with the speed of the person talking either because of the auditory processing difficulty or because of the language difficulty.

Using AAC models to emphasise key words while speaking  a complicated message, helps the child to tune in rather than struggle to understand what is spoken about. It gives them context and direction and anchors them to the topic being discussed. It tells them the key words that they need to follow to understand an instruction or when given a choice.With only the verbal message they may pick up only the last word/words from what is being spoken and may repeat them without understanding the meaning. Research has shown time and again how valuable visual supports are, not only for children with autism but for other disabilities as well.

The Communicator who finds it difficult to follow verbal instructions

All of us benefit from visual-supports and AAC users are no different.
Modelling is crucial when the  communicator has auditory processing differences.It helps them to anchor on the context of communication and  also process the verbal information. Only speech without the visual input from AAC may appear like jargon to them. This is especially true when they are not able to keep up with the speed of the person talking either because of the auditory processing difficulty or because of the language difficulty.

Using AAC models to emphasise key words while speaking  a complicated message, helps the child to tune in rather than struggle to understand what is spoken about. It gives them context and direction and anchors them to the topic being discussed. It tells them the key words that they need to follow to understand an instruction or when given a choice.With only the verbal message they may pick up only the last word/words from what is being spoken and may repeat them without understanding the meaning. Research has shown time and again how valuable visual supports are, not only for children with autism but for other disabilities as well.

The communicator who has some Verbal Speech

Using AAC for a child who has some verbal speech is not as clearly understood as using it for a nonspeaking child.The question is, when a child is able to speak, why AAC?

For a speaking child we need AAC when the child has reduced speech clarity, difficulty with word recall,limited vocabulary, speaks to express a few communicative functions only and also is not able to combine words to form phrases and sentences.

Access to AAC and the models given lets the child know that they can switch to AAC when they are stuck or not understood.

Model words for the child that repairs a communication breakdown – “That’s not what I mean” , “Give me some more time” .

Model words that they can use to expand their verbal utterance – “want BLUE ball”. This helps them to be more specific while also moving beyond a single word utterance or 2 words phrases

Model words beyond their current communicative function of requesting. Model commenting – “GOOD” or rejection – “GO AWAY”

Model words to enrich their vocabulary – “CRAVE” in the context of “want” to indicate the intensity of need.
Model words that  give them the contextual clues to recall and retrieve their verbal language to use in a given situation.

“I wonder if you want to tell me about the ANIMALS that you saw at the zoo”.

When the process of speaking is overwhelming and frustrating for children with motor planning difficulties, it is helpful if they know they have another modality to rely on.

The communicator who uses behaviours to communicate

Challenging behaviours are common in children with communication difficulties.They often result because these children are not able to understand what the other person is trying to say and also are unable to  express their thoughts as well.Unlike their talking peers they may also lack the social exposure to different situations which teaches them how and when to use language.These behaviours also occur because they may lack the language to talk through a problem in their head – they may lack the language for their inner voice.

We can help give them that language by modelling words that may validate their feelings. AAC modelling adds a visual element and as we are doing this, it teaches them to use their inner voice to talk through their big emotions and move ahead in their journey to self regulation.

Dialogues like this with modelling will be helpful for the child, when they are mad at their friend for taking the ball.

You NOT LIKE when he took the ball.
You are ANGRY.
You NOT HIT  him.
You can TELL teacherBeing strategic about the words we model and when we do it makes the purpose of modelling clear for the adults. The conviction which the adults  have in AAC and modelling helps them to be good communication partners moving their user forward in their communication journey.
Why are you modelling for your AAC user?

References

https://nwacs.info/aac/implementation/strategies/how-i-use-aac-everyday/
https://aaccommunity.net/ccc/you-are-a-model/