Assistive and Instructional Stategies for Communication

Accessing Communication Boards and Devices

The first step is making sure the student is positioned properly to use their communication board or device. Tools like slant boards, lap trays, or arm supports may be needed. Students may use pointers (head, mouth, light beam) or switches depending on their physical and cognitive abilities. Access methods include:

• Direct Select – student touches/points to the symbol (fastest and simplest).

• Scanning – choices are highlighted one by one, and the student activates a switch when the correct option appears (linear, circular, row-column, or group scanning).

• Encoding – uses codes like Morse code, abbreviations, or picture combinations to represent messages.

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Vocabulary Selection

Vocabulary must be tailored to each student’s needs and abilities. It should allow the student to:

1. Express health or physical needs.

2. Direct others in performing health procedures.
   The selection process includes brainstorming, prioritizing essential words, choosing appropriate symbols (pictures, icons, words), arranging them for quick access, and updating as health needs change.

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Vocabulary to Express Health and Physical Needs

Students need words and symbols for both general and specific health concerns. Examples include:

• General health terms – “sick,” “hurt,” “nauseous,” “tired,” or pointing to body parts on a diagram.

• Severity indicators – like pain scales with faces or numbers.

• Action requests – “Call parent,” “See nurse,” “Need medication.”

• Specialized vocabulary – phrases for equipment use (stander, feeding tube, ostomy care). Urgent vocabulary (like “Suction me”) should be quickest to access.

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Vocabulary for Performing Health Care Procedures

Even if students can’t perform a health task, they can direct someone else. Vocabulary should include:

• Supplies and steps of the procedure.

• Directional phrases like “Stop, you’re doing it wrong” or “Slow down.”
  This empowers students, gives them control, and ensures safety. Special topic boards or pages may hold this vocabulary.

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Instructional Strategies for AAC

Students need to be systematically taught to use their communication systems daily across settings. 

Key strategies include:

• Giving continuous access to devices.

• Embedding communication opportunities into routines.

• Prompting, modeling, and reinforcement to build skills.

• Teaching both vocabulary and how to use the device.

• Helping students learn to express feelings like “pain” or “nausea” with accuracy.

• Training communication partners (teachers, aides, peers) so student messages are understood and respected.