Communication partners model (point to/touch symbols) on an AAC system as they are speaking, so that learners experience how their AAC system can be used to communicate.

A therapy technique where a communication partner points to/touches symbols on an AAC system as they are speaking so that learners experience how their AAC system can be used to communicate.

Any item, piece of equipment, or system that is used to increase, maintain, or improve the functional capabilities of individuals with disabilities.

AAC refers to using a form of communication to supplement or replace spoken and/or written words. AAC may include using signs/gestures, pictures, or an electronic device to help a person share his or her thoughts.

Thoughts, feelings, information about something is shared with another person by speaking, writing, sign language, body movement, AAC, etc.

A communication application (app) is a program used on a tablet, such as an iPad, to support communication.

A description used for a person who is not able to use speech as a primary means of communication and could benefit from AAC.

“Dedicated” devices are durable medical equipment that provides an individual who has a severe speech impairment with the ability to meet their functional speaking needs. A dedicated device does not include access to non-communication functions (e.g., environmental control, web browsing). Dedicated devices are sometimes called “locked” devices.

Electronic augmentative and alternative communication (AAC) systems used to supplement or replace speech or writing for individuals with severe speech impairments, enabling them to verbally communicate.

A method an individual uses to activate an AAC system. Direct methods of access include pressing, touching, pointing, eye tracking, or head tracking to choose or activate a key. Individuals with physical limitations may be able to point or type using a different part of their bodies such as a fist or toes instead of a finger, or point with their eyes or head position to choose symbols.

A device where the display on the device can change, making it more versatile and offering a broader range of communicative options. For example, if a category is selected such as "pets", the display will change to show vocabulary dealing with pets.

The actions, understandings, and misunderstandings of a learner as he experiences print creation or use. It includes the activities experienced before a learner is a conventional reader/writer.

The words specific to us and particular situations and activities. Examples of fringe words include: dog, pizza, dig, elevator, mountain, Aunt Claire, scissors, etc.

Gestures are non-verbal movements used to convey a message (i.e., pointing, nodding head, waving). Children who have not developed verbal communication or have just a few words, may rely on gestures to communicate.

An electronic computer-based AAC system with voice output that can be either dedicated (e.g., only used for communication) or computer-based (e.g., laptop computer, iPad, Tablets). Examples include Accent devices from PRC and NovaChat devices from Saltillo.

Also called self-directed reading. A time for students to explore and read books of their own choosing independently at their level.

Indirect access methods use scanning of icons or groups of icons to allow individuals to choose a word or phrase to communicate. Scanning allows individuals with severe physical limitations to activate either a single switch or a number of switches connected to the communication aid or computer to produce messages using voice output. The person selects what they want to say by activating the switch to control a moving cursor on the screen.

The inner voice we use when reading silently allows us to hold words in our working memory and process the text we read. AAC learners may need help developing this strategy for use in silent reading.

An object or paper AAC system designed for communication, such as a manual communication board or Picture Exchange Communication System (PECS).

Equipment that employs an electronic component but not a full computer, such as a button or grid of buttons that can be recorded with messages. Examples include a GoTalk from AbleNet.

The communication partner points to/touches symbols on an AAC system as they are speaking, so that learners experience how their AAC system can be used to communicate.

The process of acquiring a skill by which the learner, through practice and assimilation, refines and makes automatic the desired movement.

When the same movement is repeated and practiced, an internal map or plan is created so the movement can be performed automatically. This allows movements to be performed accurately and efficiently with little or no cognitive effort. Skilled piano players can play a song without looking at the placement of their fingers or thinking about what notes to play. On a speech generating device, when the same motor movement consistently produces the same word, individuals can say a word without having to consciously think, allowing the effort to be directed to the conversation rather than accessing the device.

Language systems that do not require anything beyond the user’s body, such as signs or gestures.

Non-dedicated devices include all features of dedicated devices, but allow an individual to use all of the capabilities of the android/ windows/ iOS system (e.g., web browsing, apps, etc). Non-dedicated devices are sometimes called “integrated,” “unlocked” or “open” devices.

The communication partner points to/touches symbols on an AAC system as they are speaking, so that learners experience how their AAC system can be used to communicate.

The ability to hear and manipulate individual sounds in words.

Helps beginning readers understand how letters are linked to sounds to form letter-sound correspondence and spelling patterns.

The ability to hear and manipulate sounds in oral language such as rhyming, counting syllables in words (does not include print awareness).

Using an online application (e.g., skype), provide AAC support, information, and development of partner skills. The process includes identifying a need or goal, learning strategies to address the goal, and improving practices and making adaptations until the need is met.

An interactive reading experience for those learning to read and communicate at the same time. Someone reads the text and encourages communication by supporting the emergent reader with communication and meaning making.

The communication partner acts as a scribe to write the learner's thoughts while modeling the process of writing. Predictable chart writing and dictated writing are forms of shared writing. Using a speech-generating device to recall pre-stored words that are printed/transcribed to a document by either a communication partner or computer is another example of shared writing.

Providing AAC support, information, and partner skill development using an online application. The process includes identifying a need or goal, learning strategies to address the goal, and improving practices and making adaptations until the need is met.

Electronic augmentative and alternative communication (AAC) systems used to supplement or replace speech or writing for individuals with severe speech impairments, enabling them to verbally communicate.