Augmentative and alternative communication (AAC) is a powerful tool for individuals who struggle with spoken language. Setting effective goals for beginning communicators is crucial for their success and overall development. This guide outlines key considerations and provides examples of achievable goals, categorized for clarity.
Understanding the Foundation: Assessing Needs and Abilities
Before setting any AAC goals, a thorough assessment is necessary. This involves identifying the individual's current communication skills, strengths, weaknesses, and overall needs. Consider factors like:
- Cognitive abilities: Understanding of cause and effect, symbolic representation, and problem-solving skills all influence AAC goal setting.
- Motor skills: Fine motor skills (for using a device) and gross motor skills (for pointing or gesturing) are critical.
- Sensory needs: Visual and auditory processing abilities will impact the choice of AAC system and goal selection.
- Communication partners: The support and understanding of family, caregivers, and educators are essential for success.
- Communication environment: Consider the settings where communication will take place (home, school, community).
Categories of AAC Goals for Beginners
We'll break down potential goals into manageable categories. Remember to personalize these goals based on individual assessment results.
1. Building a Functional Vocabulary
This focuses on teaching words and phrases crucial for everyday communication.
- Goal Example 1: Independently request desired items (e.g., "drink," "more," "help") using a picture exchange system (PECS) or a speech-generating device (SGD).
- Goal Example 2: Respond to simple questions (e.g., "What's your name?", "Do you want more?") using a single word or picture.
- Goal Example 3: Express basic needs and wants (e.g., "hungry," "tired," "bathroom") using an AAC system.
2. Developing Communication Strategies
This focuses on how the individual uses their AAC system to effectively communicate.
- Goal Example 1: Initiate communication with a communication partner at least three times during a 30-minute interaction.
- Goal Example 2: Use appropriate eye contact and turn-taking skills during communication exchanges.
- Goal Example 3: Maintain communication attempts even when experiencing difficulty or frustration. This fosters perseverance and resilience.
3. Expanding Communication Opportunities
This category focuses on broadening the contexts and situations where the individual uses AAC.
- Goal Example 1: Utilize their AAC system to communicate with different communication partners (e.g., family, teachers, peers) in various settings (e.g., home, school, community).
- Goal Example 2: Participate in group activities and conversations using their AAC system to share ideas and opinions.
- Goal Example 3: Use their AAC system to express preferences and choices in daily routines (e.g., meal selection, activity selection).
4. Improving System Proficiency
This focuses on efficient and effective use of the chosen AAC system.
- Goal Example 1: Accurately locate and select at least 10 core vocabulary words on their AAC system within one minute.
- Goal Example 2: Independently navigate the AAC system’s menus and features to access desired messages.
- Goal Example 3: Demonstrate understanding of core vocabulary and fringe vocabulary words within the selected AAC system.
Collaboration and Ongoing Assessment
Remember that AAC goal setting is a collaborative process. It requires close communication between the individual, their family, speech-language pathologists (SLPs), educators, and other relevant professionals. Regular assessments and adjustments are crucial to ensure the goals remain relevant and achievable. Progress should be monitored consistently, and goals should be modified as needed to reflect the individual’s evolving abilities and needs.
By focusing on these key areas and adapting the examples to individual circumstances, professionals can create effective and supportive AAC goals that empower beginning communicators to express themselves and participate more fully in their lives.
