AAC guide for systematic implementation of AAC for students with Complex Communication needs. Tier 1 targets building communication opportunities for all students using resources readily available in the classroom. SLPs and teachers gather basic student profile information about communication skills. They identify available access to communication supports and opportunities for communication within the school day. They also identify tasks where the students are unable to communicate and modify the environment based on these needs. They identify and trial use of additional site resources. Utilization of Tier 1 strategies and supports will meet the communication needs of a majority of students.
Tier 1 AACRoles and Responsibilites of Site Level IEP Team Members Create a Communication-Rich Environments through use of strategies and supports Gather basic student profile information about communication skills Identify needs for further interventions Access free and available district resources Data collection (see Data Collection section below)
Roles and Responsibilities of AT Provide general trainings about how to create communication-rich environments Refer team to Web site with AAC resources Suggest lists of basic AT for AAC
Data collection Data is collected by the site-level IEP team to monitor progress on IEP goals and to describe present levels of functioning. Current technology supports and communications systems are monitored for effectiveness. When additional supports are needed, begin to gather information from existing records on the following:
| TrainingTraining at Tier 1 focuses on creating communication-rich environments by providing communication systems and strategies that encourage higher-level language usage. The training topics include:
B. operational use of devices/systems/software (How to use Boardmaker)
E. general AT training (e.g., process/reasons for AT)
F. integration and implementation of technology into the classroom curriculum
EquipmentA. classroom based communication device (e.g., 7 level communicator)
B. step by step
C. first letter cueing board
D. sequenced social scripts
E. schedules
F. software to create symbol supports (e.g., boardmaker)
G. repair strategies
H. simple choice devices (e.g., iTalk2)
I. classroom based vocabulary on communication boards (e.g., news 2 you boards)
J. access to visual supports (e.g., pictures, photos, objects) in the learning environments Teachers should expect all students to communicate Recognize and respond to the student’s individual communication initiations Arrange the environment to increase the likelihood for communication Identify communication opportunities within natural routines and activities
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AAC - Tier 1
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