OI Resources for Educators
AT & AAC Topics
- Obtaining Funding for Devices and Equipment
- AT/AAC Assessment Best Practices
- Emergent Literacy for AT/AAC Users
- What are Ability Switches?
- VIDEO: Pretorian APPlicator Switch Interface
Obtaining Funding for Devices and Equipment
AT GRANTS/RESOURCES
IPAD FUNDING/GRANTS
- Ablenet Quicktalker Funding
- Adler’s Voice
- Danny’s Wish- iPads for Autism
- County/DD Services
- Oregon Public Utility Commission- Telecommunication Devices Access Program
- Zetosch Fund- Oregon Center for Children and Youth with Special Health Needs
- Zetosch Fund - Community Vision AT Lab
MOTOR EQUPIMENT GRANTS
SPEECH GENERATING DEVICE FUNDING SUPPORTS
- Tobii Dynavox Funding- Tobii Devices
- Prentke Romich Funding- Accent Devices
- Saltillo Funding- Nova Chat Devices
- EyeTech - EyeOn Device
LONG TERM DEVICE (Including iPad) LOANS
AT/AAC Assessment Best Practices
Best Practices in AT/AAC Assessment: Our Position Statement
Our Orthopedic Impairment (OI) team sometimes receives requests from districts to conduct an AT/AAC assessment. These usually come from parents or staff looking for the tools that will help a child communicate, access their environment, and participate in daily routines. This position statement explains our understanding of best practice in AT/AAC assessment, grounded in the literature, expert consensus, and clinical experience.
Most past requests sought a stand-alone, expert-model evaluation: a specialist conducts a one-time assessment, produces a report, and offers AT/AAC recommendations. While that mirrors other special-education evaluations (e.g., psychoeducational or speech-language assessments), it does not reflect current best practice in AT/AAC.
Best practice is team-based, dynamic, and iterative. Effective AT/AAC assessment depends on collaboration among all IFSP/IEP team members—including parents—as tools and strategies are tried in real environments and refined over time. The widely used SETT framework (Student, Environment, Tasks, Tools) provides a structured, student-centered approach to this ongoing process.
For this reason, our OI team does not provide stand-alone AT/AAC assessments. Instead, we partner with EI/ECSE and school teams to support the SETT process, helping identify and trial tools for children with complex communication and/or motor needs. When teams are new to SETT, we can model the process, offer training, and provide coaching. Our service model centers on building local capacity so teams can carry this work forward independently.
A one-time, expert-model evaluation is not considered best practice for AT/AAC. Effective assessment is an iterative, team-based process that trials multiple tools and strategies to determine what truly works for a child.
Effective AT/AAC Assessment
There are many ways to support AT and AAC assessment. On our team, we focus on three core processes: SETT, feature matching, and structured trials that lead to implementation and monitoring.
SETT (Student, Environment, Tasks, Tools)
SETT is a collaborative, student-centered discussion. The team identifies the child’s strengths and needs, the environments where learning and participation occur, the tasks the child must be able to do, and the types of tools or strategies that might help. When we participate in a SETT meeting, we ask teams to follow shared working guidelines so the conversation stays focused and productive.
Feature Matching
Feature matching uses information from the SETT process to identify the specific features a device or strategy must have for a student. The goal is to choose tools that match the child’s access method, strengths, needs, and language. For example, a student who uses switch scanning will need devices that support scanning. A student from a Spanish-speaking household may need tools with Spanish vocabulary options. These criteria help narrow the field to tools the student can truly use.
Trials with Data Collection
Before trials begin, students and staff need basic familiarity with the device or strategy. As everyone becomes comfortable, the team starts collecting data to understand how well the tool supports communication and participation. Data might include how independently the student uses the tool, accuracy or efficiency, vocabulary growth, or the level of prompting needed.
Determining Tools and Obtaining Funding
Once the team has enough evidence, they select the tools or strategies that best meet the student’s needs. At this stage the team also considers funding options. Insurance may require a formal report. If insurance is not pursued, there are grants and long-term loan programs that can help. See our AT and AAC funding page for more information.
Implementation
After a device or tool is obtained, the team develops an implementation plan so it becomes part of the student’s daily routines. The plan should describe how the tool will be used across the day and document it in the IEP or IFSP. Students and staff may need ongoing training as they learn to use the tool effectively.
Monitoring and Updating
A student’s needs change over time. Teams should periodically check that the current tools are still a good fit. If changes are needed, a ReSETT meeting can help the team identify new or updated tools and strategies.
ADDITIONAL AT/AAC ASSESSMENT RESOURCES
- SETT Framework Documents from Joy Zabala
- OCALI Assessment Modules
- WATI
- Communication Matrix
- Pragmatics Profile for People Who Use AAC
Assessment Resources for AAC Funding Requests (Insurance Justifications)
Early childhood and school-based SLPs can assist parents in obtaining insurance funding for an AAC device. Although CRP OI team members do not write the actual funding reports, we are available to advise SLPs on the process and can provide sample funding reports in addition to other resources.
Tobii Dynavox has provided a helpful five-step process for completing a funding packet to obtain a speech-generating device. Using either the AAC Report Coach or PRC and Saltillo AAC Funding Source, you simply enter the required information and the site automatically generates a report and then submits the packet electronically to insurers.
Emergent Literacy for AT/AAC Users
Literacy instruction is often neglected for students who are not able to communicate effectively using speech. In education, we often make the mistake of presuming that students who are "too low", too limited in their use of speech, or too motor impaired cannot benefit from literacy instruction - or that literacy simply isn't a priority.
Yet as David Yoder, Ph.D. (Center for Literacy and Disability Studies at UNC) states, “No student is too anything to be able to read and write.” Our students with multiple challenges and complex communication and motor needs can and do benefit from literacy instruction. Here are some resourcess from the experts in literacy instruction for these students.
- Good Literacy Instruction is Good for All Students with Dr. Caroline Musselwhite video
- ASHA - Literacy in Individuals with Severe Disabilities
- Literacy for All Resources - Edmonton Regional Learning ConsortiumPenn State AAC and Literacy
- Paths to Literacy (students who are blind or visually impaired)
Literacy Tools and Strategies:
What are Ability Switches?
Ability Switches Increase Access for Our Students with Complex Motor Needs
What are Ability Switches?
Ability switches provide people with significant physical limitations an alternative way to access their environment and increase their independence. Switches are used to operate computers, drive wheelchairs, communicate using speech-generating devices, play with switch-adapted toys, and control a variety of devices used for daily living such as lights, fans, small appliances and more.
The little boy pictured below is using a Jelly Bean mechanical switch to activate and play with a switch adapted toy truck.
The little girl pictured below has learned to control her wheelchair with her head movement utilizing two Spec switches.
What are the different types of Ability Switches?
Mechanical Switches: Activated with physical pressure. Vary in size and amount pressure needed.
Examples: Jelly Bean, Ultimate, Saucer
Proximity Switches: Activated by sensing movement. Great for those with limited range of motion or for those who struggle to apply pressure.
Examples: Candy Corn, Honey Bee
Pneumatic Switches: Activated via air pressure.
Examples: Grip squeezed by hand; and Sip & Puff uses oral air pressure
How do you determine which switches to use and where to place them?
This requires a switch assessment, a team-based process used to determine which switch, movement and switch site is the most appropriate for the individual based upon their specific capabilities and preferences. Switch assessment is a trial and error process. One student may be successful using their hand with a Jelly Bean switch mounted on their tray to activate switch-adapted toys. A student with a different abilities may need a proximity switch mounted on a Universal Arm that is activated by slight, volitional head movements to turn on small appliances.
Switch interfaces allow you to connect switches to a wider variety of tools and devices.
Visit this site to learn more about indirect selection and access methods.
Page developed by the Orthopedic Impairment (OI) team at Columbia Regional Inclusive Services, serving individuals from birth-to-21 with low incidence disabilities that have complex motor and communication needs.
Want to learn more? Contact a member of our team.
VIDEO: Pretorian APPlicator Switch Interface
VIDEO: Using the APPlicator Switch Interface
Ruth McKee, a low incidence disabilities specialist with our OI team, explains how to setup and use the APPlicator Switch Interface by Pretorian Technologyies, a device that provides switch access to operate iPad apps and play music.
Recorded Trainings
- CRIS AAC Academy: 8-Part Virtual Training Series
- Dr. Caroline Musselwhite: Three AAC Training Modules
- Dr. Gretchen Hanser: Emergent Writing & Alternative Pencils for Students with Complex Disabilities
- SETT (Student Environment Task Tools): Team-Based AT/AAC Assessment
CRIS AAC Academy: 8-Part Virtual Training Series
AAC Academy:
Help Your Students Find Their Voice
This virtual series was offered during the 2023-2024 school year to provide training to Oregon public school professionals who are new to working with augmentative and alternative communication (AAC) users. Each session addressed a different core set of topics related to supporting our students with complex motor and communication needs who are AAC users.
Session 1: Understanding AAC Core Concepts and Principles
Description: This training delves into the essential core concepts and principles of Augmentative and Alternative Communication (AAC). In this session, we will debunk common myths surrounding AAC use and explore fundamental principles that underpin effective communication for AAC users.
Session 2: Assess, Select, Fund – Getting Started with AAC
Description: This training is designed to equip speech-language pathologists, specialists, educators, and paraeducators with the knowledge and skills necessary to assess, select, and secure funding for AAC devices. We will look at a variety of formal and informal assessments, selecting a device to trial and options for getting a device funded.
Session 3: Survey of Robust (most used) AAC Apps and SGD Language Systems
Description: In this live, hands-on session, we will explore a variety of AAC applications and language systems, speech-generating devices, and alternative access methods.
This session was held in person - no video
Session 4: Let’s Connect! Communication Partner Strategies for Building Communication and Connection
Part 1
“Most natural speakers, no matter what their profession, are unprepared to interact with persons who use AC techniques” - Blackstone, 1991
Description: Research has long indicated that communication partner skills significantly influence the success of communication interactions with students who have used Augmentative/Alternative Communication (AAC). Successful communication is dependent not only on the augmentative communication tools available but also on communication strategies. Partner skills, in addition to student skills, are critical, allowing students to develop effective communication.
Session 5: Let’s Connect! Communication Partner Strategies for Building Communication and Connection
Part 2
“Most natural speakers, no matter what their profession, are unprepared to interact with persons who use AC techniques” - Blackstone, 1991
Description: Research has long indicated that communication partner skills significantly influence the success of communication interactions with students who have used Augmentative/Alternative Communication (AAC). Successful communication is dependent not only on the augmentative communication tools available but also on communication strategies. Partner skills, in addition to student skills, are critical, allowing students to develop effective communication.
Session 6: AAC in the IEP and Implementation Ideas: Sample Goals and Implementation Activities
Description: This session will look at how to document AT/AAC considerations in the IEP, and we will discuss writing goals for our AAC users and how to implement strategies that will foster communication. By focusing on sample goals and motivating implementation strategies, this training equips professionals to have a positive impact on the communication and learning outcomes of students with diverse needs.
Session 7: AAC and Literacy for All
"What’s more functional than literacy?” Dr. Caroline Musselwhite
Description: Everyone deserves and can benefit from literacy instruction. Some students may need more time, teaching, and technology. We will explore tools and strategies such as Adapted Pencils, Shared Reading, Phonemic Awareness, and Predictable Chart Writing.
Session 8: Alternative Access Methods for a Variety of AAC Users
Description: Within the context of AAC, the term “access” refers to how the individual will be activating the communication system. For some of our AAC users, direct access (ex. using their hand to touch a screen) is not always an efficient or effective option for them. At times, it could be, but they may require changes to positioning or additional tools. For those who aren't able to directly interact with their AAC system, we need to consider any available volitional movement options. With the support of therapists (OT or PT) for consideration of positioning and its effect on available movement, many body parts should be considered. These options may include neck movement, upper extremity movement, lower extremity movement, and facial movement (including eyes). This training will cover some alternative access methods that empower individuals with a wide range of communication needs. There are a variety of options for alternative access and it is critical to consider several factors that we will review in this session.
Dr. Caroline Musselwhite: Three AAC Training Modules
Dr. Gretchen Hanser: Emergent Writing & Alternative Pencils for Students with Complex Disabilities
Ready-Set-Write! Teaching Students with Significant Disabilities to Write with Alternative Pencils!
Featuring Gretchen Hanser, Ph.D., M.S., OTR/L
Access the Training Module Here
Certificate of Completion available following post-assessment
Description: For students with significant disabilities, intellectual needs and physical challenges, writing is often impossible due to their many challenges. The focus of this workshop will be on identifying ways for students to write when they can’t use their hands. “Alternative pencils” are solutions which give students access to writing with the full alphabet. These will be shown along with a variety of meaningful writing activities for a range of beginning writers from emergent writers who have little understanding of print to early conventional writers who are starting to do sound spelling. Individual and group writing activities will be demonstrated, along with teaching strategies, sample goals, and informal assessment methods. Participants will make their own alternative pencil with the supports for writing activities. Get ready-get set to turn your students with complex needs into writers!
SETT (Student Environment Task Tools): Team-Based AT/AAC Assessment
SETT Training Video Link (via Google Drive)
Talking Switches: Make Communication Fun and Meaningful
- Part 1: Introduction
- Part 2: Types of Talking Switches
- Part 3: Types of Talking Switches - Sequenced Messages
- Part 4: Creating and Using Social Scripts with Sequenced Talking Switches
- Part 5: Connect to Toys and Appliances for Fun and Motivation
- Part 7: Literacy Activities using Talking Switches
- Part 8: Other Talking Switch Resources
Part 1: Introduction
HOW TO USE THIS MODULE
Explore the pages in this self-directed module at your own pace. If you are new to the Talking Switches, we recommend reading each page in linear order - or you can explore only the pages and topics that interest you. This module was authored by Mary Beth Dorsey and Deborah Lesher, two SLPs and AAC specialists with our Orthopedic Impairment team.
INTRODUCTION
Did you know that many children who use AAC are passive communicators who initiate few interactions, respond infrequently, produce a limited number of communicative functions, and use a restricted number of linguistic forms (Light, Collier, and Parnes, 1985)?
How can we give these students opportunities for more turn-taking and opportunities to communicate in meaningful conversations? Talking switches can be a great tool to consider as an addition to some students' communication systems.
Talking switches playback recorded speech when activated and provide students with complex communication needs (CCN) a means to convey a wide range of messages such as:
- Greeting peers
- Giving directions
- Cheering on a friend
- Offering compliments
- Telling a joke
- Interviewing peers and others
Talking switches are often limited to only teaching children to request “more.” We created this module to emphasize that talking switches can be used in so many more fun and interactive ways!
Talking switches like the single-message BIGmack and the sequenced multiple message Step-by-Step are light-tech communication tools frequently used in many classrooms and other educational settings.
Their ease of programming and versatility make them wonderful tools to add to a student’s communication toolbox for use within a variety of communicative, social and academic settings.
The purpose of this module is to provide basic information on the various types of talking switches, how-to guidance, and ideas about using talking switches to increase social participation throughout the day and ensure communication is fun, interactive, motivating and meaningful!
Many SLPs and teachers limit their use of talking switches to teaching “I want…” or “more.” Yet talking switches are much more flexible and can be used in many creative and fun ways that go beyond simple requesting. We hope this is a key take-away from this module!
This module reviews a variety of practical and creative approaches for using talking switches for communication, play, social engagement, literacy and academic activities.
Please continue to Section 2!
Part 2: Types of Talking Switches
TYPES OF TALKING SWITCHES - SINGLE MESSAGES
There are two main types of talking switches: Single Message Communication Switch Devices and Sequenced Multiple Message Communication Switch Devices.
Single Message Communication Devices are versatile light tech tools that allow you to record a single message which can then be played back by the student directly accessing the device or via ability switches (described at the bottom of this page) connected to the talking switch.
The BIGmack is one of the most commonly used single-message switches. They can be a great addition to the classroom and to a student’s communication tool box.
Ablenet’s BIGmack and Littlemack are popular single message communication devices.
QUICK GUIDE Quickstart Guide to the BIGmack and Littlemack
VIDEO Introduction to BIGmack and Littlemack
Additional types of single message talking switches are pictured below.
TalkingBrix 2 (left), Personal Talkers (center), and GoTalk Buttons (right).
Implementation Ideas for Single Message Talking Switches
There are so many CREATIVE AND FUN ways to use single message communicator devices that go beyond simple requesting. The links below provide great ideas on how to use single-message tools that allow students to engage in motivating and meaningful social interactions.
These ideas are sure to spur other fun and motivating ideas for your students to actively communicate and engage in their environments.
Ablenet’s 101+ Ideas for Using the BIGmack® or Other Single Message Devices
PrAACtical AAC- Five-Creative Ways to Use the BIGmack and Other Talking Switches
Spectronics’ 101 Ideas for using the Big Mac and other Single Message Communication Devices
Wonderful Video! Lachlan Learns to use the Step-by-Step
In this video, a young child uses a talking switch to participate in singing a song. Note how the caregiver does a beautiful job attending fully to the child and providing plenty of wait time.
For Students with Complex Motor Needs Ability Switches provide access!
Some children have complex motor needs (CMN) and need to be setup so they can use ability switches to access their talking switches. For example, a head switch may be connected to a BIGMack. This would allow the child to use their head movement to trigger the head switch that in turn would activate the voice message on the BIGmack.
It is an amazing moment to witness a child with complex needs access a new way to communicate!
For students with CMN, ability switches (examples pictured left) provide an alternative means of activating a communication device, toy, computer, small appliance, fan, etc. Our students with CMN may need an ability switch connected to the talking switch to activate message playback.
Ability switches vary by type (e.g., mechanical, proximity, pnuematic) and are placed at whatever body location (e.g., head, foot, arm) will support the student in utilizing the volitional movement they have to work with, however limited in strength or range.
In other words, ability switches are essential tools for expanding access and increasing independence. Although we do not explore ability switches in depth within this module, it is important to be aware of value and function of these tools in order to give students the easiest access to tools.