Single message to tablet

• Single message to tablet

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    This topic explores the idea of ‘progression’ for communication aid users:

    • Simple communication aids are useful for emergent communicators
    • But the requirement to ‘progress’ from simple to complex devices is an AAC myth
    • Think about tomorrow’s communication needs as you think about today’s!

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    The Progression Model

    
    

    In the past it was often assumed that children will start their language journey using single message devices such as BIGMacks with photographs and eventually, through a series of new devices, work their way towards an electronic device with thousands of symbols. Although BIGMacks and other single message devices have their role, it is no longer widely considered true that most children should start with them and then change their device often.
    

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    Read the content under the four tabs (headings) before completing the activity below.

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    • Simple Devices
    • Robust Vocabulary
    • Too many Symbols
    • Masking

    There are problems with the old progression model. The issue being that these more simple devices or 'low tech' don’t provide space for children to grow into; to develop and explore new vocabulary and practice using a communication aid. If a device is programmed with just 2 or 3 symbols then they can only say 2 or 3 things. This is fine until they have mastered the technique because unless somebody is ready to quickly replace the device, they can be stuck for the foreseeable future. 

    Starting with a ‘robust’ vocabulary. Often what is now considered ‘best practice’ is to start with a device with a big vocabulary, but hide (or ‘mask’) lots of the symbols that aren’t being used. Some apps such as CoughDrop support this vocabulary scaling automatically. While most symbols are hidden at first, the ones that are displayed retain their same location, even years later when the device is full of symbols. This draws on the benefit of muscle memory, or motor planning, whereby the location of the symbol is as important as the symbol itself. Learn more about what is meant when we talk about a robust vocabulary in AAC. 

    Too many symbols? If during the assessment or afterwards, it is felt that there is too much vocabulary on the screen at any given time, contributing to inattention and lack of motivation, it is easy to be flexible. The typical way to deal with this situation is to hide or ‘mask’ symbols until you feel that the child is ready. Thus we can start with two cells with symbols or buttons (just as one would with a low tech aid) such as ‘more’ and ‘stop’, before gradually adding new symbols as their language develops. Most AAC apps on tablets and dedicated communication aids offer this option. It can also be easily achieved when using paper-based communication aids.

    Masking is when we hide one or more symbols on a board 

    Using masking helps to:

    • Reduce distraction caused by having too many symbols that that are not immediately useful
    • Keep the few core words/symbols always in the same position to develop sequential motor patterns
    • Lower cognitive load when learning the system
    • Provide positive feedback with fewer words/symbols that are easier to learn

    But it is important not to remove words that could be useful and to be able to quickly unmask them and not to presume a certain level of competence. Look at the sample boards made by the TechOwl AAC Community. 

  • Activity - AAC Myths (True or False)

    Test your memory with this quick quiz!
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    Presuming competence

    In order to provide a more complex communication aid than you feel the child might be able to use involves the assumption that the child is more capable than you might think. When people encounter a child or adult with a communication disability we tend to assume that they have intellectual disabilities as well, or that they have limited capacity to learn new things. Often it will take a long time for these AAC users to learn to use their system to its full extent, and sometimes the device may need to be made simpler. The important thing is that they are given the opportunity to exceed expectations. 

    "Presuming competence for AAC users is based on two principles. These apply to all human beings, regardless of diagnosis or degree of difference.

    • Everyone has something to say
    • Everyone can learn"  (Assistiveware)

    However, there are some pitfalls regarding the presumption of competence which are covered very neatly in an article from the American Speech & Hearing Association (ASHA) which you can find in the further reading section.  

  • Summary 

    • Mid-tech and low-tech solutions tend be quite restrictive but do have their uses
      
    • Starting from single message devices and working towards devices with more  vocabulary may result in significant disadvantages for some children
      
    • Starting with a large vocabulary and ‘masking’ or ‘hiding’ some symbols can be more effective for many AAC users
    • By ‘presuming confidence’ we can often provide children with complex solutions that will grow as they do
      

  • Further Reading 

    Article on presuming competence from ASHA. Two AAC clinicians explore how the “presumed competence” framework can lead to problematic communication system selection.

    Balancing Presumed Competence with Appropriate AAC System and Goal Selection(Katie O’Neil, MS, CCC-SLP & Rebecca McCarthy, MS, CCC-SLP, 2018  ATIA Conference slides as .pdf download.)

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    URL

    Keep Talking using a single message device such as a BIGmack URL

    If you have a BIGmack (or equivalent) it is what can be called a 'single message device'... download this ABC of Single Message Ideas Wall Poster. This poster was created by CALL Scotland, in collaboration with Tony Jones of TalkSense.
    

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    Reflective Journal 

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    Journal

    Reflective Journal
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    Presentation slides

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    URL

    AAC progression from single message to Tablet solutions URL