Conversation Skills: Communicating with Augmentative and Alternative Communication — City & Guilds Limited Digital Functional Skills Qualification Foundations for Learning Revision

    This topic covers conversation skills using augmentative and alternative communication (AAC). Learners must be able to start, maintain, change topics, repa

    Topic Synopsis

    This topic covers conversation skills using augmentative and alternative communication (AAC). Learners must be able to start, maintain, change topics, repair, and close conversations with known and unknown people. It focuses on functional communication in various settings.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Conversation Skills: Communicating with Augmentative and Alternative Communication

    CITY & GUILDS LIMITED
    vocational

    This topic covers conversation skills using augmentative and alternative communication (AAC). Learners must be able to start, maintain, change topics, repair, and close conversations with known and unknown people. It focuses on functional communication in various settings.

    1
    Learning Outcomes
    3
    Assessment Guidance
    3
    Key Skills
    1
    Key Terms
    5
    Assessment Criteria

    Assessment criteria

    City & Guilds Level 1 Certificate in Augmentative and Alternative Communication

    Topic Overview

    Augmentative and Alternative Communication (AAC) refers to methods and tools used to support individuals who have difficulty with spoken or written communication. This topic covers the range of AAC systems, from low-tech options like picture boards and symbol charts to high-tech devices such as speech-generating devices and apps. Understanding AAC is crucial because it empowers individuals with communication challenges to express themselves, participate in social interactions, and access education and employment opportunities. In the context of the City & Guilds Level 1 Certificate, this unit introduces you to the principles of AAC, the different types of systems available, and how to select and use them appropriately.

    AAC is not just about technology; it involves understanding the user's needs, preferences, and environment. You will learn about the role of communication partners, the importance of vocabulary selection, and how to implement AAC strategies in everyday settings. This knowledge is foundational for careers in healthcare, education, and social care, where supporting individuals with communication difficulties is essential. By mastering AAC, you contribute to breaking down barriers and promoting inclusivity.

    This topic fits into the wider subject of Foundations for Learning by developing your skills in communication, empathy, and problem-solving. It also links to other units on person-centred support and understanding disabilities. As you progress, you'll see how AAC integrates with other assistive technologies and therapeutic approaches, making it a vital component of holistic support.

    Key Concepts

    Core ideas you must understand for this topic

    • →AAC systems are categorised as aided (requiring external tools) or unaided (using body language, signs, or gestures). Aided systems include low-tech (e.g., communication boards) and high-tech (e.g., speech-generating devices).
    • →Symbols are the building blocks of AAC; they can be photographs, line drawings, or abstract symbols. Understanding symbol types and their appropriate use is essential for effective communication.
    • →Vocabulary selection must be individualised, focusing on core vocabulary (high-frequency words like 'yes', 'no', 'want') and fringe vocabulary (personalised words like 'dog' or 'swimming').
    • →Communication partners play a key role in AAC success. They must model AAC use, provide wait time, and respond to all communication attempts to encourage interaction.
    • →The 'Total Communication' approach combines AAC with other methods (e.g., speech, gestures) to maximise communication potential. This principle emphasises flexibility and responsiveness to the user's needs.

    Learning Objectives

    What you need to know and understand

    • Respond to partner’s conversation opening with known and unknown people in familiar and unfamiliar situations., Start a conversation with known and unknown people in familiar and unfamiliar situations, Keep conversation going with known and unknown people in familiar and unfamiliar situations, Change topics within a conversation with known and unknown people in familiar and unfamiliar situations, Repair a conversation with known and unknown people in familiar and unfamiliar situations, Close a conversation with known and unknown people in familiar and unfamiliar situations

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Initiate a conversation using AAC with known and unknown people.
    • Maintain a conversation by taking turns and adding information.
    • Change topics appropriately during a conversation.
    • Repair communication breakdowns effectively.
    • Close a conversation politely.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Practice with different AAC devices or systems.
    • 💡Role-play conversations in familiar and unfamiliar settings.
    • 💡Focus on turn-taking and listening skills.
    • 💡When describing AAC systems, always link features to user benefits. For example, explain how a symbol's size or colour contrast aids recognition for someone with visual impairments. This shows deeper understanding.
    • 💡Use real-world examples to illustrate your points. Mention specific scenarios, like a child using a PECS (Picture Exchange Communication System) to request a snack, to demonstrate practical application.
    • 💡Be precise with terminology. Distinguish clearly between 'augmentative' (supplementing speech) and 'alternative' (replacing speech). Examiners look for accurate use of key terms.

    Common Mistakes

    Common errors to avoid in your coursework

    • Not waiting for a response before continuing.
    • Struggling to repair misunderstandings.
    • Using inappropriate topic changes.
    • Misconception: AAC is only for non-verbal individuals. Correction: AAC can benefit anyone with communication difficulties, including those with some speech but limited clarity or endurance. It supports, not replaces, existing speech.
    • Misconception: High-tech AAC is always better than low-tech. Correction: The best system depends on the user's needs, context, and preferences. Low-tech options are often more portable, durable, and easier to use in certain settings.
    • Misconception: Using AAC will stop someone from learning to speak. Correction: Research shows AAC can actually support speech development by reducing pressure and providing a reliable communication method, which can increase confidence and vocalisation.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic understanding of communication difficulties (e.g., speech and language disorders, autism, cerebral palsy).
    • •Familiarity with person-centred approaches and the importance of individualised support.

    Key Terminology

    Essential terms to know

    • Respond to partner’s conversation opening with known and unknown people in familiar and unfamiliar situations., Start a conversation with known and unknown people in familiar and unfamiliar situations, Keep conversation going with known and unknown people in familiar and unfamiliar situations, Change topics within a conversation with known and unknown people in familiar and unfamiliar situations, Repair a conversation with known and unknown people in familiar and unfamiliar situations, Close a conversation with known and unknown people in familiar and unfamiliar situations

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