Directing Others: Communicating with Augmentative and Alternative Communication — City & Guilds Vocational Foundations for Learning

Augmentative and Alternative Communication (AAC) refers to methods and tools used to support or replace spoken language for individuals with communication difficulties. This Entry Level Certificate covers the fundamentals of AAC, including low-tech options like picture boards and high-tech devices such as speech-generating software. You will learn how AAC enables people to express needs, share ideas, and participate in social interactions, making it a vital skill for supporting inclusion and independence.

In this qualification, you will explore different types of AAC systems, how to select appropriate tools based on individual needs, and basic strategies for implementing AAC in everyday settings. The course emphasises practical skills, such as using symbols, gestures, and simple devices to communicate effectively. Understanding AAC is crucial for anyone working in health, social care, or education, as it empowers individuals who might otherwise be unable to communicate.

This topic fits within the wider 'Foundations for Learning' framework by building core communication and interpersonal skills. It also connects to other life skills qualifications, such as personal development and social interaction. By mastering AAC basics, you will be better equipped to support diverse communication needs in real-world contexts, whether in a classroom, care home, or community setting.

• →AAC systems are divided into two main types: unaided (e.g., gestures, sign language) and aided (e.g., picture symbols, speech-generating devices).
• →Low-tech AAC includes tools like communication boards, books, and PECS (Picture Exchange Communication System), which do not require batteries or electronics.
• →High-tech AAC involves electronic devices such as tablets with communication apps or dedicated speech-generating devices that produce spoken output.
• →Symbols used in AAC can be photographs, line drawings, or text, and must be chosen based on the user's cognitive level and preferences.
• →The 'core vocabulary' approach focuses on high-frequency words (e.g., 'go', 'more', 'stop') to maximise communication efficiency.

• Award credit for demonstrating the ability to independently select and use at least two different AAC symbols or messages to express a basic need (e.g., 'thirsty', 'toilet') with a familiar person.
• Assess for evidence of the learner making a clear choice between two options (e.g., 'want juice' vs 'want water') using their AAC system with an unfamiliar person in a role-play scenario.
• Require demonstration of giving a one-step instruction (e.g., 'stop', 'come here') via AAC to both a known and an unknown partner, with correct context.
• Check that the learner can communicate a warning (e.g., 'hot', 'careful') appropriately and the partner responds accordingly.
• Observe the use of encouragement phrases (e.g., 'good job', 'well done') in a social interaction, ensuring the message is timely and relevant.
• Expect the learner to adapt their communication style (e.g., pace, repetition) based on partner familiarity and feedback.

• 💡Practice role-plays with a variety of partners to build confidence in directing both known and unknown people in familiar settings.
• 💡Ensure you can clearly differentiate between the five communicative functions (needs, choices, instructions, warnings, encouragement) using distinct AAC vocabulary.
• 💡Always check for partner understanding after delivering a message—use a confirmation question or observe their response.
• 💡Use vocabulary that is precise and easily recognizable; avoid ambiguous symbols that could be misinterpreted.
• 💡Prepare for assessment by demonstrating each function at least twice in different scenarios, showing versatility and consistency.
• 💡When describing AAC systems, always give specific examples (e.g., 'a communication board with symbols for food and drink') rather than general statements. This shows deeper understanding.
• 💡For exam questions about choosing AAC, remember to consider the user's physical abilities, cognitive level, and communication environment. Mentioning these factors will earn you higher marks.
• 💡Practice explaining how you would introduce a new AAC system to a user step by step, including modelling use and providing positive reinforcement. This demonstrates practical application skills.

• Confusing communicative functions: learners may use a warning symbol when meaning to give an instruction, leading to partner confusion.
• Over-reliance on one familiar communication partner; failing to attempt communication with unfamiliar people during assessment.
• Inconsistent symbol selection: using the same AAC symbol for multiple meanings without clarifying the intended meaning.
• Forgetting to establish joint attention before activating the AAC device, resulting in the partner missing the message.
• Assuming the communication partner understands the AAC system without checking for comprehension or providing additional clarification.
• Misconception: AAC is only for people who cannot speak at all. Correction: AAC can also support individuals with unclear speech or those who need extra help in specific situations, such as during stress or illness.
• Misconception: Using AAC will stop someone from trying to speak. Correction: Research shows AAC often supports speech development by reducing frustration and providing a model for language.
• Misconception: High-tech AAC is always better than low-tech. Correction: The best system depends on the user's needs, environment, and abilities. Low-tech options are often more reliable and portable.

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