Develop and prepare speech and language therapy resources for alternative and augmentative communication (AAC) use
This element equips learners with the skills to develop and prepare speech and language therapy resources specifically for individuals using alternative and augmentative communication (AAC) systems. It emphasizes understanding how AAC resources support communication, accurately determining individual needs, managing budgets and procurement, and creatively designing tailored resources. Practical application involves direct collaboration with service users and multidisciplinary teams to enhance functional communication and promote independence.
Assessment criteria
Topic Overview
The BIIAB Level 3 Diploma in Healthcare Support is designed for those working in healthcare settings such as hospitals, care homes, or community services. It covers the knowledge and skills needed to provide high-quality, person-centred care under the supervision of a registered healthcare professional. Key areas include communication, health and safety, infection control, and supporting individuals with their physical and emotional needs.
This qualification is essential for healthcare support workers who want to deepen their understanding of clinical procedures, legal frameworks, and ethical practice. It aligns with the Care Certificate and prepares learners for roles such as healthcare assistant, support worker, or nursing associate. By mastering this diploma, students demonstrate competence in delivering safe, compassionate care that respects diversity and promotes independence.
The diploma is structured around mandatory units, such as 'The Role of the Healthcare Support Worker' and 'Promote Person-Centred Approaches in Health and Social Care', plus optional units tailored to specific settings. Assessment involves written assignments, reflective accounts, and observations in the workplace. This blend ensures students can apply theory to real-world scenarios, making them effective members of the healthcare team.
Key Concepts
Core ideas you must understand for this topic
- →Person-centred care: Tailoring support to an individual's preferences, needs, and values, ensuring they are active partners in their care.
- →Duty of care: A legal obligation to act in the best interest of individuals, avoiding harm and ensuring their safety.
- →Confidentiality: Protecting personal information under the Data Protection Act 2018 and GDPR, sharing only with consent or when legally required.
- →Infection prevention and control: Using standard precautions like hand hygiene, PPE, and safe disposal of waste to reduce the risk of infection.
- →Safeguarding: Protecting vulnerable adults from abuse, neglect, or harm, following local policies and the Mental Capacity Act 2005.
Learning Objectives
What you need to know and understand
- 1. Understand how resources are used to support individuals who use alternative and augmentative communication (AAC) systems 2. Be able to determine the resource needs of individuals who use AAC systems3. Be able to cost and order materials, equipment and resources for individuals who use AAC systems4. Be able to develop resources for individuals who use AAC systems
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for comprehensively explaining the purposes and types of AAC resources (e.g., low-tech vs high-tech) and providing clear examples of their use in supporting communication.
- Award credit for demonstrating a systematic, person-centred approach to assessing individual AAC needs, including evidence of observation, discussions with the individual and their support network, and appropriate use of assessment tools.
- Award credit for producing an accurate, itemised list of materials and equipment with costings that reflect best value, alongside a justified procurement plan considering available funding streams.
- Award credit for developing a functional, individualised AAC resource, supported by a detailed rationale for design choices that link directly to the user’s assessed communication goals and preferences.
- Award credit for evidencing adherence to infection control, health and safety, and data protection requirements throughout the resource development process.
Assessment Guidance
Guidance for achieving higher grades
- 💡Always justify your resource choices by explicitly linking them to the specific communication needs and personal goals of the individual, as documented in their care plan.
- 💡Provide clear evidence of interdisciplinary collaboration, such as meeting notes or correspondence with speech and language therapists, to strengthen your assignment evidence.
- 💡When costing materials, show thorough research by comparing suppliers and explaining how your procurement decisions achieve value for money without compromising quality.
- 💡Document your entire development process step by step, including rationale, trialling, and reflection, as this demonstrates professional competence and meets assessment criteria for multiple tasks.
- 💡Use specific examples from your workplace to illustrate how you apply principles like person-centred care or infection control. This shows you can link theory to practice.
- 💡When answering questions about legislation, always mention the exact Act (e.g., 'Mental Capacity Act 2005') and explain how it affects your daily role.
- 💡Reflective accounts should follow a model like Gibbs or Driscoll: describe the situation, your feelings, evaluation, analysis, conclusion, and action plan. This demonstrates deep learning.
Common Mistakes
Common errors to avoid in your coursework
- Assuming that all AAC users benefit most from high-tech solutions, while overlooking or undervaluing simple low-tech options such as communication boards or symbol cards.
- Failing to actively involve the individual and their family or carers in the assessment and resource development stages, leading to resources that are not truly person-centred.
- Neglecting to plan for ongoing review and updating of AAC resources, resulting in tools that become outdated or irrelevant as the user’s needs evolve.
- Inadequate consideration of environmental factors and practical usability, such as portability, durability, and how the resource fits into daily routines.
- Misconception: 'Person-centred care means doing whatever the patient asks.' Correction: It involves balancing the individual's wishes with professional judgment, safety, and available resources.
- Misconception: 'Confidentiality is absolute and can never be broken.' Correction: Confidentiality can be breached if there is a risk of harm to the individual or others, or if required by law (e.g., safeguarding concerns).
- Misconception: 'Healthcare support workers don't need to understand legal frameworks.' Correction: They must know key legislation like the Health and Safety at Work Act 1974 and the Care Act 2014 to ensure safe, lawful practice.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for BIIAB Develop and prepare speech and language therapy resources for alternative and augmentative communication (AAC) use
Every vocational unit is marked against named criteria rather than an exam percentage. Your tutor's brief lists the exact codes for this unit — here is what each band is asking you to do.
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •Completion of the Care Certificate or equivalent induction training.
- •Basic understanding of health and safety procedures in a care setting.
- •Familiarity with communication techniques, including active listening and non-verbal cues.
Coursework AI Review
Paste your assignment brief and check your draft against its P/M/D criteria
Key Terminology
Essential terms to know
- 1. Understand how resources are used to support individuals who use alternative and augmentative communication (AAC) systems 2. Be able to determine the resource needs of individuals who use AAC systems3. Be able to cost and order materials, equipment and resources for individuals who use AAC systems4. Be able to develop resources for individuals who use AAC systems
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