NSSEO's Specific Language First Approach Process

NSSEO uses a Specific Language System First Approach to AAC.

When considering AAC for a student NSSEO first looks at using our AAC problem-solving process to determine if our Specific Langauge System is appropriate. When students have needs that are not met by that particular AAC system, then a different system is selected to meet the individual needs of that student. No particular system is imposed on any student, but the Specific Language System is first considered when looking at AAC.

Positives:

• Increased Time for Training and Coaching - The amount of time a person has is finite. Every minute spent on assessment is one less minute spent on implementation, training, or coaching. (Site research on implementation)

• Less System Confusion and an Increase in Modeling - A student stands a better chance of learning how to use an AAC system when communication partners also use the same system. This strategy is called Aided Language Stimulation (ALS). When educators are conducting a lesson and those participating in the lesson each have a different communication system, it makes accurate and proficient modeling a greater challenge. The educators would need to fluidly know where the words are located on multiple systems. It can be difficult enough to learn one system, let alone multiple. Using one primary system helps reduce the learning curve, decreases the intimidation factor, and allows for greater modeling on that particular system.

• Mitigate Impact of Transitions - Transitions can be a huge barrier to successful implementation. One might spend years or more coaching educators on how to implement a system. The educators then learn the system, become proficient modelers of the system, and the student reaps the benefits. Then, the student graduates and moves onto the next grade level. Depending on the school, the educators there might be starting from scratch, completely unaware of the system or how to implement it. Having one system which is used primarily within a school district helps everyone understand and learn how to use that particular system. When transitioning to a new school, the chances of that new staff being familiar with the system increases.

• Students Aren’t Waiting - In a traditional assessment process, implementation of an AAC device is postponed until after the assessment is complete. Paperwork, procedures, and processes use up valuable time where a student could be learning to use a system. Every minute a student does not have access to the robust language system is one less minute he/she has to learn how to use it. Opportunities to learn language on a good system might be flying by as the process works on selecting the perfect system.

Potential Negative:

• One Size Does Not Fit All - There is no one system that will work for every student. Individual needs vary. Although most users might access the device using direct selection by isolating a finger, there are others who require alternative access, such as switch scanning or eye gaze. Even if a Specific Language System First approach were to be adopted, customizations within that system would likely be necessary for individual students. Despite the idea that one system will never meet the needs of every individual, perhaps, one system might meet the needs of most.

AT in the IEP- “The Specific Language System First Approach to AAC — Talking With Tech.” Talkingwithtech.Org, 2022, https://www.talkingwithtech.org/blog/the-specific-language-system-first-approach-to-aac

1. In NSSEO, we use an iPad with TouchChat WordPower as our Specific Language First Approach to AAC. Therefore, it is important that each student has access to an iPad with TouchChat WordPower in a low-tech and high-tech form. Each classroom has a large core board for low-tech supports and at least one iPad with the TouchChat WordPower app (which also uses core vocabulary with symbolstix) in the classroom.

   • Currently, TouchChat WordPower is on the teacher's iPad, and depending on the needs of the classroom, a few other classroom iPads.

   • The purpose of having these low and high-tech core vocabulary systems is so that the educational team can model augmentative/alternative communication (AAC) in the classroom and use them to determine if a student demonstrates the potential consideration for 1:1 AAC.

2. Once the educational team believes a student would benefit from the use of 1:1 AAC the team meets to consider AAC and begin the AAC problem-solving process using the SETT template with guided questions. Typically the SLP will lead the team in completing the SETT.

   • If the student requires alternative access or the team believes the student would benefit from a different AAC system (other than our Specific Langauge First System e.g. an iPad with TouchChat) they will contact the AT Facilitator by completing theNSSEO AT Referral Form.

3. Once the team has completed the SETT and determined that trialing NSSEO's Specific Language First System (i.e. iPad with TouchChat) is an appropriate tool to trial with the student, the SLP will notify the program administration and AT Facilitatorby completing a google spreadsheetthis will send an email to the school administration notifying them that a student is beginning this process.

4. The SLP will then send home the Letter of Informed Consent to Parents and give theNSSEO's Specific Language First System Cover Letter (with the signed parent consent form) to the Program Administrative Assistant to notify a representative from the home school district.

5. The team will then begin the AAC trial using the classroom iPad with TouchChat or GoTalk NOW Plus to collect evidence for data-based decision making

   • The team will contact the AT Facilitator if they would like to trial additional cases or keyguards in order to improve access and portability.

   • If after the trial, the team feels the Specific Langauge First System is not the appropriate system for the student they will contact the AT Facilitator by completing theNSSEO AT Referral Form.

6. Based on the data collected, the team will complete the SETT and document the assistive technology needs in the IEP. This can be done by amending the IEP or by waiting until there is an upcoming IEP meeting.

   • When documenting AAC in the IEP it is important the team refers to theAT Documentation in the IEP presentation to make sure they are documenting the AAC in all of the appropriate sections of the IEP.

7. After the SETT is completed and the AAC system is determined to be the appropriate tool, this change is documented in the IEP, then the educational team may request a 1:1 iPad/AAC system by completing theKirk Individualized AAC Request Form orMiner Individualized AAC Request Form. This form will then be sent to the administration team and the educational team to review. Once each individual approves the request they will write their name in the box at the bottom of the form.

   • Once the program technician receives all the signatures they will assign a 1:1 iPad to the student for the purpose of communication.