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Communication Device Game
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The device only includes topic-specific vocabulary (e.g., only “bathroom” or “snack”), but essential core words (“help,” “I,” “go,” “more”) are missing.
Incomplete or non-robust vocabulary systems. Why it matters: Core words are vital across settings and purposes; absence limits expression and flexibility
During group time, paraprofessionals interact verbally while ignoring the student’s AAC device entirely.
Modeling only through speech—not using the student’s AAC system. Why it matters: Aided language modeling (touching/interacting with the device when speaking)
Core-word reminders or visual supports (like “help,” “more,” “go”) are posted far from student and staff sight lines—nobody notices them during activities.
Lack of visible cues. Why it matters: Visible prompts promote consistent modeling and reinforce AAC use across contexts
The staff asks, “What do you want?” and immediately repeats the question before the student has time to find the words on the device
Insufficient wait time. Why it matters: AAC users need a pause—multiple seconds—to locate and express words; rushing disrupts communication flow
The student consistently uses single words (e.g., “eat”), but the staff only repeat the same—never extending language
Barrier: Lack of aided language modeling beyond the student’s current level. Why it matters: Effective modeling (“plus-one” language) supports language developm
The AAC device is tucked away in a backpack during most of the school day, making it hard for the student to access and use.
Physical inaccessibility --it matters: Without easy access, meaningful communication opportunities diminish
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