Step Up AT for Early Literacy

OK, so your child or student is communicating….for many AAC users, that's where some of the most important learning takes place.

Tina Givner's fifth P is: Provide Feedback!

When communication partners respond to a child's message with encouragement and positive feedback, it does more than acknowledge the communication. It helps the child understand that their message was noticed, understood, and valued.

Imagine trying to learn a new way to communicate and never knowing whether anyone understood what you were trying to say. Feedback helps close that loop.

It’s more than just praise, it shows that communication has an impact on the people around them. They see that messages make a difference, and they're more likely to communicate again. Check out some of these recommendations on using behavior-specific praise to encourage communication (full video on our YT channel)!

How much help is too much help? If we jump in too quickly, the child loses the opportunity to communicate independently. But if we give too little support, the interaction can fall apart and become frustrating for everyone.

That’s why Tina Givner’s fourth P - Prompt When Needed - is so important.

Sometimes that support is a verbal request. But it can also be a gesture, an adult or peer modeling on the device, or even more direct support. The important part is that the adult is paying attention to what the child can already do and adjusting support in the moment instead of taking over the interaction.

The goal is helping children become more confident, active communicators over time. And your prompting might be just what gets them there.

Have a great long weekend, we’ll catch you up on those final 2 Ps next week!
Assistive Technology Industry Association The American Speech-Language-Hearing Association

The third of Tina Givner’s 6 Ps is: Pause to Allow Opportunities for Communication Exchanges. This one sounds simple, but it can be surprisingly hard in real life.

As adults, we tend to move quickly. We ask a question, repeat it, answer for the child, move to the next activity, or fill the silence before a child has had time to process and respond.

AAC users often need more time to hear the language or to organize a response. More time to decide what they actually want to say. And then even more time to find the button.

Sometimes, the most supportive thing a communication partner can do is wait. Because when we slow down enough to leave space for communication, children often show us they had something to say all along.

Did you miss the first 2 Ps? No worries, follow us for great content past, present, and future!
Assistive Technology Industry Association The American Speech-Language-Hearing Association

One misconception about AAC is that children will “just learn to use it” once the device or communication board is available. But AAC works like language works: children learn by seeing it used. So naturally, the second P of the 6 Ps is Present Models.

We naturally model spoken language for children all day long. We point, label, comment, ask questions, repeat words, and respond during real activities. AAC users need those same opportunities to see communication modeled with their system too.

And the good news is, it does not have to be perfect.

You do not need to model every word or stop the interaction to teach the device. Even a few meaningful words modeled during play, reading, meals, or routines can help children connect language with communication. Presenting models is the way to show children that AAC is a real way people communicate.

Check out the full video on Adult Modeling on our YouTube channel!

Assistive Technology Industry Association The American Speech-Language-Hearing Association

Last week, we hinted at Tina Givner’s “6 Ps” for supporting AAC users, practical strategies that help students participate more fully in communication and learning.

The first P is: Presume Competence. That means we don’t wait for someone to “prove” they can communicate before giving them meaningful opportunities to interact.

In this clip, notice what the teacher from Our Pride Academy does first: She models. Then the students use a simple Big Button from Attainment Company, Inc. to engage in shared reading, asking what happens next and commenting on facts. The goal is not supposed to be perfect speech, it’s more about participation and connection.

Presuming competence involves the small gestures: offering a turn, waiting for a response, or believing a student has something worth saying before they can say it independently. The goal is no longer just “getting a child to use the device.” It becomes discovering what that child thinks is funny, interesting, important, exciting, or worth sharing.

Because every child has something to say. AAC simply helps us hear more of it. Assistive Technology Industry Association The American Speech-Language-Hearing Association

Today is Assistive Technology Awareness Day, and we’re proud to help teachers, families, and programs turn that awareness into action through practical strategies, coaching, and FREE resources!

AT is the support that helps a child take a more independent role in their day. Sometimes that support is high-tech. Sometimes it’s low-tech. Sometimes it’s as simple as having the right tool available in the right moment.

One of the tools we love is the Go Talk Select from Attainment Company, Inc. …as you can see, this is one example of how communication support that’s portable and personalized can help a child be more connected and engaged in everyday preschool routines.

This is the awareness that matters most to us - not just knowing what AT is but recognizing what it makes possible with device demonstrations that are quick and easy to watch. Share with a friend and celebrate the day!
Assistive Technology Industry Association FAAST, Inc.

Not every child uses words in the same way. A child who seems disengaged can still be interested but might need an easy way to participate.

Communication, as we know, is more than speech. It can be pointing, pressing a button, choosing a picture, looking toward a favorite page, or using a device to share an idea.

For many autistic children, having multiple ways to communicate can open the door to participation. When communication supports are part of everyday routines and not just saved for “special times,” children have more chances to connect and be understood.

That’s the kind of inclusion we champion - helping children move from watching the activity to being part of it.