Aided Techniques

Many different aided techniques can be used, some are simple and inexpensive, others are complex and expensive. All aided techniques have one thing in common is that they depend on the use of symbols to communicate.

A symbol is something that stands for something else. Some symbols are easy to learn while others are more difficult. Probably the easiest symbol to learn is a real object, while the most complex is written words. At a very basic level, real objects, miniature objects or parts of objects may be used to represent an activity or object (e.g., handing someone a cup to request a drink). While some individuals may need to use real objects they can be cumbersome and are usually not as portable as other symbols. Often photographs or line drawings are used. Photographs are typically individually prepared; however, commercial photo libraries are also available. Line drawings also are frequently used. Commercially prepared symbols are available from a number of different companies. The most commonly line drawn symbols are called Picture Communication Symbols (PCS) (Johnson, 1994). These symbols are also available in a software program called Boardmaker (Boardmaker 1998).

Please refer to Available Resources for specific manufacturers of symbols.

Figure 2. Examples of varied symbols used in aided systems

Communication boards and books

Communication boards and books are common ways that visual symbols are displayed. Simple boards, notebooks, photograph albums, or small wallets are just a few of the options for organizing and displaying symbols. They involve no technology and are typically sturdy and portable. The individual with ASD typically uses these boards or books by pointing or touching the desired symbol.

A single communication display may include few or many symbols based on ability level. Typically, the board consists of symbols that relate to a single topic or activity (e.g., play choices, snack choices, art supplies, etc). As with other AAC techniques, communication boards/books can be used to enhance overall communication development. Strategies such as Natural Aided Language (Cafiero, 1998) or Aided Language Stimulation (Goosens, Crain, & Elder, 1992) utilize communication boards to visually aid and enhance expression as well as understanding of language.

While communication boards are a very common and useful aided techniques, there is a downside. That is, the individual may focus more attention on the board itself than on the communication partner. For a child with ASD, the ability to secure the attention and interaction of their communicative partner may be difficult. When training the use of communication boards, therefore, these concerns must be kept in mind.

Picture exchange communication system (PECS)

PECS, developed at the Delaware Autism Program, has been used as an initial mode of communication for children with ASD (Bond & Frost, 1994). PECS initially teaches a child to exchange a picture for a desired activity or object. (quiz# 6) Eventually, the child learns other communicative functions such as commenting and answering questions. This system is different from other aided techniques in that it is based on a social exchange. Its advantage is that the child is taught first to seek a partner and then deliver a message (by exchanging a picture). Because of the significance placed on training social exchange, PECS is an important AAC option. Please refer to the ICAN Lesson on PECS for detailed information specific to this system for communication.

Voice output communication aids (VOCAs)

VOCAs are similar to communication boards but offer speech output capability. The key advantage to VOCAs is that the individual has an actual “voice.” Technology is constantly improving, making an increasing range of VOCAs available. Some are simple and inexpensive (starting at approximately $100), offering a single message or few messages per device. With such simple devices, an individual learns to press a button or switch to activate a prerecorded message. Other devices are far more complex, featuring an almost unlimited number of available messages. The most comprehensive devices have large memory capacities to store information, and include features like word processing capabilities, calculators, and ability to interface with standard computers.

Figure 3. Examples of several simple and high tech VOCAs

For information on specific VOCAs, several web sites are very helpful. One such web site is the Communication Aid Manufacturers Association at http://www.aacproducts.org/members.

Other major manufactures of VOCAs are listed in Available Resources in this lesson.

VOCAs have both advantages and disadvantages as illustrated below.