WEBSITE ACTIVITIES DIANE K. ELLIS AAC CONSULTANT ...

WEBSITE ACTIVITIES
DIANE K. ELLIS
AAC CONSULTANT
BELLEVUE PUBLIC SCHOOLS
A. WHAT IS AAC?
AAC refers to Augmentative and Alternative Communication. Alternative
Communication refers to strategies that totally replace vocal speech and are
rarely appropriate for students. However, Augmentative Communication is
often necessary for students to functionally communicate and refers to an
integrated system which attempts to compensate for the student's difficulty
communicating. An AAC system is multi-modal, consisting of all strategies,
aids and techniques used by an individual to communicate across a variety of
settings and is meant to enhance, not replace current communication.
B. GOALS AND OBJECTIVES:
Goals and objectives are developed to improve a student's functional
communication and classroom participation across a variety of developmental
domains. The following are some sample goals and objectives which may be a
part of a student's IEP:
GOAL: Given a sequential communicator and gesture cues, Susan will
activate the device during classroom activities with only gesture cues
on 3/5 sessions.
1. Given a sequential communicator, Susan will activate the device
to interact with others during social games with gesture cues on
3/5 sessions.
2. 2. Given a sequential communicator, Susan will activate the
device to gain a listener's attention with only gesture cues on 3/5
sessions.
3. Given a sequential communicator, Susan will activate the device to
"sing" during music with only gesture cues on 3/5 sessions.
GOAL: Using a variety of conventional communicative modes, Tom will
interact without prompts on 4/5 sessions.
1. Given an eye gaze board and object symbols, Tom will look at
symbol to request preferred item without prompting on 4/5
sessions.
2. When asked yes/no questions, Tom will move his head to answer
the question without prompting on 4/5 sessions.
3. Upon entering the room, Tom will vocalize an approximation of the
word "Hi" with a hand movement to greet others without
prompting on 4/5 sessions.
GOAL: During classroom activities, Callie will activate a switch to
participate at least 5 times during a 10 minute session for 3/3
sessions.

1. Given a preferred switch toy, Callie will touch the switch to
activate the toy at least 5 times during a 10 minute session for 3/3
sessions.
2. Given switch access to the computer, Callie will touch the switch to
activate simple cause and effect software at least 5 times during a
10 minute session for 3/3 sessions.
3. Given a switch and appliance relay, Callie will touch the switch to
activate the appliance at least 5 times during a 10 minute session
for 3/3 sessions.
GOAL: Given alternate computer keyboard access (IntelliKeys) and adapted
software, Karen will complete functional academic activities 80% for
3/3 sessions.
1. Given IntelliKeys keyboard and custom overlays with picture/word
display, Karen will touch picture/words on the overlay to make a
simple sentence 80% for 3/3 sessions.
2. Given IntelliKeys keyboard, IntelliPics activity and custom overlay,
Karen, will touch the correct picture in response 80% for 3/3
sessions.
2. Given IntelliKeys keyboard and custom overlay with letters from
single word sequentially marked, Karen will touch each letter in
order to copy the word for 8/10 words for 3/3 sessions.
C. TEACHING STRATEGIES/ ACTIVITIES:
Any teaching strategies and activities used with students who have severe
disabilities including Autism Spectrum Disorders, will need to be
implemented consistently across environments and partners to ensure
generalization. An intensive and eclectic approach utilizing a variety of
successful intervention strategies will be most beneficial. One program that
has incorporated several instructional strategies into a staff training model is
the Heartland Hand-In-Hand Model from Heartland Area Education Agency
(AEA) #11 in Johnston, Iowa. The program was developed for students who
have an Autism Spectrum Disorder, but can be used with students who have
severe disabilities to increase independence.

(Appendix A – "Structuring the Learning Environment")
1. Structured Teaching Strategies: The focus of these types of structured
teaching strategies target the "antecedents" of a student's behavioral
challenges. Visual structure is provided through visual organization, visual
clarity and visual instruction. Visual clarity could include color coding, tape,
and picture/word labeling. The use of library book pockets, folders, cardboard
dividers and file trays are examples of visual organization strategies. Visual
Instruction can be given with picture/word cues cards, break cards, foot
prints on the floor and arrows.
• Physical Structure – use visual cues, minimize distractions and structure
the learning environment to promote independence. There are many ways
to structure the environment including the use of colored tape to mark
areas, shapes/marks on the floor to designate where to stand/sit, move
furniture to set up distraction free work areas, use colors/printed words to
label and structure work tasks.
• Picture/Word Schedules – supports receptive language skills and are used
to visually tell students when activities occur, to aid in transitions and to
establish routines. Schedules can be objects, pictures -photos or colored
symbols or written.

• Work System – student's work is presented in a structured format to
improve independence. Visual cues are used to give the student
information on the work
they are to do. Cues could be matching colors, shapes or numerals to a task
and then putting to a "done" area.
• Structure Work Tasks – structure task to assist students in understanding
the directions.

2. Picture Exchange Communication System (PECS) Frost & Bondy: This is a
structured augmentative communication system, which uses objects, pictures
or words to engage a listener by exchanging the symbol with a
communication partner. You can purchase commercial PECS books or make
your own from 3-ring binders with Velcro.
3. Applied Behavior Analysis/Behavioral Intervention strategies: Specific
instructional strategies include fading of prompts, shaping of successive
approximation so target skills and discrete trial teaching techniques. Discrete
Trial Teaching involves giving an instruction, student responding and giving
a consequence with an intertrial interval. More information on ABA
strategies including Discrete Trial Teaching is available from a variety of
sources. For significantly challenging behaviors, a Functional Behavioral
Assessment will need to be completed. This is a procedure used to determine
what is the cause or "function" of a behavior by identifying the behavior, the
circumstances and the social function of the behavior i.e. avoidance, escape,
etc. A basic assumption is that all behavior is communicative. There are a
variety of data collection forms available to determine the antecedents,
behavior and consequences related to a specific behavior. Behavior
Intervention Plans are then developed based on this information to teach a
replacement behavior to achieve the same function i.e. escape, attentionseeking,
etc. Picture symbol cards can be used to cue the students on the
replacement behavior.

(Appendix B – data collection forms)
4. Strategies to Develop Friendships: Students with severe disabilities need
planned and direct intervention to develop friendships. Several strategies
have proven successful with students with severe disabilities including
developing awareness of disabilities in their peers.
• Circle of Friends – is a tool that helps kids get over the friendship barrier
of students with disabilities by increasing awareness and creating
empathy. Circle of Friends: A Guide For Facilitators Handout (adapted
from Barbara Gill, 1991) provides step-by-step procedure to complete the
activity with a classroom.
(Appendix C – Circle of Friends Handout)
• Individual Differences Awareness activities from Heartland Hand-in-Hand
Model for Teaching Students with Autism, Heartland AEA #11, Johnston,
IA. Suggested activities include setting up stations for students to feel
what it might be like to have a disability.
Cerebral Palsy station – place beanbag between your knees and at
sides with elbows while doing a variety of physical activities i.e.
jumping jacks, etc.
Autism – use a strobe light when trying to watch a teacher's
demonstration, shake hands with gloves lined with sandpaper, put
headphones with radio static while trying to follow directions, etc.
• Structured Teaching Strategies: Adults directly teach peers the visual
structure and instruction that give cues to the student for social
interaction skills including communication cues, behavior cue cards and
turn-taking cue cards. Communication cue cards could include
picture/written greetings, photo cues to use names and picture/written
cues to answer questions. Behavior cue cards could include graphic/written

cue to "sit on chair", "inside voice" or "raise your hands". Turn-taking cue
cards could be graphic symbol my turn/your turn or individual
photographs. Students participate in social activities such as playing
games, cooking activities, songs/books, etc. while using the visual
instructions to cue the student with a disability.
• Social Stories by Carol Gray are stories which use written or picture
sentences to present information visually and describe expected behavior.
Resources for developing social stories can be found in books "The Original
Social Story Book" by Carol Gray and "Social Skills Stories" by Johnson
and Susnik. For nonverbal students who are nonreaders, taking
photographs of the student demonstrating the skills or parts of the story
have been successful. In addition, using graphic reading/writing support
software such as Writing With Symbols (Mayer-Johnson).
5. Adapting Toys/School Materials: Many instructional materials will need to
be adapted to meet the unique needs of students with severe disabilities.
There are commercial products available but if cost is a factor there are ways
to modify school tools and materials. Some of these possible modifications and
adaptations are as follows:
• Paintbrushes – cut handles shorter or build up handles with tape.
• Easels – use clipboards to angle work or bedside tilt tables; contact paper
3- ring binders to use as easels.
• Scissors – use one of a variety of commercially adapted scissors including
loop scissors, help scissors and battery operated scissors; build up handles
with yarn.or tape
• Sponge Painting – cut designs or purchase sponge shapes and attach a
handle i.e. dowel, cupboard knob, pc pipe, etc.

• Velcro Blocks – stick Velcro on blocks for stacking
• Pencil Grip – use commercial pencil grip or build up pencil.
• Paper – use raised line paper commercially purchased; make raised line
paper. using glue or wikki sticks on the writing lines or to outline a
desiring to color.
• Computer Access – use trackball, switch with switch interface or alternate
keyboard.

• Books – use page fluffers commercially purchased or made with paper clips
and foam
• Universal Cuff – This is a foam strap attached to a child's hand and used
to hold crayons, markers, paintbrushes, eating utensils
• Name Stamps – use name stamps for students to "write" their names on
school work and papers
• Puzzles – Attach cupboard/drawer knobs to puzzle pieces for easy
handling.
• Piano or Tape Recorder Keys – Extend the keys on the piano or tape
recorder by attaching tongue depressors.
• Handles – Use tube blocks or rubber bicycle handles over the turning knob
on wind-up toys to make them easier to hold and turn.
• Switch Adapted Toys – use commercially purchased toys or adapt a battery
operated toy for switch use. Refer to Resource and Company listings for
specific switch toys and for procedures on how to adapt a toy for switch
use.
• Battery Interrupter – use commercially purchased device or make a
homemade battery interrupter
(Appendix D – "Switch"ing Toys handout)
6. Homemade Toys: There are a variety of sensory toys and materials that
can be purchased to use with students with severe disabilities. Similar type
items can be homemade with materials available in the classroom/home.
• Toilet paper rattles – make rattles using toilet paper cylinders with beads,
beans or pennies inside and cover with contact paper
• Touch Me Book – Cut shapes of different textured materials and glue to
felt squares, sew the squares together to make a book
• Covered blocks – put various textured fabrics, such as sandpaper, cotton,
velvet, silk or burlap on the blocks
• Foot Mobile – use a large stuffed animal and hang bells on it, tie it to the
crib rails at the child's feet
• Versatile Mobile – us a piece of elastic with objects attached with yarn or
string, attach across chair
• Hiding Toy – attach a piece of elastic to inside of a coffee can, attach a pom
pom to the other end of the elastic, when pulled on the pom pom will snap
back into the coffee can
• Bell Wrist/Ankle Bands – sew bells on hair band holders

• Paper Board/Book – glue different textures of paper to cardboard or poster
board for student to crumble, feel and hear; include cellophane, Mylar
paper, tissue paper, newspaper, waxed paper or catalog paper
• Fabric Juice Can Lids – cover juice can lids with fabric to drop into a coffee
can or use other noisy, colorful objects
• Pringles can – cover can with black contact paper and paint designs with
fluorescent craft paint for tactile and visual interest
7. Sensory Activities: Students with severe disabilities need to have a range
of sensory experiences. Again, there are many commercial materials and
items that can be purchased to use with students, but often sensory items
around the school or home can provide the same sensory input.
• Fill wade pool or large box with leaves, peanuts or beans for students to
get inside to play.
• Fill a small tray or water table with different sensory materials including
cotton balls, whipping cream, Knox blox, Jell-O, rice, water, dirt,
sand/water, etc.
• Finger paint with pudding, shaving cream, whipping cream, ivory
soap/water mixture.
• Make a texture book or board with a variety of different fabrics, paper and
materials – silk, corduroy, cellophane paper, bubble wrap, etc.
• Play Box – make a play box for students to play in from a large cardboard
box and lay on its side: a) cut several large holes in the top and cover with
cellophane, b) line the floor and walls with various textured materials & c)
attach toys from the ceiling and walls.
8. Literacy and Augmentative Communication Strategies: Use books with
repetitive story lines and rhythmic patterns to facilitate "reading" the book.
For each book make related communication boards for students to respond to
questions about the book, to comment and to participate in interactions.
Make individual picture symbols to use as aided language stimulation – point
to the symbols as read the story to assist in understanding of new vocabulary
and concepts. Complete activities related to the stories using similar
communication boards and picture symbols. Write directions for the activity
or the recipe using graphic symbol support i.e. Writing With Symbols
software.
a. "Over The River and Through The Woods" by Lydia Maria Child
• Set the Table – Use graphic/picture symbols similar to those
used while reading the story to "set the table" for Thanksgiving.
• Thanksgiving Plate – Cut out food pictures from magazines or
use graphic symbols of foods to glue student's choices on a paper
plate.
• Grocery Shopping – Use actual grocery items, empty containers
and/or picture symbols to shop for Thanksgiving Dinner.
• Family Dinner – Have students draw pictures of their families
or get photos of family members to put around the Thanksgiving
table.
• Song Sequence Book – Have students draw pictures or use
graphic symbol cards for lines in the song. Sequence the
pictures/cards and bind into individual books for students.

• Additional suggestions available from "More Hands On Reading"
by Kelly & Friend.
b. "Gingerbread Man" by Jim Aylesworth
• Gingerbread Cookies – Buy or make gingerbread cookies and
decorate with colored frosting, raisins, sprinkles, etc.
• Gingerbread Men – Cut out gingerbread men shapes from
sandpaper and decorate with buttons, ribbons, fabric pieces, etc.
• Smell the Gingerbread Man – Paint watered down glue on
gingerbread man cut out and sprinkle with cinnamon/sugar
mixture, then decorate with raisins, sprinkles, etc.
• Gingerbread Men Puppets – Use graphic symbols pictures to
make stick puppets or cut outs of the characters. As you read the
story have the students hold up their character and say the
repetitive lines of the story.
• Additional suggestions available from "More Hands On Reading"
by Kelly & Friend

c. "Five Little Monkeys Jumping On the Bed" & "Five Little Monkeys
Sitting In a Tree" songbook by Eileen Christelow
• Monkey Puppets – Make or buy monkey puppets to act out the
story/song.
• Monkey Plate Character – Use cut out monkey parts to glue on a
paper plate in the form of a monkey.
• Tree/Bed Poster – Draw, copy or print graphic symbol of a large
tree or bed with Velcro attached. Velcro pictures or graphic
symbol pictures of monkeys to the tree. Take off or have the
students take off the monkey symbols as you sing/read the story.
• Additional suggestions available from "More Hands On Reading"
by Kelly & Friend
d. "The Snowy Day" by Ezra Jake Keats
• Footprints – Make footprints from biscuits. Shape one biscuit
into foot and use another biscuit to make five toes.
• Sponge Paint Footprints – Sponge paint blue paper with white
paint. Use foot sponge print to make black footprints in the
snow.
• Ivory Snowmen – Mix Ivory detergent with water and shape
balls into a snowman. Attach buttons, toothpicks, beads, etc.
• Snow Cones – make crushed ice by placing ice cubes in a bag
and crushing with a hammer. Put the crushed ice in a cup and
pour on flavored juice.
• Additional suggestions available from "More Hands On Reading"
by Kelly & Friend and "Units" by Dianne DeTommaso
e. "Going On a Bear Hunt" by Rosen & Oxenbury
• Bear Cave – Cut out a black cave and cut slit to make a "door"
and glue to blue paper. Cut out a bear shape from brown paper,
felt or fur. Glue eyes, nose and teeth on bear shape. Glue the
bear behind the "door" of the cave.
• Story Actions – Put motor actions to the story sequence.
• Story Sequence – Have students draw or make graphic symbols
pictures of the story sequence. Have students put the story in

sequence on a piece of paper or bind together to make a book to
take home.
• Bear Biscuits – Make bear biscuits with one biscuit for the head
and tear second biscuit in half for the ears. Add raisins or
decorations for facial features.
• Teddy Bear Hunt – Have students bring their own teddy bears
to school. Take turns hiding the bear and using clues to locate
the bear. Clues can be given verbally or by using graphic symbol
sentences for students to read.
• Additional suggestions available from "Hands On Reading:
Classroom Classics" by Kelly & Friend
f. "It Looked Like Spilt Milk" by Charles Shaw
• Story Props – Make story props or purchase Velcro story kits
(available from Lakeshore).
• Cloud Art – Squirt white paint on blue paper and fold paper in
half. Press paper and open. Have student identify what it looks
like with picture/graphic symbols as choices if necessary.
• Cotton Clouds – Make line drawings of shapes from book. Have
students glue cotton balls on the shapes.
• Spilt Milk Books – Have students cut white paper into different
shapes. Glue onto blue paper and make into a book. Have
students put sentences together using graphic symbols or
symbol processor (Writing With Symbols software).
• Additional suggestions available from "Hands On Reading:
Classroom Classics" by Kelly & Friend

g. "Wheels On the Bus" – various books available of this song
• Play-a-sound book by Michael Carroll – the sound symbols match
the book pictures to play as read the book.
• Student Bus – Take photos of students and have them glue on the
windows of a bus picture.
• Shape Bus – Cut yellow rectangle for bus body, black circles for
wheels, black squares for windows, red stop sign, etc.
• Wheel Cookies – Cut out circle cookies and frost with black
frosting.
• Bus Snack -Rectangle graham cracker with yellow frosting and
mini Oreos for wheels.
• Transportation Book – Make a book of different transportation
vehicles. Put in repetitive lines such as "How will (name) get to
(school/McDonalds)? With a photo of the student and the next page
with the vehicle he chose and the fine "He/She will ride a (bus, car,
train, bike, train, plane, etc.).
• Tape Recorder – Have students use switch to activate a tape player
with the recorded song.
• Additional suggestions from "Hands On Reading: Classroom
Classics" by Kelly & Friend

h. "Brown Bear, Brown Bear" by Erik Carle
• Classroom Book – Use drawings of story characters and photos
of students to make a classroom book. Let students choose what
story character they see using the repetitive fine from the story.
• Color Match – Match the characters with their color from the
book. Complete other color matching activities. Put color M&Ms
on same color of a bar graph to chart how many of each color.
• Brown Bear Puppets – Make and color animal masks from the
story or use graphic symbols/pictures to make stick puppets.
Velcro story kits are available. Have students use items to act
out the story as it is read and to "retell" the story to others.
Students can use switches to activate recorded storylines.
• Additional suggestions available from "Hands On Reading" by
Kelly & Friend
i. "The Little Old Lady Who Wasn't Afraid of Anything" by Linda
Williams
• Classroom Book – Use symbolic processing or graphic symbol
software to write the repetitive lines of the story. Have students
put the lines in sequence. Put the pages of the story in order and
bind for a classroom book.

• Crows – Glue black feathers to a crow picture.
• Scarecrow – make paper scarecrow or stuff clothing to make
classroom scarecrow.
• Carve Pumpkin – Write directions and steps for carving with
symbolic processing software or graphic symbols.
• Story Props – Get clothing items from story and lighted jack-olantern
for students to use in the story. As their part in the story
is repeated they can use the props to do the related action i.e.
"two gloves go clap clap".
• Clothing/Sound Match – Use graphic symbols or clothing
pictures to identify which one goes with each sound in the story.
• Additional suggestions from "Hands On Reading" by Kelly &
Friend
j. "Inside a Barn in the Country" by Alyssa Satin Capucilli (rebus
read-along story).
• Country Barn – Use large poster board to make barn with doors
that open. Put pictures or graphic symbols of animals from the
story in the barn. As tell the story have students locate the
animal. Each student will use VOCA, voice or other AAC
strategies to say the repetitive sound for that animal.
• Animal/Sound Match – Match the animal to their sound on a
tape player.
• Animal Masks – Make animal masks for the students to wear as
you read the story.
• Animal/Symbol Match – Match toy animals to picture/graphic
symbols.
k. "The Very Hungry Caterpillar" by Eric Carle

• Story Props – Make graphic symbols for story or use Velcro story
kit (Lakeshore) to tell the story as it is read. Match story kit
props to graphic symbol pictures.
• Food Book – Make classroom and/or individual books of the food
from the story in order and bind together. Use symbolic
processing or graphic symbol pictures to put on each page.
• Caterpillar Plate – Use a paper plate for each day and glue on
the pictures/graphic symbols of the food for that day. Attach in
order with fasteners.
• Cocoon – Take turns crawling into a sleeping bag or sheet.
Attach wings students have made and emerge as a butterfly.
• Caterpillar Puppet – Make caterpillar puppets from socks and
on inside attach wings to unfold the butterfly.
• Butterfly Blot Art – Drop different colors of paint on paper, fold
in half and press. Open and cut out the butterfly design.
l "The Snow Tree" by Caroline Repchuk
• Story Props – Cut out or draw a tree on white felt. Use colored
felt to cut out the story items placed on the tree. Have students
locate and put the items on the tree as read the story.
• Tree Cookie – Make tree cut out cookies and frost with white
frosting. Decorate with colored sprinkles.
• Snow Scene – Paint over a picture with white paint and sprinkle
on silver glitter to duplicate the scenes from the story.

9. Literacy Activities for Older Students: It is important when working with
older students who have severe disabilities to make the tasks and materials
as age – appropriate as possible. Literacy activities should be related to
functional age- appropriate activities.
• Cooking – Use symbolic processing software and graphic symbol software
to write simple recipes and directions (Writing With Symbol and
Boardmaker software. Some cooking activities are included in resource
books such as "I Can Cook Too" by Mervine, Mark & Burton
• News-2-You by Jacqui Clark – Is a weekly on-line newspaper that can be
accessed and downloaded for minimal yearly cost. Each newspaper
includes a theme related to a current event written with words/symbols.
Each newspaper includes follow-up worksheet activities, puzzles, recipes
and vocabulary.
(http://www.news-2-you.com/ for sample newspaper and to order)
• "Stirring the Brew" from Story time Holiday Fun by Patti King-DeBaun –
copy the story from the book on colored construction paper. Laminate and

ind to make a classroom book. As read the story make some "brew" -
pudding with candied cats and bats, licorice for spider webs, etc.
• "Dirty Duds" from Story time by Patti King-DeBaun – copy the
reproducible story to make classroom book. Paint shirt drawings brown for
"dirty" and white for "clean". Make dirt cake from pudding mixture with
crumbled Oreos on top. Finger-paint with pudding. Match clothing to
graphic symbol pictures.
• "Smell the Toast Book" from Art For Me Too by Mervine, Wood & Burton –
copy and cut out the toast patterns for the Toast Book. Paint on watered
down glue on top and bottom piece then sprinkle on bread crumbs. For the
middle pieces sprinkle on grape Jell-O, strawberry Jell- 0, butter salt,
garlic salt, cinnamon sugar, crushed peanuts, etc.

• "Friends" from RAPS: Reading Activities Project for Older Students by
Musselwhite This is a reproducible emergent literacy symbolized story.
Students help to read the story and then play the "Friends" game of
pulling names or symbolic sentence cues to complete from a hat.
(Appendix H)
• Special Cards – Write lines for a poem from symbolic processing software
to send to someone for Valentines, Christmas, Birthdays, etc. Make
overlays for students to use to "write" the lines.
D. RESOURCES:
There are a variety of resources available for working with students who
have severe/profound disabilities.
• "Quick Tech Magic: Music Based Literacy Activities" and "Quick Tech
Activities for Literacy" by Coleman, McNairn & Shioleno from Mayer-
Johnson Company.
These books consist of skill-related songs about daily school activities and
literacy activities. A description of low-tech devices to facilitate the use of
music, adapted songs, adapted literacy activities, choice making cards an
additional resources are included.
• "Units: Music, Art & Cooking" by Dianne DeTommaso from Mayer-
Johnson Company
This book includes 9 units as well as creative writing activities used with
students who use augmentative communication devices. The units include
music, art and cooking activities as well as reproducible communication
overlays, recipe cards and patterns. Recipe cards use symbolic reading
support.
• "This Is the One I Want" by Linda G. Richman from Mayer-Johnson Co. A
cut & paste activity book of 33 lessons which use graphic symbols. The goal
of each lesson is to develop pragmatic functions of requesting, relating
experiences and answering questions.
• "RAPS: Reading Activities Project for Older Students" by Southwest
Human Development Inc. from Mayer-Johnson
This book is designed for persons chronologically over the age of 8 but who
are at the emergent literacy level. There are 10 stories in the series, which
include a symbolized story (simple story line, line drawings, symbols
representing key concepts), 2 functional symbol displays and extension
activities.
• "Hands-On Reading", "More Hands-On Reading" and "Hands-On Reading:
Classroom Classics" by Kelly and Friend from Mayer-Johnson.
These three books use popular children's literature as a vehicle for
teaching communication. One goal is to maximize the participation of nonverbal
students in story time activities. It lists children's books with goals,
objectives, resources, hands-on activities, symbolic worksheets and
corresponding communication overlays.
• "A Book of Possibilities" by Canfield & Locke from AbleNet Inc.

Activities using simple technology for elementary academic subjects are
included in this resource book. It provides new and creative ways to use
assistive technology to include students with severe disabilities.
• "Story time" and "Story time II" by Patti King-DeBaun from Creative
Communicating
These two books of symbol stories and early literacy activities are for
young children who have difficulty with functional communication skills.
Each story has related activities revolving around the story theme – art,
music, word processing, play and cooking activities.
• "What's In Your Home?" by LePage & McFarlane from Mayer-Johnson
This is a workbook created by classroom teachers to supplement
communication and independent living classes. The worksheets use
symbols to teach about everyday activities.
• "Literacy Through Symbols" by Detheridge and Detheridge from David
Fulton Publishers
This book describes how symbols can support learning, communication and
participation. It includes practical examples of how to introduce symbols in
developing reading and writing skills.
• "Health Units for Non-Readers" by Cole, LePage & McFarlane from
Mayer- Johnson
The book includes short picture symbols stories with related activities on
four units of health & personal grooming. Each unit includes worksheets
for picture symbols matching, word to symbol matching and symbolic
sentence completion.
• "From the Classroom to the Workplace Volumes 1 & 2" by Pritchard &
Stone from Mayer-Johnson.
Activities to develop vocational skills with hands-on experiences including
suggested community outings and worksheets are provided in this book for
students transitioning into the workplace.
• "Simple Symbol Stories for Beginning Readers I & II" by Suzanna Mayer
from Mayer-Johnson
This book offers 20 stories of short, rhyming patterns to help students
learn to read. Picture symbols support context and reading with
accompanying communication boards and activities.
• "Life: Learning Independence Through Functional Experiences" by Leugles
& Staugler from Mayer-Johnson
Included are opportunities to involve students in literacy/language
activities with a theme, story and related activities. AU have been
symbolized to support adolescent students who use augmentative
communication.
• "Step Up To Math" by Anne Marie Johnson from Mayer-Johnson
The book was designed to teach the cognitive foundation skills necessary
for mastery of math concepts. It includes paper/pencil activities with
symbolic directions as well as related suggestions.
• "Introduction to Kitchen Appliances" by Linda G. Richman from Mayer-
Johnson.

This is an instructional workbook to promote independence in the kitchen.
Each of 5 chapters begins with basic information with follow up activities.
Symbols are used as multiple-choice answers to questions.
• "Life Skills Continuum" from Bellevue Public Schools
This is the alternate curriculum developed by Bellevue Public Schools
Special Education Curriculum Committee for the Moderate &
Severe/Profound Mentally Handicapped Programs in Bellevue Public
Schools.
• "Interactive Augmentative Communication Program" by Hough, Lubetsky,
Taylor & Tarquinio from Mayer-Johnson Co.
This program is a resource, which consists of assessment protocols. Themebased
strategies, communication overlays, related software/books,
home/community activities and parent resource guide are included.
• "Engineering Training Environments for Interactive Augmentative
Communication" & "Communication Overlays for Engineering Training
Environments" by Elder & Goossens from Mayer-Johnson
This book includes strategies for adolescents and adults who have
moderate to severe developmental delays. Included are strategies to
implement AAC systems in natural environments by "engineering" the
environment to be accessible and rich with opportunities to interact.
• "Sign Language Classroom Resource" by Jacobson & Rider from Academic
Communication Associates
This is a classroom resource to teach basic signs to children with "exact
English". It includes poster size pictures of signs as well as smaller
versions to distribute to students.
• "Excell:Experiences in Context for Early Language learning" by Catherine
B. Raack from Communication Skills Builders
This program focuses on therapeutic principles and methods for
prelinguistic & early language learning. It provides activities related to
vocabulary and language development including symbolic representation.
• "Social Skills Stories I & II" by Johnson & Susnik from Mayer-Johnson
These books consist of functional line drawing stories depicting
appropriate and inappropriate social skills. Integrated, interactive
worksheets are included for students to use participate in problem solving
activities.
• "Going Out & About" by Daniels & Schaper from Mayer-Johnson
This is a community based educational program of skills needed in
different community activities. Activities to do before, during and after a
community trip are included as well as communication boards and skill
checklists.
• "Total Augmentative Communication in the Early Childhood Classroom"
by Linda Burkhart from Mayer-Johnson
The book's theme is based on the concept of total augmentative
communication classroom. It provides information and suggestions for
working with children who use augmentative communication.
• "Original Social Story Book" by Karen Gray available from Autism
Resource Network

This book provides information on how to use social stories to assist
students with communication difficulties including children with Autism.
It contains simple line drawing social stories to use with children.
• "Sound Box Songbook: Symbolized Songs" by Caroline Ramsey
Musselwhite from Creative Communicating
Symbol-aided music refers to songs represented by symbols. These songs
were developed to teach English phonemes.
• "Quick & Easy: Ideas & Materials to Help the Nonverbal Child "Talk" at
Home" by Rouse & Katuor from Mayer-Johnson
This book is designed to teach parents how to incorporate augmentative
communication strategies in the home/community. It includes suggestions
for structure, activities and communication boards to facilitate
independence & friendships.
• "W.R.I.T.E.! Writing with Really Innovative Tools for Everyone",
"R.E.A.D.! Really Easy Activities for Do It Yourself' and "S. T .U.D. Y.!
Strategies Tools and Useful Designs for Youth with Disabilities" by
Musselwhite & Hanser from Creative Communicating
These three books are make and take it books on adaptations that support
access to reading and writing as well as supports for study skills.
• "Art For Me Too" by Mervine, Wood & Burton from Mayer-Johnson
Art projects related to a theme with instructions, adaptations,
communication cards and follow-up activities are included in this book.
• ."I Can Cook Too!" by Mervine, Mark & Burton from Mayer-Johnson
Hands-on cooking activities with simple recipes with words and symbols,
follow- up activities and communication cards are included in this resource
book.
• "Selection and Use of Simple Technology in Home, School, Work and
Community Settings" by Levin & Scherfenberg from Able Net Inc.
This book is designed to help parents and professionals make decisions
about selecting appropriate technology. The critical factors are exemplified
through case studies.
• "From Toys to Computers: Access for the Physically Disabled" by Wright &
Nomuric
This book provides a general overview of adaptations and devices a child
can use to access a toy or computer. It includes directions on how to adapt
toys and considerations for switch selection.
• "Utilizing Switch Interfaces with Children Who Are Severely Physically
Challenged" by Goosens & Crain from Pro-Ed
• "Assistive Technology Tools & Strategies Assessment Manual for Children
with Autism Manual for Children with Autism Spectrum Disorder" from
Wisconsin Assistive Technology Initiative.
• "Teach Me Language Manual" & "Teach Me Language Companion Forms"
by Freeman & Dalce from SKF Books (Autism Resource Network)
This language manual for children with Autism Spectrum Disorders and
related developmental disorders provides structured language activities.
• "Breakthroughs: How To Reach Students With Autism" by Karen Sewell
from Attainment Company, Inc.

This is hands-on, how-to manual for teachers and parents written by the
Autism Society of America's "Teacher of the Year". It includes ideas on
behavior management as well as specific teaching methods for all
developmental areas.
• "PECS: The Picture Exchange Communication System Training Manual"
by Frost & Bondy from Autism Resource Network.
The manual includes training protocol to teach students to use PECS as an
augmentative communication strategy. The PECS program was developed
as part of the Delaware Autistic Program.
• "Fun For Everyone: A Guide to Adapted Leisure Activities for Children
with Disabilities" by Levin and Enselein from AbleNet
The purpose of this book is to promote access, active participation and
inclusion of children with disabilities into a variety of recreation/leisure
activities by sharing ideas and information about tools, strategies and
resources.
E. SOFTWARE:
• Companion Activities #1: This software was created to assist teachers in
developing activities for students. These activities include flash cards,
board games, matching games, card games and more, which can be made
into structured teaching tasks i.e. for students using the T.E.A.C.C.H. or
Structured Teaching model. Available from SoftTouch Company.
• Teach Me to Talk and Teach Me to Talk Overlay CD: This software
provides auditory and visual images to develop vocabulary with the
overlay CD providing overlays, which match the activities. Available from
SoftTouch Company.
• Print, Plan and Learn #1 (#2-7 under development): Each CD provides
ready- made "off computer activities" that can be printed and structured
into learning tasks for students. Activities are related to a theme/concept
for each CD with #1 being "Old MacDonald's Farm". These CDs give
teachers a head start on making structured tasks i.e. students using the T
.E.A.C.C.H. or Structured Teaching model. Available from SoftTouch
Company.
• Boardmaker: Computerized library of Picture Communication Symbols to
develop communication boards and displays for Voice Output
Communication Aids, games, worksheets, schedules and posters. Available
from Mayer-Johnson Co.

• Writing With Symbols: This is symbolic reading and writing software
including a word/picture processing program for teachers to create
documents for students to read or picture/word overlays for students to use
for writing. Available from Mayer-Johnson.
(Appendix: F–- Summer Coolers)
• Picture This: This program includes photos to create lotto boards,
flashcards and matching games. Available from Don Johnston.
• IntelliPics: Use ClickIt and Overlay Maker software to create overlays to
use with the activities made from this software. Available from Intellitools.
• Switch Software: Various switch software to teach scanning, switch use,
visual motor and cause & effect skills. Includes "SwitchIt" from Intellitools,
"Cause & Effect" from Judy Lyne Software, "Creature Games" from
Laureate and "Eensy & Friends" from Don Johnston Co.
• Edmark Reading Program -Print and software versions of Ed mark's
reading program using whole word approach presented in small steps with
consistent repetition of words. Available from Edmark/Riverdeep.
• Talking Nouns I, Talking Nouns II, and Talking Verbs: Objectives of these
programs are to encourage expressive language and augmentative

communication skills. Use with IntelliKeys overlays to teach vocabulary,
sentence formation, picture discrimination and conversational turn-taking.
Available from Laureate
• Living Books -Various books and authors available from different
companies including Intellitools. Available from Laureate
• ClickIt; This software allows users to program "hot spots" on point and
click software so can use switch or IntelliKeys to act as the mouse to
activate the program. Available from Intellitools and Edmark.
• Story time Tales (from the book "Story time" by Patti King-DeBaun: This
software includes three switch activated stories and helps teach word
identification as words are highlighted with spoken in repetitive, simple
and predictable. Available from Creative Communicating
• Toward Independence CD: This software includes five life skill program
including money, community words, vocabulary, shopping and planning
with custom overlays. Available from Attainment
• Survival Signs and Words: This CD includes a variety of survival signs or
words, which can be printed to make tasks and flashcards. Available from
Attainment.
• MathPad: This is an electronic worksheet that when used with
accompanying IntelliKeys overlays allows a student to complete basic
math calculations on the computer in a worksheet format. Available from
IntelliTools.
F. AUGMENTATIVE COMMUNICATION AND ASSISTIVE
TECHNOLOGY DEVICES:
1. Assistive technology for computer access and classroom participation.
• IntelliKeys – from IntelliTools
This is an expanded keyboard used to support computer access with 6
standard overlays that works as a keyboard. Can use with Overlay Maker

and ClickIt software to develop custom overlays. Other expanded
keyboards are available from different manufacturers.
• Switch Interface – from Don Johnston
This allows alternate switch access for a computer. Use with switch to
activate switch-ready software.
• Powerlink 3 Control Unit – from Don Johnston
This is an appliance relay system which allows a switch to activate most
electrical appliances i.e. blender, fan, tape recorder, etc. There are a
variety of other systems, which allow a user to activate appliances.
• Switch Toys – available from several manufacturers including Enabling
Devices, Ablenet and Crestwood
Switch activated toys are available from several manufacturers. A battery
adapter can be purchased commercially or homemade to allow switch
access to battery operated toys.

• Touch Window – from Edmark
Alternate computer access screen for students with mobility or fine motor
limitations, which attaches to the computer monitor and allows students to
select, activate and move objects by touching the window.
• Track Balls – available form several manufacturers including Technology
for Education, Inc.
There are a variety of different track balls on the market for students with
mobility and fine motor concerns. They allow an alternative to the
computer mouse.
• Switches – available from several manufacturers including Enabling
Devices, AbleNet, Crestwood and Technology for Education, Inc.

There is a wide range of switches available to be purchased or made.
Before deciding on the type of switch appropriate for a student, several
factors should be considered including the student's range of motion,
strength, visual abilities and motor movements the student can perform.
(Appendix G – Selecting a Switch)
2. Augmentative Communication Systems can include both voice and nonvoice
output devices. Non-voice output devices are considered low tech
devices and include such systems as the Picture Exchange Communication
System (PECS) Frost & Bondy, communication books/wallets and the Flip
n'Talk from Mayer-Johnson. Voice Output Communication Aids (VOCA)
range from simple one message switch activated devices to high level
computerized systems. Before deciding on an appropriate Voice Output
Communication Aid, a complete AAC evaluation should be completed with
input from all IEP team members including Occupational Therapist and
Speech Language Pathologist. The following are samples of the range in
devices:
• Big Mack – from Don Johnston and Ablenet
This is a switch VOCA that provides a single message to be recorder. It is
easy to program and affordable.

• Step-by-Step Sequential Communicator – from Don Johnston and Ablenet
Another switch VOCA that allows several messages to be recorded which
are then activated in sequence.
• Object Communicator – from Enabling Devices
Objects are placed in each compartment and a student hits the switch of
the corresponding compartment to choose an item.

• "Say-It" Rocker Switch – from Enabling Devices
This is a plate switch VOCA with two sided activation, which allows two
messages to be recorded.
• CheapTalk – from Enabling Devices
Switch VOCA, which allows up to 8 switches to be attached with 8
corresponding messages.

• GoTalk – from Attainment
This is a light and portable VOCA with a nine grid overlay and 4 levels of
programming.
• Hawk/SuperHawk – from Adamlab
There are several models of these devices available which are simple to
program and easy to use. The Hawk has 8-9 grid overlay with the
SuperHawk can be programmed for different grid sizes.

• Partner & Tech Series – from Mayer-Johnson
These are a range of VOCAs from a simple 1 message device to one with up
to 32 messages.
• AlphaTalker – from Prentke Romich
This device can be operated with 4, 8 and 32 grid overlays. It can use
MinSpeak (an iconic symbol system) or graphic symbols.
NOTE: The following devices have a larger vocabulary and requires the
ability to manage a lot of vocabulary pages. Some have been used with
students who have mild/moderate mental disabilities as well as students with
Autism Spectrum Disorder but most frequently are used with those who have
average/above average cognitive ability and with significant physical

impairment. Some use MinSpeak vocabulary which is a language
representation system that uses multi- meaning icons in sequences to code
thoughts and messages.
• Hand Held Voice -from Mayer-Johnson
A small and portable dynamic display device (touch activated screen
communication pages)
• Liberator/TouchTalker/LightTalker – from Prentke Romich
A high tech device computerized VOCA with single iconic overlay using a
combination of MinSpeak icons and single meaning icons.
• Dyna Vox/DynaMyte – from Dyna Vox
A high tech computerized dynamic display device with touch screen
activation to access different communication pages within the devices
memory. This device has the ability to store thousands of messages using
single meaning icons.
• Vanguard – from Prentke Romich
Another high tech computerized dynamic display device with touch screen
activation to access different communication pages. It uses a combination
of MinSpeak for core vocabulary as well as single meaning icons.

G. RELATED WEBSITES:
1. Companies & Manufacturers:
• www.learningneeds.com/(Edmark)
• www.donjohnston.com/
• www.AttainmentComoany.com/
• www.Adamlab.com/
• www.ablenetinc.com/
• www.maver-johnson.com/
• www.prentrom.com/index.html (Prentke Romich Company)
• www.ricoooer.com/
• www.creative-comm.com (Creative Communicating)
• www.funsoftware.com/softtouch/index.htm (SoftTouch)
2. Professional Organizations and Institutions:
• www.tashinc.com/
• www.closingthegap.com/
• www.unl.edu/specsev/index.html
• http://aac.unl.edu/
• www.esu3.org/districts/bellevue/curriculum/birchcrest/Kshepoka/
speechtherapy.htm
• www.osr.state.ga.us/bestprac/intro2.htm
• www.wati.org/ (Wisconsin Assistive Technology Initiative)
• www.isaac-online.org/ (International Society for Augmentative
and Alternative Communication)
• www.autism-society.org/
• http://groups.yahoo.com/group/boardmaker/
3. Instructional Strategies and Resources:
• http://aacintervention.com/
• www.circleofinclusion.org/
• www.ala.org/parentspage/greatsites/lit.html (emergent literacy sites)
• http://pics.tech4learning.com/ (free photos to download and lesson
plans
• www.setbc.org/projects/vss/default.html (Picture Schedules)
• www.talklc.com/handout/Outline.html (Visual Instructions)
• www.autism-resources.com/
• www.classroom.com/
• www.coping.org/earlyin/floortm.htm
• www.makoa.org/index.html/
• www.edupuppy.com/default.cfm
• www.pecs.com/ (picture Exchange Communication System)
4. Resources for Kids:
• www.ajkids.com/ (ask Jeeves for kids)
• www.lycoszone.com/ (games for kids)
• http://sunsite.berkeley.edu/kidsclick/ (web search for kids)
• www.learning.com (online keyboarding lessons)

H. COMPANY/BUSINESS ADDRESSES:
SoftTouch, Inc.
4300 Stine Road, Suite 401
Bakersfield, CA 93313
Laureate Learning Systems
110 East Spring Street
Winooski, VT 05404-1898
Autism Resource Network, Inc.
904 Mainstreet Suite 100
Hopkins, MN 55343
Technology for Education, Inc.
1870 50th Street E., Suite 7
Inver Grover Heights, MN 55077
Mayer-Johnson
P.O. Box 1579
Solana Beach, CA 92075-7579
Ablenet, Inc.
1081 Tenth Avenue S.E.
Minneapolis, MN 55414-1312
Attainment
P. O. Box 930160
Verona, Wisconsin 53593-0160
Prentke Romich Company
1022 Heyl Road
Wooster, Ohio 44691
Edmark/Riverdeep Interactive
Learning
P.O. Box 97021
Redmond, W A 98073-9721
Crestwood Communication Aide,
Inc.
6625 N. Sidney Place
Milwaukee, WI 53209-3259
Lakeshore Learning Materials
2695 E. Dominguez Street
Carson, CA 90810
Judy Lynn Software, Inc.
P.O. Box 373
East Brunswick, NJ 08816
Creative Communicating
P. O. Box 3358
Park City, UT 84060
Sammons Preston
P. O. Box 5071
Bolingbrook, IL 60440-5071
DynaVox
2100 Wharton Street
Pittsburgh, P A 15203
Adamlab, LLC
55 East Long Lake Road #337
Troy, Michigan 48085
Don Johnston
26799 W. Commerce Drive
Yolo, IL 60073
Intellitools, Inc.
1720 Corporate Circle
Petaluma, CA 94954-6924
Enabling Devices & Toys for
Special Children
385 Warburton Avenue
Hastings-on-Hudson, NY 10706