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 Augmentative
and Assistive
Communication
with Children

This practical resource is designed to help the families and professionals who
support children who use augmentative and assistive communication (AAC) to
interact with the world around them. The research-based Hear Me into Voice
protocol, presented at the American Speech-Language-Hearing Association
Annual Convention in 2018, the California Speech-Language Hearing Association
Annual Convention in 2017, and the International Society for Augmentative
and Alternative Communication Conference in 2016, provides communication
partners with a functional knowledge of the child’s communication skills and
provides a practical intervention plan to carry forward. Through this protocol
and intervention plan, communication partners can engage with the child’s
personal voice, through their varying multimodal forms of communication; the
child is given the space to grow into a competent and confident communicator.

Key features include:

Photocopiable and downloadable resources, including the Hear Me into Voice

protocol, an AAC report shell template, an AAC report teaching template,
and tools including how to make a communication wallet, and a Let’s Chat
communication partner tip card template
Guidance for offering AAC intervention sessions, including an intervention
plan supported by case studies
Practical activities that can be used to engage children with complex
communication profiles

Engaging and easy to follow, this resource is not only essential for professionals
and students looking to support children with complex language needs, but
also families looking to understand their child’s unique communication style.
Lesley E. Mayne, Ph.D., CCC-SLP
Lesley E. Mayne is Assistant Professor at the University of Wisconsin-Eau
Claire (Fall 2020) after completing five productive years with California Baptist
University. Her interests include augmentative and assistive communication
(AAC) and pedagogy. Dr. Mayne has taught as an adjunct faculty member at
California State University, Fullerton and worked in the public school, charter,
and private settings for 20 years. She has presented at local, state, national,
and international events and conferences including the California Speech-
Language Hearing Association, American Speech-Language-Hearing Association,
and International Society for Augmentative and Alternative Communication.
Dr. Mayne participates in special education trans-disciplinary diagnostic and
treatment teams, lectures and writes on topics such as AAC, social skills,
accommodations and modifications in the mainstream academic setting. She
received an award for Outstanding Achievement at the 2013 California Speech-
Language Hearing Association State Conference. In 2013, she co-presented a
five-hour Ablenet University webinar series with Dr. Sharon Rogers titled AAC:
Developing Participation that reached an international audience. She is the
author of Let’s Talk Social Skills, 2nd edition (Speechmark, 2019).

Sharon M. Rogers, Ph.D., CCC-SLP

Sharon M. Rogers served as Assistant Professor in Teacher Education at Claremont
Graduate University and as an adjunct faculty member in the Department of
Communication Sciences and Disorders at California State University, Fullerton,
where she taught the seminar and practicum in Augmentative and Alternative
Communication (AAC). Dr. Rogers was awarded for Outstanding Achievement
by the California Speech-Language Hearing Association in 2010. As a speech-
language pathologist (SLP) in public schools in California and Kentucky, she
found her real passion was in assessing and developing communication of
children with complex physical and communication profiles. She continues
as a consultant with students as they participate using AAC. She published
an article, Two Perspectives on Technology for Children with Special Needs,
co-written with Dr. Suzi Hoge, that included viewpoints of both parents and
speech-language pathologists. Her writing with Mary Poplin has appeared
in the Learning Disabilities Quarterly. She is a presenter at the California
Speech-Language Hearing Association, the American Speech-Language-Hearing
Association, and the International Society of Augmentative and Alternative
Communication (ISAAC) conferences in the United States, Ireland, Denmark,
and Spain.
 Augmentative
and Assistive
Communication
with Children
A Protocol and
Intervention Plan to
Support Children with
Complex Communication
Profiles

LESLEY E. MAYNE AND

SHARON M. ROGERS
First published 2020
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN

and by Routledge
52 Vanderbilt Avenue, New York, NY 10017

Routledge is an imprint of the Taylor & Francis Group, an informa business

© 2020 Lesley E. Mayne and Sharon M. Rogers

The right of Lesley E. Mayne and Sharon M. Rogers to be identified as authors of

this work has been asserted by them in accordance with sections 77 and 78 of the
Copyright, Designs and Patents Act 1988.

All rights reserved. The purchase of this copyright material confers the right on
the purchasing institution to photocopy pages which bear the photocopy icon and
copyright line at the bottom of the page. No other part of this publication may
be reproduced, stored in a retrieval system, or transmitted in any form or by any
means, electronic, mechanical, photocopying, recording or otherwise, without prior
permission in writing from the publisher.

Trademark notice: Product or corporate names may be trademarks or registered

trademarks, and are used only for identification and explanation without intent to
infringe.

British Library Cataloguing-in-Publication Data

A catalogue record for this book is available from the British Library

Library of Congress Cataloging-in-Publication Data

A catalog record has been requested for this book

ISBN: 978-0-367-33055-2 (pbk)

ISBN: 978-0-429-31777-4 (ebk)

Typeset in Vectora LH
by Swales & Willis, Exeter, Devon, UK

Visit the companion website: www.routledge.com/cw/speechmark

 Dedication

To every AAC user, facilitator, and communication partner who achieve

participation and to each family who inspired our 25-year journey of
learning, joy, and perseverance.

–Lesley and Sharon

Contents
Acknowledgmentsxv

PART 1: HEAR ME INTO VOICE 1

1 Beginnings: Why the protocol Hear Me into Voice, the case

studies, and the intervention plan matter 3
Defining augmentative and assistive communication (AAC) 5
The protocol rationale 6
The case studies rationale 7
Case study theoretical development7
The intervention plan 9
Developing participation: describing five stages9
The six sections of developing participation 10
Section 1: Social interaction10
Section 2: Communication skills and activities11
Section 3: Facilitator strategies11
Section 4: Literacy11
Section 5: Vocabulary12
Section 6: Tools and access12
An AAC architectural plan with purpose 13
The four purposes of communication13
AAC communication competencies13
Terms of AAC trade 15
Forms of communication 18
The use of AAC supports verbal speech production 20
Symbolizing relations in AAC 21
Time to begin with Hear Me into Voice22
Hear Me into Voice: An AAC Protocol for Children with Complex
Communication Profiles 23
Section I: My social interaction 24
I am playful24
However, when I am done24
I take responsibility24
My social graces25
My forms of negation – when things aren’t quite right25
My emotions26
 Section II: My communication activities 27
People I like to be with28
I show I am thinking28
My family follows these communication rules29
How I take care of myself30
I know how my timing works best30
Section III: How I express my vocabulary 31
Section IV: My literacy 32
My reading32
My writing33
Section V: AAC options that work for me! 34
How I use my head for unaided and aided communication34
How I use my body for unaided or aided communication34
Assistive technology for communication by tools and devices35
Assistive technology access methods35
Symbolic communication representation36
My visual scanning and auditory memory36
Summary of my assistive technologies for learning36
Section VI: Summary of my communication 37
Section VII: About me . . . from people who know me best 38
AAC report shell template 39
An AAC teaching report 40
How I use my head for nonverbal communication46
How I use my body for nonverbal communication46
Assistive technology for communication by tools and devices47
Communication access methods48
Sample narrative format for communication access methods48
Modes of communication and topic choice by partner type49
Ways communication symbols are represented49
Purposes of communication52
Intervention planning: a way to structure an AAC session 56
AAC intervention session structure56
References60

PART II: AAC INTERVENTION PLAN WITH CASE STUDIES 65

2 Getting Started with social interaction: Building

intentional communication 67
Intentionality starts with joint attention 69
My intentional communication tool box69
What am I doing? I am going to use my tool box!70
 What is my child doing? I will define my child’s tool box!70
Using my tool box: joint interaction success71
Joint interaction success 72
A case study in Getting Started: meet Diego 73
Section 1 Social interaction: How does Diego demonstrate
his communication strengths and motivations in interacting
with others?74
Section 2 Communication Activities: How was Diego’s
participation in activities reciprocal with his successful
communication?76
Section 3 Facilitator strategies: What strategies were used
to support Diego’s communication at home and school?79
Section 4 Literacy: How was Diego’s team equipped with
strategies and ideology to support his strengths in
accessing literacy?81
Section 5 Vocabulary: What vocabulary does Diego need for
participation?83
Section 6 Tools and access: What assistive communication
tools have helped Diego get started with participating
at school?85
Case Study Closing Thoughts 87
Getting Started with communication activities 88
Motivation88
Communication activities 90
Getting Started with facilitator strategies 104
Grab and Go Coaches’ Corner104
Facilitator decision making tips and steps in Getting
Started with communication 105
Getting Started with developing literacy 114
Opportunities in your environment114
Writing115
Activities for Getting Started with literacy116
Getting Started with vocabulary 121
Supporting families and professionals in building vocabulary121
Getting Started with tools and access 123
Mind and body at work123
A summary for Getting Started 132
It’s time!132
Before we go: let’s make a communication board, card, or ring 133
References135
3 Building Fundamentals with social
interaction: Expanding communication 137
Defining key concepts in Building Fundamentals 138
Ideas at work: communication, next steps, and goal planning139
A place to start with Building Fundamentals140
Social language communication skills140
Building Fundamentals case study: meet Moses 141
Section 1 Social interaction: What are Moses’ communication
strengths and preferences? How does he interact socially
with others?141
Section 2 Communication activities: In what communication
activities does Moses participate in frequently?144
Section 3 Facilitator strategies: What strategies do Moses’
communication facilitators and partners use at
home and at school?146
Section 4 What were Moses’ reading and writing experiences?148
Section 5 Vocabulary: What vocabulary does Moses
comprehend and use to participate?150
Section 6 Tools: What AAC tools and devices help Moses
with Building Fundamentals in his participation at home
and school?151
Case study closing thoughts 154
Building Fundamentals with communication activities 155
Core words and quick phrases155
Building Fundamentals communication activities 156
Building Fundamentals with facilitator strategies 169
Grab and Go Coaches’ Corner169
Facilitator tips for Building Fundamentals with communication 169
Building Fundamentals with literacy 177
Reading and writing my way177
Building Fundamentals with vocabulary 180
Words and word images that are important to me180
Building Fundamentals with tools and access 184
I have AAC options!184
A summary for Building Fundamentals 192
Ideas in action!192
Before we go: troubleshooting the environment, nonverbal
communication, and device use 194
Tips for troubleshooting the environment194
 Tips for troubleshooting nonverbal communication194
Tips for troubleshooting interaction195
References196

4 Making Connections with social interaction:

Communication counts 197
Making Connections: intervention plan: concepts, goals and strategies 199
Concept #1 Developing friendships – purposeful play199
Concept # 2 Expressing feelings and emotions199
Concept #3 Using language to contribute to others socially200
Concept #4 Understanding implications200
Concept #5 Following directions201
Making Connections case study: meet Alexa 202
Section 1 Social interaction: What does Alexa want us to know
about her communication strengths and needs?202
Section 2 Communication activities: What activities did Alexa
participate in with her family and others at home and in
the community?204
Section 3 Facilitator strategies: What strategies do facilitators
and communication partners use to promote participation
with Alexa?206
Section 4 Literacy: What literacy experiences did Alexa have
with reading and writing?209
Section 5 Vocabulary: What vocabulary does Alexa need for
participation?210
Section 6 Tools and access: One word and the AAC tools that
help Alexa communicate?212
Case study closing thoughts 215
Making Connections with communication activities 216
Implications of communication on interaction216
Activities page – stepping into the purposes of communication216
Making Connections with facilitator strategies 230
Grab and Go Coaches’ Corner230
Facilitator tips and steps in Making Connections with
communication231
Making Connections with literacy 241
Reading, story telling, and writing241
Making Connections with vocabulary 247
Words and word combinations that are important to me!247
Making Connections with tools and access 249
 v

I have AAC options!249

A summary of Making Connections 255
Making a difference with others255
Before we go: a topic book titled, The Chronicle of Me256
References257

5 Bridging Skills with social interaction: Purposeful

expression 259
Components of bridging social and linguistic/language skills:
My Friend’s Cat261
Bridging Skills playbook 264
Adding emphases built upon purposes and joint attention264
A case study in Bridging Skills: meet Jada 266
Section 1 Social interaction: How does Jada express herself in
social interactions?266
Section 2 Communication activities: What communication
activities does Jada participate in?269
Section 3 Facilitator strategies: What strategies do
facilitators and communication partners use to support
her communication and participation?272
Section 4 Literacy: How does Jada’s access to technology
change her communication participation with reading
and writing?273
Section 5 Vocabulary: What vocabulary did Jada need for
participation?276
Section 6 Tools and access: What were Jada’s important
multimodal communication tools?279
Summary281
Bridging Skills with communication activities 283
Supporting independence283
Bridging Skills 285
Bridging Skills with facilitator strategies 301
Grab and Go Coaches’ Corner301
Facilitator tips and steps for Bridging Skills with
communication302
Bridging Skills with literacy 309
The power of words309
Bridging Skills with vocabulary 317
Quality vocabulary with meaningful quantity317
Tips for building sentences: add words, phrases, and clauses319
 Bridging Skills with tools and access 323
My child’s multimodal communication plan323
Feature matching children’s communication skills with
high tech AAC displays323
Let’s not forget support and funding328
A summary of Bridging Skills 330
Supported independence in inclusive settings330
Before we go: a communication wallet 331
Wallet insert page ideas331
References334

6 Maximizing Participation: Responsive interaction 336

Environments and examples of success 339
A case study in Maximizing Participation: meet Joy 340
Section 1 Social interaction: How did Joy expect others to
interact with her?340
Section 2 Communication activities: In what communication
activities did Joy participate?342
Section 3 Facilitator strategies: Who are Joy’s facilitators and
communication partners? What strategies do they
use to support Joy’s communication?345
Section 4 Literacy: What reading and writing experience
did Joy have and need?347
Section 5 Vocabulary: What vocabulary maximizes
Joy’s participation?348
Section 6 Tools and access: What augmentative and assistive
communication tools access methods were tried and are
now used to maximize Joy’s participation?349
Summary351
Maximizing Participation with communication activities 352
Maximizing Participation353
Emergency preparedness: a plan for communication; a plan
for action363
My child’s action plan 366
That is not okay: standing up for yourself and others366
My AAC book club368
Maximizing Participation with facilitator strategies 370
Grab and Go Coaches’ Corner370
Facilitator tips for maximizing communication
with communication371
 Maximizing Participation with language literacy 380
Language is never out of the picture (Ehren, 2018) 380
Literacy comprehension strategies382
The moving parts of writing383
Maximizing Participation with vocabulary 385
Maximizing Participation with tools and access 391
My multimodal AAC plan391
A summary of Maximizing Participation 393
Ideas in action393
Before we go: Let’s Chat: An easy way to talk with me394
References395

xiv 
 Acknowledgments
What do you know about AAC? Dr. Sharon Rogers’ marvelous first words, uttered
with complete enthusiasm, started a 25-year journey of friendship, mentorship,
and scholarship. I met the indomitable Dr. Rogers, coined by our DynaVox
representative as the Guru of AAC for Southern California, at California State
University, Fullerton (CSUF) in the Fall of 1995 at the public-school practicum
placement meeting. My nervous response to her palpable energy sailed across
the field like a lame duck pass at a football game. I took a class? My fleeting
confidence was bolstered that day and every day since thanks to Dr. Rogers.
This book started as a poster. Why nobody was interested in a 4x5 foot sheet
of paper with 10-point font with negligible margins and no pictures packed
with information on AAC was baffling. A little much? We realized we may have
failed at making a poster, but we succeeded in outlining a book.

Collecting best friends is a worthy gift that brings richness and add to
foundational strength that served as a significant support during the writing
of this book. Thank you, Lisa, for being my friend for over four decades, for
still mailing handwritten letters with stunning script, and keeping us both
honest in maintaining life’s balance. To Jamie: You make friendship family.
An expert in everything from administration, special day class support for
medically fragile children, to nursing, cooking, dog care, and plumbing (yes,
even plumbing). To Elaine: The ties that bind like five-hour IEPs and lunch no
matter what, your support keeps our goals on target. Lucy: Never a stronger
competitor have I met. Named one of the most powerful women in business
by Harvard Business School, you are a formidable champion, an inspiration to
be better, and always a text away, no matter what, wherever you are in the
world. To Sharon C.: Thank you for sharing your life’s adventures. Friendship
crosses life’s chapters.

Are you on to the next chapter yet? Rich, my app, before apps were apps. Thank
you for the instant calculations, the word spellings, and the daily newspaper
word scrambles. Thank you, Riley for the example of what it means to forge
your own intellectual life path and for sharing your photography prowess
including the photo shoots, the edits, and the re-shoots. Jordan, your pictures
bring a special heart to the book through your journey to us as a family and
the gift you bring others through your daily perseverance with verbal apraxia.
Finally thank you to CT for the Let’s do lunch breaks. You work and play for
the team, bring strengths together, and support needs that shapes everyone’s
success. None of this adventure happens without my parents Tom and Edna
who support my every venture.
–LEM

xv
 My passion to help children communicate started as an undergraduate at the
University of Nebraska and then deepened while doing a master’s degree at
the University of Pittsburgh where we were encouraged to develop our own
theories and practices.

For more than six decades, my late and much loved husband Jack, cheered me
on and provided a foundation of faith and love. Together we parented three
sons, Matthew, John Mark, and Toby who broadened our understanding of the
world through their interactions with us and with other cultures.

As our children got older, I became a speech-language pathologist in the

public schools in Pasadena, California and then in Louisville, Kentucky. I knew
I needed new tools and strategies when I first met with Anthony, a nonverbal
student with the diagnosis of autism. So together with another speech language
teacher we figured out how to install an adaptive firmware card in an early
Apple computer with a Muppet keyboard. Within minutes Anthony showed me
language by changing animals, colors, numbers, and actions on the display.
Early conferences such as Technology and Persons with Disabilities opened
my eyes to the range of new tools being developed and utilized to provide
augmentative and assistive communication.

Judy Montgomery persuaded me to earn a Ph.D. at Claremont Graduate

University. The chair of my committee, Mary Poplin, taught me to explore new
paradigms of teaching and learning, introduced me to qualitative research, and
encouraged me to embrace the messiness and nuance the truths of conflicting
observations, for which I am eternally grateful. I listened and observed in the
homes of seven children with complex communication and physical profiles;
interviewed their parents, educators, and speech-language pathologists; sifted
through the interviews to write the case studies; and finally designed the
protocol Hear Me into Voice. Li-Rong Lilly Cheng emphasized the importance
of culture and encouraged me to keep writing.

I am exceedingly grateful for the vital insights of the children Diego, Moses,
Alexa, Jada, and Joy and their amazing families (names have been changed
to protect their identities) whose real lives are the basis for the case studies.
Individual case experiences were changed to reflect the evolution of technology
and vocabulary decision making in AAC.

When I met the incredibly talented Lesley Mayne, she was preparing to run in
the 800-meter track race at the Olympic Trials in Atlanta, Georgia. We formed a
new partnership for a deepening AAC emphasis. She has contributed abundant
creativity, dedication, faith, collegiality, and skills.

I am grateful to David Beukelman for transforming the field through his emphasis
on seeing communication from the perspective of the learner. I also learned from
other pioneers in AAC including Sarah Blackstone, Mats Granlund, Janice Light,
Stephen von Tetzchner (who introduced me to the writings of Lev Vygotsky),
and the International Society of Augmentative and Alternative Communication.

xvi Acknowledgments
 Friends and family supported me personally and professionally: Carol Brainerd,
Corinne McNamara, Jack Brickson, Joni Eyler, Stephen and Maggie Mangold,
Lisa Quinn, Marilyn Brydolf, and Margaret McConnell. Susan Simmons and I
worked together to implement AAC more widely in the schools.

My hope is that this book will be a resource for parents, speech-language

pathologists, and educators to support the full participation of children in all
aspects of society. Hearing the compelling and enthusiastic communication
of these children and their families made it essential that Lesley and I write
this book.
–SMR

From Sharon and Lesley to all of our friends and colleagues, especially Candace
Vickers and Bryan Ness at California Baptist University and the iBook Club of
Pasadena, we thank you for your support. Ashley Murtha and Tori Strobel-
Sabatino shared their skillful talents in artistry and writing. We thank them for
donating their time to be a part of this book. To our students past, present,
and future, let your voices, like all of our AAC users’ voices, be heard.
–LEM & SMR

Permissions acknowledgments
A gracious thank you to the following people and companies for granting
permissions to include photos and content that bring ideas and concepts to life
in this book. Your work changes lives of people with complex communication
profiles.

1 Ablenet: Joe Volp for the images of AAC tools and devices
2 Expanding Expression Tool: Sarah Smith for EET that supports AAC expression
3 MindWing: Sheila Moreau and Bill Noss for Story Grammar Marker images and
content

Acknowledgments xvii
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