This presentation shows how to implement evidence-based practices with Proloquo2Go, an iOS app for augmentative and alternative communication. Strategies highlighted include core words, aided language stimulation, and descriptive teaching.

1. Implementation of Proloquo2Go for
Students with AAC needs
Eric Sailers, M.A., CCC-SLP | Expressive Solutions

2. Disclosures
Owner of Expressive Solutions
Trainer for n2y
Consulted for Assistiveware

3. Giveaway
Participation - Entries in the giveaway
Giveaway - iTunes cards will be given away

4. Overview
Intro
Hands-On: Proloquo2Go
AAC Team
Communicative Competence
Proloquo2Go
P2G + AAC Strategies
What’s New in Proloquo2Go 4

5. Intro

6. What is AAC?
• Augmentative and alternative communication (AAC)
includes all forms of communication (other than oral
speech) that are used to express thoughts, needs, wants,
and ideas. We all use AAC when we make facial
expressions or gestures, use symbols or pictures, or write.
• People with severe speech or language problems rely on
AAC to supplement existing speech or replace speech
that is not functional. Special augmentative aids, such as
picture and symbol communication boards and electronic
devices, are available to help people express themselves.
This may increase social interaction, school performance,
and feelings of self-worth.
References: 1

7. Types of AAC
• Unaided communication systems – rely on the user's
body to convey messages. Examples include gestures,
body language, and/or sign language.
• Aided communication systems – require the use of tools
or equipment in addition to the user's body. Aided
communication methods can range from paper and pencil
to communication books or boards to devices that produce
voice output (speech generating devices or SGD's) and/or
written output. Electronic communication aids allow the
user to use picture symbols, letters, and/or words and
phrases to create messages. Some devices can be
programmed to produce different spoken languages.
References: 1

8. Evidence-Based Practice
EBP
Current Best Evidence
Clinical Expertise Client/PatientValues
The goal of EBP is the integration of:
(a) clinical expertise,
(b) best current evidence, and
(c) client/patient perspectives
to provide high-quality services
reflecting the interest, values, needs,
and choices of the individuals we
serve.
References: 2

9. References: 3
AAC system should be:
Present
Consistently organized
Modeled
Recognized as a voice
Useable across contexts
Evidence-Based Practice

10. EBP for Proloquo2Go
Evidence Implementation
Provide aided AAC models and recasts
for symbol combinations (Binger &
Light, 2007).
Adult selects two or more items to
model communication.
Provide aided AAC models and recasts
for grammatical morphemes (Binger,
Macguire-Marshall, Kent-Walsh, 2011).
After a child uses a noun or verb without
the correct ending, the adult selects the
item.
Use AAC to develop phonological and
literacy skills (Light & Drager, 2007).
Practice spelling CVC words (e.g., dog).
Increase participation and social
interactions (Light & Drager, 2007).
Facilitate greetings and topic initiation to
improve social interactions.
Core words enable syntactic, semantic,
and pragmatic functions (Banajee,
Dicarlo, & Stricklin, 2003).
Use core vocabulary organization to
express a variety of language functions.
References: 4 - 7

11. EBP: Patient’s Perspective
We need to look at every aspect of our lives, from the time
we wake up in the morning, until we get up the following
morning. We need to be able to communicate 24/7 like so-
called “normal” speaking people do. (Pistorius, 2004, p. 3)
References: 8

12. Hands-On:
Proloquo2Go

13. Hands-On: Proloquo2Go
• 5 minute conversation
• Use Proloquo2Go to communicate in a group
• No speaking or writing
• Express your thoughts and feelings about the
Common Core curriculum
• After the 5 minute conversation, we will complete a self-
evaluation form

14. Self-Evaluation Form
References: 9

15. References: 10

16. AAC
Team

18. AAC Team Responsibilities
• Provide and encourage opportunities for student
participation
• Reinforce the use of the AAC system
• Encourage peer interaction
• Work on educational goals
References: 9

19. AAC Team Responsibilities
Speech-Language Pathologist (SLP) or AAC Specialist
Evaluate and recommend AAC technologies
Manage vocabulary selection for communication pages
Provide training to the student
Collaborate with teachers on curriculum adaptation
Train instructional assistants and teachers in AAC
References: 9

20. AAC Team Responsibilities
Special and/or Regular Education Teacher
Help the SLP select vocabulary for communication pages
Teach and adapt curriculum as necessary for students
Collaborate with the SLP on strategies for participation
Create communication opportunities
Provide the SLP with feedback on the AAC system
References: 9

21. AAC Team Responsibilities
Instructional Assistants
Provide device instruction to student
Help student maintain the device
Collaborate with the team on strategies for participation
Provide student with opportunities to use AAC
Work with student on appropriate social language skills
References: 9

22. AAC Team Responsibilities
Student
Learn how to use the AAC device
Initiate use of the device for various communication tasks
Devote time to learning AAC strategies
Help maintain the device
Use total communication to express needs/ideas/preferences
References: 9

23. AAC Team Responsibilities
Family Members
Help with vocabulary instruction
Help provide AAC device instruction
Encourage their child to use the AAC system
Maintain and troubleshoot the AAC device
Share feedback on use of AAC at home & in the community
References: 9

24. Communicative
Competence

25. “There’s more to life than cookies.” - Janice Light
References: 6

26. Communicative Competence
• In 1989, Janice Light defined communicative competence
based on functionality of communication, adequacy of
communication, and sufficiency of knowledge, judgment, and
skill
• In 2003, Light expanded the definition to say the attainment
of communicative competence include a variety of
psychosocial factors as well as barriers and supports in the
environment
• In 2014, Light revisited the definition as she considered the
dramatic changes in the AAC field occurring since 1989. She
argued the essential goal of intervention has not changed, yet
how the communication goals are achieved has changed.
References: 8

27. Functional Communication
Emphasis on outcomes in the real world
Express needs and wants
Exchange information
Develop social closeness
Participate as required in social etiquette routines
References: 8

28. AAC Expectations
“It is no longer sufficient for individuals with complex
communication needs to have access to the means to
simply request a preferred food or activity; rather they need
access to communication to build friends with peers, to
learn at school, to share their expertise on the job, to
manage their health care needs, and to participate as full
citizens of society.”
References: 8

29. Communicative Competence
Operational Competence
Operate and maintain equipment
Linguistic Competence
Learn vocabulary and grammatical rules
Social Competence
Acquire conversational and social skills
Strategic Competence
Increase rate, develop compensatory and repair strategies
References: 8

30. Assessment of Communicative Competence
• Augmentative & Alternative Communication Profile
• Assesses AAC skills (for any AAC system) of the
student and communication partner(s) across 4 areas
of learning: Operational, Linguistic, Social, Strategic
• Rate skills on 1-3 scoring system (1 = seldom, 2 =
sometimes, 3 = frequently) based on observations
• Determine current and desired skills for the student
and communication partner(s) across the 4 areas of
learning
• Skills in desired skill levels may be considered for
direct or indirect intervention
References: 11

31. Communicative Competence in IEP Goals
• Operational Competence
• Given her communication system and a natural or indirect
verbal cue (hint), Jane will independently navigate screens
she needs to start or continue her message at least five
times per day across all school and community settings.
• Linguistic Competence
• Given his communication system of 9-12 core words and
ongoing aided language stimulation across the school day,
Joe will communicate for three different purposes (such as
greeting, commenting, requesting, labeling, asking and
answering questions) during a 20 minute group activity
with no more than two indirect verbal cues (hints).
References: 12

32. Communicative Competence in IEP Goals
• Social Competence
• Given his communication system and intensive aided language
stimulation, Joe will use the core words, "like" and "don't like" to
indicate preferences and opinions in naturally occurring
situations across the school day at least three times per week
with natural and verbal cues.
• Strategic Competence
• Given her communication device and an unfamiliar
communication partner, Jane will independently use
communication repair strategies such as explaining how her
communication system works, asking for additional time to
compose a message or requesting the communication user give
her space as appropriate at least twice per two-week data
collection period.
References: 12

33. Goals of AAC
• Increase participation and social interactions
• Express a range of communication functions including
wants and needs, social communication, sharing
information, and joint attention
• Develop a range of semantic concepts to support
diverse communication
• Build a greater complexity of language structures
(syntactic and morphologic) to support more complex
communication
• Build phonological awareness and foundations for
literacy development
References: 13

34. Spontaneous Novel Utterance Generation (SNUG) -
You can say
what you want to say,
when you want to say it,
to whom you want to say it.
Goals of AAC
References: 14

35. Intervention for Communicative Competence
Descriptive
Teaching
Core
Words
Aided
Language
Stimulation
AAC implementation strategies to achieve goals

36. Proloquo2Go
+
AAC Strategies

37. Proloquo2Go

38. Proloquo2Go Overview
• Full-featured AAC system with research-based
vocabularies and over 14,000 Symbolstix symbols
• Various views include Grid, Recents, and Typing to
communicate text and/or symbols in the app or shared
outside of the app
• Parts of speech are organized and color coded
• Fully customizable with symbols or photos
• Several configurable options for appearance, speech,
access method, interaction, grammar, prediction,
vocabulary, restrictions, and more
• Backup and password options

39. Demo
Proloquo2Go Overview

40. 1. Evaluate and choose an AAC system
2. Select AAC system design
3. Customize the vocabulary
4. Teach the AAC system
Implement an AAC System

41. 1. Evaluate and choose a system
• iPad with Proloquo2Go
• Other AAC solutions
• Other apps and high-tech devices
• Signs and gestures
• Choice boards
• Communication boards
• Communication books
• Low-tech AAC (e.g., BIGmack, Step-by-Step)

42. 2. Select AAC system design
• Considerations
• Developmental level
• Receptive and expressive language skills
• Literacy skills
• Physical access
• Visual issues
• Environment / situations where AAC is needed

43. 2. Select AAC system design
• Activity Specific (Basic Communication)
• PODD
• Semantic
• Core Word

44. Activity Specific Design

45. Activity Specific Design
• Great for young developmental level, first AAC exposure
• Difficult to quickly change topic during activity
• Difficult to have display for every possible activity
• Limited linguistic flexibility

46. Core Word Design

47. Core Word Design
• Small number of words makes up most of what we say
• Place frequently used words near the top of the
hierarchy where they can be reached fastest
• Place less frequently used (fringe) words at the bottom
of the hierarchy because they don’t need to be
accessed often
• Organize hierarchy so that it is easy to figure out the
route to the word you want

48. Who should use core word design?
• Good categorization skills
• Understand that nouns and other activity-specific words
are hidden from immediate view
• Language learners who have “out-grown” activity-
specific organization
• Physical access skills and visual processing suited to
large number of items per screen

49. Core
Words

50. Core Words
• 50 words account for 40-50% of what we say
• 100 words account for 60%
• 200-400 words account for 80% of all words spoken
• Quick access enables effective and efficient
communication
References: 15

51. Core Words
• Core vocabulary comprises high frequency words
(e.g., ‘I’, ‘you’, ‘like’, ‘go’, ‘it’, ‘on’, ‘up’) that are about
80% of words we use everyday. Core vocabulary should
be a main part of all AAC systems because it enables
most flexibility across most contexts.
• Fringe vocabulary comprises low frequency words
(e.g., ‘mountain’: ‘glacier’, ‘crevasse’) and are used
about 20% of the time. Personal vocabulary also in
fringe vocabulary and used to express individual needs,
interests, work, school, and community needs.
References: 16

52. Core Words
Parts of speech
Pronouns, verbs, adjectives, prepositions, articles, conjunctions
Dynamic Learning Maps (DLM) word frequency
No nouns in first 50 words
One noun in first 100
18 nouns in first 200
37 nouns in first 300
82 nouns in first 400
References: 17

53. DLM Core First 40
1. I like not want
2. help it more different
3. who she you he
4. where up on in
5. me make get look
6. what need are is
7. some put all this
8. don’t that go do
9. when finished can here
10 open turn stop over
References: 17

54. Monthly Core Words
References: 18

55. Core Words
• AAC goal: Spontaneous Novel Utterance Generation
(SNUG) - say anything to anyone, anywhere, anytime
• Most effective AAC system for SNUG is literacy - say
anything with 26 symbols
• Next most effective is core words - with 50-400 words,
say 40-80% of what most people say
• Much less effective for SNUG
• Noun-based (e.g., PECS)
• Pre-programmed phrases/sentences
• Activity specific displays
References: 14

56. 3. Customize the vocabulary
• Administer a vocabulary selection questionnaire
• Consult the manual and/or support resources for the
vocabulary map
• Choose the layout via the # of columns suitable for the
student
• Add and/or edit the default vocabulary using preferred
vocabulary in a fringe folder
References: 19

57. Select the # of columns
• Consider the following factors:
• How small of a target can the user press consistently
without errors?
• How small a target can the user discriminate visually?
• Would the user benefit from keeping the location of
buttons constant as he/she learns new vocabulary?

58. Progress through core words
• Increase the # of columns in the Appearance Options
• Provide time for the user to adjust, as his/her
vocabulary has moved positions and increased
• Hide and reveal buttons
• Minimizes new learning needed as the user
progresses in vocabulary size. The user must
physically access buttons for a high # of columns per
page, but be at a language level better suited for a
low number of columns per page.
References: 20

59. Hide and reveal buttons
1. Find the ‘target number’ of columns based on physical access
2. Find ‘starting number’ by determining # of buttons that closely
matches user’s language skills. Try a different number of columns and
see when the user gets confused.
3. Set the # of columns to the ‘target number’ and go to the home page
4. Find the list of words and folders for the ‘starting number’ in Appendix
B (pg. 113) of the Proloquo2Go 3 manual
5. Tap on edit mode, select all the buttons not on the list for ‘starting
number.’ Tap the Properties tab, scroll to visibility, and tap hidden.
6. Determine if you want to keep/demote folders that don’t appear on
the list for the ‘starting number.’
7. Exit edit move. Over time, gradually reveal buttons and promote
folders.
References: 20

60. Examples of hidden buttons
References: 20

61. • Add a user with core word vocabulary
• Set the ‘target number’ to 8 and ‘starting number’ to 5
• Tap buttons to speak, combine buttons to speak from
the message window, and navigate folders
• Edit a button’s text and symbol. Add a button with a
photo in a fringe vocabulary folder.
• Move buttons to priority levels (primary, secondary,
storage)
• Navigate to different views and use them
• Conjugate verbs and pluralize nouns
Hands-On with Proloquo2Go

62. Demo
Hands-On with Proloquo2Go

63. 4. Teach the AAC system
Strategies

64. Aided
Language
Stimulation

65. Aided Language Stimulation
Aided Language Input
Partner-Augmented Input
Natural Aided Language
Aided Language Acquisition
AKA
AKA
AKA
AKA

66. Aided Language Stimulation (ALS) is a communication
strategy where a communication partner teaches symbol
meaning and models language by combining his or her
own verbal input with selection of vocabulary on the
Augmentative and Alternative Communication (AAC)
system.
Aided Language Stimulation
References: 21

67. Input = Output
If the expectation is verbal output, verbal input is required
If the expectation is AAC output, AAC input is required
It is difficult to map verbal input to AAC output
So, Aided Language Stimulation is essential
Aided Language Stimulation
References: 22

68. Implement ALS
• Model core words by touching them in the student’s
AAC system as you say a sentence
• Modeling is talking, not asking questions. Catch yourself
before asking a question.
• Focus on commenting and making statements. Model
what you/the student/a peer is/are doing or did.
• Model a range of functions in natural contexts
• Instead of prompting, provide expansions and recasts
of the student’s input using ALS
References: 23

69. Do This Not That
Model the target, “I want
__________.”
Only ask questions, “Do
you want __________?”
Model without any
expectations
Move through prompt
hierarchy
Model in natural contexts
Model in contrived
situations
With ALS, remember to
References: 3

70. ALS Video
References: 24

71. ALS Tips
Tips to keep in mind
Consider zone of proximal development when modeling
Be patient with your progress, and keep at it
Get comfortable - use main screen(s) first
Start off by modeling core words only in the sentence
It helps us choose our words carefully
Visual reminders from colleagues to stay on track
It helps us recognize errors in customizing
It’s contagious - the more you do it, the more others will
Kids love seeing us take on the role of the learner
References: 25

72. ALS with Proloquo2Go and Unique
References: 26

73. ALS with Proloquo2Go and Unique
Circled core words on 7 column home screen of Proloquo2Go

74. ALS with Proloquo2Go and Unique
Circled core words on 7 column home screen of Proloquo2Go

75. ALS with Proloquo2Go and Unique
Circled core words on 7 column home screen of Proloquo2Go

76. Demo
ALS with Proloquo2Go and Unique

77. Descriptive
Teaching

78. Descriptive Teaching
• Use core vocabulary to describe concepts rather than
programming fringe vocabulary words that won’t be
used again
• Reduces need to remember the location of rarely used
fringe words
• Provides additional practice using core words in creative
and authentic ways
• Saves time!
References: 27

79. Descriptive Teaching
Referential Style Descriptive Style
Need large vocabulary of
words rarely needed daily
Need smaller vocabulary of
words used daily
Requires least amount of
thinking - rote memory
Requires creative thinking
re: concepts & vocabulary
Highest memory demand
with the least pay-off
Focus on info in the lesson,
not new pages & symbols
References: 27

80. Descriptive Teaching
References: 27

81. What’s New in
Proloquo2Go 4

82. What’s New in Proloquo2Go 4
• Core word appearances - grid sizes replace columns
• Vocabularies - Basic Communication, Intermediate
Core, Advanced Core
• Enhanced user interface for editing
• Share folders between devices
• Core word templates
• And more!
References: 28

83. • Purpose - Motor planning & language development
• Each folder displays as combination of a template and
its own contents
• Template shared by multiple folders and matching home
page
References: 29
Core Word Templates

84. Core Word Templates
Home Page Breakfast Page
References: 29

85. Contact
Email - eric@expressive-solutions.com
Twitter - @ExpressiveSols
Facebook - ExpressiveSolutionsLLC
Website - expressive-solutions.com

86. References
1. Augmentative and Alternative Communication - http://tinyurl.com/ob5uv29
2. Evidence-Based Practice (EBP) - http://tinyurl.com/o7najed
3. Building Classroom Communities to Support AAC Users - http://tinyurl.com/
nlbvks8
4. Binger, C. & Light, J. (2007). The effect of aided AAC modeling on the
expression of multi-symbol messages by preschoolers who use AAC.
Augmentative and Alternative Communication, 23, 30-43.
5. Binger, C., Maguire-Marshall, M., & Kent-Walsh, J. (2011). Using aided AAC
models, recasts, and contrastive targets to teach grammatical morphemes to
children with developmental delays who use AAC. Journal of Speech,
Language, and Hearing Research, 54, 160-176.
6. Light, J., & Drager, K. (2007). AAC technologies for young children with
complex communication needs: State of the science and future research
directions . Augmentative & Alternative Communication, 23, 204-216.
7. Banajee, M., Dicarlo, C., & Buras Stricklin, S. (2003). Core Vocabulary
Determination for Toddlers. Augmentative and Alternative Communication,
19(2), 67–73.

87. 8. Communicative Competence for Individuals who require Augmentative
and Alternative Communication: A New Definition for a New Era of
Communication? - http://tinyurl.com/mkcmgb7
9. Cottier, C., Doyle, M., & Gilworth, K. (1997). Functional AAC
Intervention: A Team Approach. Bisbee, Arizona. Imaginart.
10.Toddler with apraxia Asking for Cheese and Cracker using iPad with
Proloquo2Go and ASL - http://tinyurl.com/pbr2jrv
11.Kovach, T. (2009). Augmentative & Alternative Communication Profile:
A Continuum of Learning. East Moline, IL. LinguiSystems.
12.Meaningful and Evidence-Based Goals - http://tinyurl.com/k3jmk4m
13.AAC Interventions to Maximize Language Development for Young
Children - http://tinyurl.com/62y2zhr
14.Achieving Success in AAC: Assessment and Intervention - http://
tinyurl.com/kb52md5
15.Road to Proloquo2Go 4 - Core Words - http://tinyurl.com/oofclzs
References

88. 16.Join Together Core & Fringe Vocabulary - http://tinyurl.com/kgv8zyg
17.Dynamic Learning Maps Core Vocabulary - http://tinyurl.com/
m5wg28l
18.Core Vocabulary Resources for April - http://tinyurl.com/k7lyvhd
19.Fallon, K., Light, J., & Paige, T. (2001). Enhancing Vocabulary
Selection for Preschoolers Who Require Augmentative and Alternative
Communication (AAC). American Journal of Speech-Language
Pathology, 10, 81-94.
20.Proloquo2Go 3 Manual - http://tinyurl.com/jwrhwfx
21.AACtion Point: Aided Language Stimulation - http://tinyurl.com/
od6y94l
22.PrAACtical AAC Strategy Series: Building a Foundation with Aided
Language Input - http://tinyurl.com/ma2elfq
23.Practical Strategies for Implementing Aided Language Stimulation -
http://tinyurl.com/nqfxxpl
References

89. 24.One Kids Place Aided Language - http://tinyurl.com/o925hg5
25.AACtual Progress: Learning to Use Aided Language Input - http://
tinyurl.com/oraxsab
26.unique learning system - http://tinyurl.com/ocovgwf
27.Van Tatenhove. G. (2009). Building Language Competence with
Students Using AAC Devices: Six Challenges. Perspectives on
Augmentative and Alternative Communication, 18(2), 38-47.
28.Proloquo2Go 4 Manual - http://tinyurl.com/ketnyxn
29.Road to Proloquo2Go 4 - Core Templates - http://tinyurl.com/o7k6nux
References