A person cannot communicate through their communication system if they do not know how to use that AAC system. This is where operational competence comes in to play.

Operational skills are the technical and physical skills needed to use the AAC system. Being able to:

• make communication happen with the AAC system

• make the system run

• keep the system running

In the beginning, we want to teach operational skills within communication interactions. For early AAC communicators there is no internal motivation to learn operational skills. When there is a desirable social or communication outcome though, motivation increases. So teaching operational skill is often put in linguistic and social goals. There are times when a person may need to learn operational skills apart from other goals. It is important to move to more natural and real interactions and activities as the person's operational skills develop.

At first, the AAC learner will only be able to handle the basic skills needed to access their AAC system. Communication partners (parents/caregivers, teachers/support staff, SLPs, etc.) need to handle most of the operational demands. As the person using AAC becomes more able, they can take on more of the operational skills.

Operational skills involve motor, cognitive, linguistic, and perceptual abilities. Skills within the operational competence area include knowledge, use, and judgement of:

• doing the body or hand positions/shapes/movements needed for gestures, signs, or other forms of unaided communication

  • eye blink codes

  • head nod/shake

  • pointing

  • etc

• selection techniques for light- and high-tech (aided) AAC systems

  • direct selection with a finger

  • eye gaze

  • scanning (partner-assisted, single switch, two switch, circular/linear/group item)

  • etc.

• operating the system

  • changing volume

  • turning on/off

  • charging/other maintenance

  • positioning

  • etc.

• navigating the system

  • locating specific words

  • navigating between pages

  • entering correct sequences or codes for pre-stored messages

  • etc.

• programming the system

• navigating between modes of communication used

The person needs this range of skills for all modes of communication used by the individual.

The goal is for the individual to say what they mean to say with the least amount of energy and time necessary. Another goal is for the person to have self-determination over their AAC system. They may need physical help to complete some operational skills (such as plugging it in to charge), but they have the skills to direct others.

Useful resources for access skills:

• Access Methods for Technology from Indigo

• Alternative Access module from AAC Learning Center

• AT Tools for Alternative Access from PaTTAN

• Ginger Tiger offers games and activities accessible on many platforms and using different access methods

• HelpKidzLearn offers a variety of activities/apps to help develop access skills (including switch, touchscreen, eye gaze)

• Judy Lynn Software, Inc. offers switch-accessible software programs for Windows, iPads, and Android Tablets

• Linda Burkhart’s website offers a wealth of information on alternative access methods

• Look to Learn is a program to develop eye gaze skills; available from Smartbox, Talk to Me Technologies

• Partner Assisted Scanning from the Center for Literacy and Disability Studies at UNC (PDF download)

• Scanning Wizard - helps set up switch and scanning to optimize communication rate

• SENict - activities for switch, touchscreen, mouse, and eye gaze, as well as trainings

• Shiny Learning offers switch access and touch games that can be accessed on many platforms

• Switch In Time offers switch accessible games for Mac and Windows; check out their free programs for Mac

• Tar Heel Gameplay is a collection of free accessible games

• YouTube videos:

  • Complex Access and Communication: A 3-Part Approach for Emerging Communicators (Pt. 1)

  • Complex Access and Communication: A 3-Part Approach for Emerging Communicators - Pt 2

  • Talking about 'Stepping Stones to Switch Access’ Pt. 1

  • Talking about ‘Stepping Stones to Switch Access’ Part 2

References:

Kent-Walsh & Binger (2009). Addressing the Communication Demands of the Classroom for Beginning Communicators and Early Language Users. In G. Soto & C. Zangari (Eds) Practically Speaking: Language, Literacy, & Academic Development for Students with AAC Needs. Paul H. Brookes Publishing Co.

Rowland & Schweigert (2003). Cognitive skills and AAC. In D. Beukelman & J. Reichle (Series Eds) & J. Light, D. Beukelman & J. Reichle (Volume Eds), Augmentative and alternative communication series: Communicative competence for individuals who use AAC: From Research to Effective Practice. Paul H. Brookes Publishing Co.

Treviranus & Roberts (2003). Supporting competent motor control of AAC systems. In D. Beukelman & J. Reichle (Series Eds) & J. Light, D. Beukelman & J. Reichle (Volume Eds), Augmentative and alternative communication series: Communicative competence for individuals who use AAC: From Research to Effective Practice. Paul H. Brookes Publishing Co.

Related posts:

For more information on different access methods (for individuals unable to directly access their AAC with their finger), check out the access tag on the NWACS blog.