Recast: Talking with Tech Roundtable: Early Intervention & AAC

Talking With Tech AAC Podcast

This week, we present a Recast of a previous “roundtable discussion” between Rachel, Chris, and previous host Lucas Stuber on early intervention and AAC! (Note: Recast episodes are episodes from the early days of TWT that Chris and Rachel want to highlight again). In this episode, Rachel shares her experiences with using AAC with very young children and discusses the benefits and challenges with early AAC implementation. They explore the misconception that AAC might hinder verbal development, as well as parental concerns regarding AAC as “screen time”, the importance of multimodal communication options, and more!

Before the episode, Rachel shares that she no longer agrees with a position she shared on the podcast. In the roundtable, she shares that PECS can be a good option for learning initiation skills with AAC. Rachel no longer believes PECS is a good option for teaching language initiation to emergent communicators. Rachel clarifies that high-tech devices offer more robust and flexible communication options, which are usually more effective in supporting language development. She no longer suggests delaying the introduction of high-tech AAC if at all possible.

Key Ideas this Episode:

🔑 Rachel, Chris, and Lucas emphasized that introducing AAC early in a child's development does not hinder speech development, but rather supports and facilitates it. They advocate for starting AAC interventions as early as possible, even for very young children, to aid in their communication and language development.

🔑 Peers are a great option for modeling AAC. Involving peers, parents, paraprofessionals, and teachers provides lots of modeling opportunities, which helps integrate AAC into every interaction and makes it a more natural part of the child's communication.

🔑 The importance of multimodal communication is highlighted, where different methods such as signs, pictures, and high-tech AAC devices are used simultaneously to support both expressive and receptive language development. This approach ensures that children have multiple avenues to communicate their needs and wants

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