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Aided Language Modeling Summary

Aided Language Modeling (ALM) is an approach that builds receptive language skills through immersing students in augmented and alternative communication (AAC) tools. It is based on the idea that language is learned through exposure within natural experiences. Key aspects of ALM include presuming students have potential, not placing demands on them, and building receptive language skills. ALM involves modeling language using a student's AAC system across all contexts and allowing time for them to respond.

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246 views1 page

Aided Language Modeling Summary

Aided Language Modeling (ALM) is an approach that builds receptive language skills through immersing students in augmented and alternative communication (AAC) tools. It is based on the idea that language is learned through exposure within natural experiences. Key aspects of ALM include presuming students have potential, not placing demands on them, and building receptive language skills. ALM involves modeling language using a student's AAC system across all contexts and allowing time for them to respond.

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© © All Rights Reserved
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Aided Language

Modeling
Augmentative and Alternative Communication (AAC)
includes a variety of communication methods (high tech or
low tech) to supplement or replace speech. Aided
Language Modeling (also known as Aided Language
Stimulation or Aided Language Facilitation) is based on the
premise that we learn language through exposure within
lived experiences. Think of it as “immersion” in the language
of AAC.

Three key ideas regarding Aided Language Modeling:


Builds Receptive No “demands” on the
Presumes “potential”
Language student

Check out this video


for a quick
explanation of Aided
Language Modeling.

How to successfully support AAC?

Wait! Allow
Honour Every Model, AAC
Use Across time for Communication
Presume Potential Communicative Model, Available at
Contexts Student to Growth
Act Model all Times
Respond

Keys to Aided Language Modeling

It is important that AAC tools are available to students (and for modeling) at all times. If students are using
high-tech devices, you may wish to consider also having low-tech options as well. Creativity is key as we
1 Accessibility
plan for AAC in all environments and activities. Think about how to create systems that can be used in the
bathtub, pool, on the playground, in physical education class, and more.

Communication is about sharing messages. It is not necessary to model complete sentences. Instead,
focus on the keywords (for instance, “I go outside” rather than “I am going outside.”) Many AAC systems
2 Keywords now focus on “core vocabulary”. Core words are the most commonly used words in English and can be
used for a multitude of messages. Check out the Assistiveware Core Word Classroom or Project Core for
some ideas on how to get started implementing this approach.

Take the opportunity to explore the AAC systems of your students. It is okay (even preferred) that your
students see you navigating their AAC, and even making mistakes as you become familiar with it. As you
3 Explore
model messages within the AAC system, also speak the message you wish to say. In addition to exploring
the system, take the time to explore communication opportunities.

A good place to start is with the routines that occur each day. Take some time to anticipate the variety
of messages you could share within these routines. Consider how you could keep an interaction going
4 Routines through several communication turns. Follow the student’s lead by considering their preferred routines
and then continue to allow them to lead the interaction, while adding language to the experience using
their AAC system.

Ask yourself if you have modeled messages that serve a variety of purposes (i.e., commenting, describing,
greeting, etc.) Be mindful of several common mistakes we tend to make: forgetting to wait to allow the
5 Reflect
student time to process and respond; modeling only “requests;” and over-using the AAC modeling to
direct the student’s actions.

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