Lexington Public SchoolsAAC Implementation Plan: Communication Protocol
Student Services

Implementation Plan:

Communication Protocol

1. Communication System ComponentsThe student currently uses:

  • (Describe speech or vocalizations here)
  • (Describe gestures here)
  • Aided AAC Tool(s): (Describe tool here and include picture if appropriate)
  • Unaided AAC: Include list of signs or descriptions of sign approximations here (if the list is long, include as appendix)

2. Purpose of Aided AAC Tool (for students using aided AAC)The student’s team identified the (describe aided AAC here) as assistive technology necessary to support the student’s communication in the following areas:

  • Include specific purpose/objective/general goal areas addressed by tool

3. Proximity of Aided AAC Tool (for students using aided AAC)The student’s AAC Tool (name tool or tools here) should be within reach at all times except when it could potentially compromise his/hersafety.

While at a table:

While transitioning:

Gross Motor:

Movement Group:

OT (gross motor activities):

Customize this area to include other environments/tasks (e.g., while in stander) and delete environments/tasks that do not apply

4. Aided Language Stimulation (Model for Speaking tothe student):When adult communication partners are communicating to the student, the adult will useaided language stimulation.

  • Use the student’s aided AAC Tool (describe tool or unaided method)to (insert details of ALgS here)and verbally stating the word as well.
  • Aided input targets may be found on:
  • Attend to Model data sheet
  • Aided Language Stimulation Planning Sheet
  • Use target words many times, in multiple functional contexts (e.g., GIVE STUDENT EXAMPLES HERE “Let’s EAT a snack”, “I want to EAT cookies”, “I EAT crackers”, “I like to EAT”, “EAT”, etc.)throughout each session.
  • Whenever you say the target word,(insert details of ALgS here-- activate the corresponding target word or the iPad, sign the word while saying it, touch and hold your finger to the corresponding picture on the communication book, etc.).
  • NO expectation that the student imitate the word or word combination.
  • You are not prompting the student.
  • If the studentattempts to imitate you, he/she should be redirected to stop touching the aided AAC toolwith a comment such as, “it is my turn to talk, your turn to listen” or “I’m saying something, look and listen”.

5. Expressive Language: Customize this section based upon the needs of your student and communication partners. You may include basic functions of communication or more complex morphology and syntax depending upon the individualized needs.

Requesting an item or activity

(include what the student should do and what the communication partner should do when making requests)

Expanding and Responding to Independent Communication:

(include what the student should do and what the communication partner should do when the student uses independent communication)

Prompting:

Customize this section based on your student and their communication partners. Visuals and specific examples are helpful here.

Start Here------End Here

(LEAST)(MOST)

Speech ApproximationsInclude this section for students with minimally intelligible speech who are working on successive speech approximations. Including a chart of target successive approximations and their referent is helpful. Information about what to do if the student successfully produces a target production and what to do if they do not should be listed here.

Date Protocol Updated:

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