I have had lots of questions lately about how I use AAC systems and task cards together. I definitely have my students use their AAC systems while using any of the different tasks cards I have created. There are lots of ways to adapt the cards to meet the skill level of your students and use of their devices. Here are a few examples of how I use some of the different task cards with my students who have AAC system.
Category Cards are prefect to use with AAC systems. Level 1 – I name the items on the card for the student and then I have the student navigate the device to find the category name.
This is often difficult at first because my students are used to just finding or naming objects. At first, I tend to find my students will name one or more of the items on the category card instead of actually selecting the category name. For example; I gave my student the category card with a zebra, monkey, and giraffe on the card and my student found “monkey” on her device.
After giving her a choice of categories she found the animal icon and pushed “animal”. The next step would be to work on the student adding the /s/ ending to the noun to make it “animals”. Not all my students understand marking plurals but naming the categories is a big success.
Level 2 – For my high level students I can have them select all the items on the card, then select the “are” verb, and finally select the category. For example “table, dresser, bed are furniture.” This is really advanced but I do have a student who can do this level. Combining 5 + icons is amazing.
Present Progressive Cards are perfect to use if you want to target action verbs. I have been using my present progressive cards a lot lately with some of my student with AAC system. Level 1 – I show the student one of the cards and ask “what is she doing?” My student navigates to the verb page and finds the action verb such as “paint”. The next step would be for the student to add the “ing” ending onto the verb so it would be “painting” which is the correct present progressive verb form I would eventually want them to use.
Level 2 – Have the student select the correct he/she/they pronoun on their device, then the correct is/are helping verb, and finally navigate to select the correct verb, add the “ing” ending on the verb, and press period for the device to say the complete sentence. “They are swinging”. I have a couple students working at this level.
Feature/Function Card require the student identify the item on their device that meets the given description. I read the card to my student. For example, “find the one you sleep in” and my student navigated to the furniture category and found “bed.” This is challenging because the student can often point to the correct answer on the task card but need to figure out how to navigate to the correct category and find the item on their device.
Level 2 – Have the student expand their utterance when they identify the item which meets the criteria. I don’t have any students working on this yet but hopefully soon. For example if you gave the card “find the one you drive.” They could use their device to say “you drive a car” or “a car drives”.
Yes/No Cards require the student to process the question and select either yes or no on their device. It is good for the student to know how to navigate to “yes” and “no” because these are such functional words for our students. The yes/no icons maybe located in different locations depending on the device. My students usually navigate to the social page and both the yes/no icons are on that page.
Level 2 – Have the student expand their utterance when answering the yes/no question.
“Wh” Questions Cards. You have the student use their device to answer any of the different “wh” questions. Answering “what” questions may be the first one to target. These are often more concrete and easier to navigate the answers on their device. For example, “what does a monkey eat?” The student can navigate to the food page and select “banana” to correctly answer the question.
Level 2 – Have the student expand their utterance when answering the questions. For example “What does a rabbit eat?” The student could make a short phrase and answer “rabbit eats carrot”. You could continue to expand utterances and use articles and correct grammar as they continue to develop their language skills.
I have found these task cards helpful to use with my students who have AAC systems. Hope this helps!