Chapter 7: Component 4 - Step-by-Step Guides for Implementing AAC

7.1. Introduction: From Tool to Action

The previous chapters have presented the fundamental tools of AAC: visual aids and communication boards. However, the survey conducted as part of the AAC-Inclusion project showed that teachers and parents often encounter a major difficulty:

●        know how to use these tools concretely on a daily basis

This is precisely the objective of this component: to offer simple, progressive and directly applicable step-by-step guides that allow you to move from theory to practice.

7.2. General principles of step-by-step guides

Before presenting the concrete scenarios, it is important to remember a few principles that apply to all situations.

Simplicity

Always start with:

●        Few tools

●        Few choices

Progressiveness

Introducing the tools:

●        Step by step

●        without precipitation

Repetition

Repeating the same situations: to promote learning

Consistency

Use the same media: at home and at school

Adaptation

Every child is different: adjusting tools and steps

7.3. Guide n°1: Introducing AAC (first contact)

Objective

To allow the child to understand that he or she can use a visual aid to communicate.

Material

●        2 cards (e.g. EAT / DRINK)

●        simple pictograms (ideally ARASAAC)

Steps

1. Choosing a quiet time: example: meal
2. Presenting the cards: showing them clearly
3. Model: say: "DRINK" while pointing to the map
4. Offer a choice: "Do you want to EAT or DRINK?"
5. Wait for the answer: look / point
6. React immediately: give something to drink if DRINK

Expected result

●        The child understands the link between card and action

7.4. Guide n°2: Using the cards on a daily basis

Objective

Integrate the cards into daily routines.

Example (house)

Situation : goûter

Steps:

1. Present 2 cards
2. Propose a choice
3. Wait
4. Reply

Repeat daily.

Example (class)

Location: Activity

1. show cards PLAY/STOP
2. let you choose
3. Adapt the activity

Expected result

●        Regular use

●        Smoother communication

7.5. Guide n°3: Introducing a communication board

Objective

Moving from isolated cards to an organized system.

Material

●        Simple table (2–4 pictograms)

Steps

1. Present the table
2. Show how to use it
3. ask a question: "What do you want?"
4. guide if necessary
5. Strengthen the response

Expected result

●        Understanding the board

●        Beginning of autonomy

7.6. Guide n°4: Dealing with a Frustrated Situation

Objective

Replace problematic behavior with communication.

Situation

The child cries or becomes angry.

Steps

1. Stay calm
2. Offering cards:
• HELP
• STOP
• SAD
3. Naming the emotion
4. Encourage the child to point to the card
5. Responding to demand

Expected result

●        Reduction of meltdowns

●        Better understanding

7.7. Guide n°5: Developing autonomy

Objective

Encourage the child to use the tools without assistance.

Steps

1. Phasing out aid
2. wait longer
3. Encourage initiative
4. valuing efforts

Expected result

●        spontaneous communication

7.8. Guide n°6: Generalization (key to success)

Objective

Use the tools in different contexts.

Steps

1. Use at home
2. Use in school
3. Use in outputs
4. Use with different people

✔ Expected result

●        Functional communication in all situations

7.9. Full Example (Synthesized Real Case)

Profile

5-year-old child, non-verbal.

Initial situation

●        frequent crying

●        frustration

●        Few interactions

Intervention

●        introduction cards EAT / DRINK

●        then simple table

Result

●        Card pointing

●        Reduction of meltdowns

●        Positive interactions

7.10. Common mistakes to avoid

●       Going too fast: the child does not follow.

●       Not modeling: misunderstanding.

●       Giving up too soon: loss of knowledge

●       Irregular use: ineffective.

7.11. Operational summary

To succeed:

●        Start Simple

●        Repeat

●        Model

●        encourage

●        generalize

7.12. Conclusion

Step-by-step guides are a central part of the AAC-Inclusion toolkit.

They make it possible to:

●        Making tools accessible

●        Facilitate their implementation

●        Supporting users

They respond directly to the needs expressed by teachers and parents.