Modeling Communication
MAME Special Project Grant
By: Dallas Henson, Resource Teacher & Brandi Noble, Kindergarten Teacher
JA Cuddy School
For individuals with complex communication needs, Augmentative and Alternative Communication (AAC) systems open the door to connection, self-advocacy, and learning. Yet, introducing AAC is only the first step. To truly support its users, we must model how it’s used—consistently, intentionally, and with heart.
AAC modeling involves using an AAC system while speaking to a user. We can use the AAC system to teach the student how to use their device and demonstrate conversations. Think of it like learning a second language: you wouldn’t expect someone to pick it up without ever hearing it used, right? The same goes for AAC.
Modeling shows users that:
- The AAC system is a valid, functional way to communicate
- They see someone else communicating the same way
- Language has purpose—whether it’s to comment, request, joke, or protest
- It’s okay to explore, make mistakes, and grow
- They increase their use of AAC and improve language skills
How Does Modeling Benefit Communication Partners?
- They learn the location of vocabulary
- They slow down their rate of speech (better model)
- They emphasize key words and ideas
- They interact more naturally (real life learning)
How to Model AAC Effectively
- Focus on Core Words (Go, Want, More, Stop, You, It)
- Speak Naturally (Touch & Speak)
- Use Everyday Moments (Think Aloud/Declarative Language)
- Be Patient (Model without expectation)
- Get Everyone Involved (Embrace mistakes)
Modeling AAC for a Kindergarten Student with Complex Needs at JA Cuddy
September marked a new beginning in our Kindergarten classroom as we welcomed a non-speaking student with significant sensory needs. Our goal from day one was simple but powerful: to ensure he felt safe, supported, and understood.
We applied to MAME special project grant to buy an iPad, 2 apps: Proloquo2Go and Pictello, as well as a heavy duty case with a strap.
With support from our school team and Speech-Language Pathologist (SLP), we introduced Augmentative and Alternative Communication (AAC) tools—not as demands, but as opportunities. We integrated large low-tech Core Boards throughout our environment: in the classroom, the hallway, and even the playground. We used a visual ring to support smooth transitions, giving him visual cues that built predictability and reduced anxiety.
Most importantly, we modeled language on the AAC system during natural interactions. When he reached for a toy, we modeled, using declarative language, “Oh, it looks like YOU WANT the car!” When he walked to the door, we added, “It’s time to GOoutside for recess.” We never expected him to use the device immediately. Instead, we showed him what communication could look like.
His family’s commitment to AAC mirrored our own. Eager to support their son at home, they began exploring AAC options. Due to the long waitlist at OARC, they invested in an iPad, and we collaborated closely to ensure consistency across environments. Our school AAC system became a model for the adults to use.
We recently introduced Pictello, to create personalized social stories to prepare him for routines and new experiences, building both comprehension and confidence. This app will also help to ensure a smooth transition into Grade One.
As we are fortunate in receiving this special project grant, our aim is to expand access to AAC tools and training—not only for this student, but for others who deserve the same opportunity to be heard. With continued support, we can build a classroom—and a community—where every voice has a place.
“Not being able to speak doesn’t mean you have nothing to say.” – Rosemary Crossley
