Module 3: Planning for an AAC box
Creating AAC boxes: e-learning course
Start
In this module you will explore the steps needed to plan AAC boxes for your students. Starting from identifying the needs of your students, you will discover several aspects taken into account when proposing the structure of an AAC box, as well as the materials and tools that can help you for this purpose.
Index
Digital tools
Students' needs
Conclusion
Structure of AAC boxes
Self-assessment
Low-tech materials
01
Assessing student needs and setting learning objectives
Selecting the most appropriate alternative and augmentative communication systems for children with verbal communication difficulties requires a comprehensive assessment of the child's needs and potential.
The initial assessment of the child aims to identify the most appropriate means, strategies and systems according to the child's communication profile, with the child's abilities, to support the development of functional communication with others, emotional well-being and inclusion in school and in society. This assessment should be supplemented with information from family members, caregivers, teachers and therapists in order to obtain the most complete assessment of the child's communication needs.
Specialists in the field of AAC recommend that certain relevant areas should be considered so that the assessment of children's needs can be effective (ASHA, Dietz et al. (2012), Beukelman and Light (2020):
- assessment of communication skills,
- assessment of the child's access skills and needs,
- assessment of environmental supports and barriers,
- assessment of access strategies,
- assessment of AAC devices,
- assessment of AAC learning/intervention,
- and how AAC personalisation was achieved.
You can use a series of standardised tests, observation sheets, informal interviews to collect relevant information about the child in the following areas in order to meet the child's needs and to set learning goals and personalised intervention plans:
- Assessment of current communication skills
- Assessment of communication environment
- Identify learning style and preferences
- Assessment of sensory and psychomotor skills
- Assessment of cognitive level and attention capacity
- Assessment of social skills
- Assessment of current AAC used
The main role of the assessment is to collect and to analyse information, which can be used in setting goals and strategies for the development of communication skills and, on the other hand, which can be used as a means of evaluating their effectiveness.
Set SMART learning objectives (specific, measurable, use action words, realistic and time limited) and ensure that the ACC materials and tools used support their achievement. This will help you to ensure that the objectives are specific to the children needs and achievable within a given time frame.
See AAC Assessment forms
02
Proposing the structure of the AAC Box
The proposal of an AAC should take into account the child's abilities, strengths and needs (ASHA):
- the child's profile, including: vision, hearing, sensory-motor, motivation, cognitive, language, literacy skills and current modes of communication,
- preference/options for different symbols, systems and modes of access,
- the contexts in which the child needs to communicate, the skills and supports available to partners
- many features such as: what type of graphic symbols (e.g., pictures/stylised images/words) will be used, how many symbols are available, how they are organised, how they are accessed (Light &colab, 2019).
Strategies based on sensory and psychomotor needs can support communication by providing visual, auditory, kinesthetic or tactile support. Visual supports for communication help to form visual representations of concepts and can be provided through diverse too such as:
- Cards with pictures,
- Symbols, written words;
- Communication books;
- Pictograms and drawings;
- Communication cards;
- Visual boards;
- Photos and personalised materials;
- Programs and apps with pictures and pictograms.
Auditory support is providing the perceptual-verbal model to support communication in people with speech difficulties:
- Images and auditory information
- Audio resources
- Sound and text-to-speech libraries.
Kinesthetic communication support can be provided through:
- Sign language
- Mimicry and imitation.
- Sign language adapted tactilely
- The "hand on hand" and "hand under the hand" technique.
Tactile support for communication is provided by haptic communication:
- Tactile signs made by touching the person's back and describing the environment, people, emotional states, etc.
- Reference objects, which symbolise specific activities. (for example, a blanket for going to bed etc)
- Thematic bags or boxes containing physical objects representative of different categories.
The degree of access to resources is a factor that can influence the decision on which AAC tools to use.
- Low-tech resources (picture cards, symbols etc.) are accessible to all, easy to make and cost minimal.
- High-tech resources (tablets with communication software programs, which have multiple thematic pages and folders that can be opened by clicking on a word or symbol) cannot be accessible to everyone.
The educational option and the mode of communication chosen by parents could influence the structure of an AAC box.
- For example, for hearing-impaired children from deaf families, communication may be supported by sign language and fingerspelling (a fingerspelling board, sign language images etc.)
- When aiming to develop verbal communication, visual supports can be used, (pictures, symbols, pictogram applications, text-to-speech software, writing with symbols, etc.)
03
Overview of low-tech materials and resources
(boards, binders, sensorial materials...)
Low-tech materials and resources are commonly used in Alternative and Augmentative Communication (AAC) to support people with communication difficulties because they are accessible, easy to make and customisable. These solutions do not involve advanced technologies and are useful in a variety of contexts, including in situations where resources or access to high performance technologies are limited.
10
Low-tech materials
The choice of appropriate AAC solutions, whether high - tech or low - tech, depends on a number of factors: level of fatigue, effort, physical limitations and how long the work would take (e.g. to write a paper) without the use of technology. Low-tech does not require a power supply. Sometimes this can be the easiest and most practical solution in AAC.
Here is a series of examples of low-tech materials:
11
1/ Communication supports
Picture/ symbol/ written word cards: these allow the user to point to the desired symbol with a finger, a pointer or by looking.
12
1/ Communication supports
Communication cards: cards with thematic pages (food, emotions, daily activities), where the user can select the image or word they want.
13
2/ Visual symbol - based systems
Pictograms and drawings: hand-made or printed from free sources (e.g. PECS - Picture Exchange Communication System).
Large print: for literate users who can read.
14
3/ Simple tools and accessories
Manual indicators: sticks or wands that users can use to indicate symbols or letters. Communication cards: laminated cards with images or keywords, bound in a ring for portability. Themed bags or boxes: contain physical objects representative of different categories (e.g. real fruit for food requests).
15
4/ Simple physical devices
Choice tiles: simple panels on which the user can choose between several visually presented options. Systems with tactile objects: for users with visual impairments or sensory preferences (example: a real fork to ask for food).
16
5/ Recycled materials
Laminated cardboard or paper: for making durable materials.
Coloured caps or other small objects: used for simple visual codes or choice activities
17
6/ Simplified coding systems
Visual or tactile alphabet: for users who can learn a symbolic code based on letters.
Colour coding: associating symbols or categories with a specific colour to facilitate quick recognition.
18
7/ Personalised materials
Personal photos: using images from the child's everyday life (e.g. a photo of the family or a favourite object). Hand-made drawings: these can be adapted according to your child's preferences
19
Advantages of using low-tech materials in AAC
- accessibility: they are inexpensive and can be made with local resources;
- flexibility: they can be customised to the individual needs of the child;
- portability: easy to transport and use in any environment;
- durability: most can be laminated or made of durable materials.
These low-tech solutions are particularly useful for children who are early adopters of AAC, those in areas with limited resources, or as back-up systems for advanced technology solutions.
20
04
Overview of digital tools and resources
An AAC resource pack can include a variety of digital tools and visual resources (e.g. icons), which help users to more easily express their needs, ideas and emotions. In today's digital space there are many free or affordable digital tools and resources that can be used to create such a package.
21
1/ CAA software and applications
There are software and applications specifically designed for AAC, which typically include icon databases, customisation options, and visual rendering functionality. Let's discover some together:
Info
- Cboard (free, web-based)
- Avaz (mobile app, available free in trial version)
- LetMeTalk (free, Android/iOS)
Info
Info
22
2/ Pictograms and visual resources
Above have been presented a number of digital resources that we can use for free or in trial versions to customise and create a communication package. Depending on individual needs, the digital resources offer a variety of options for customisation and adaptation. This way, anyone can create an effective and accessible communication tableau, helping to develop communication skills for people with communication difficulties.
Info
- Arasaac
- The Noun Project
- Pictotraductor
Info
Info
23
Pictotraductor
To translate a word or a sentence into pictograms, you just need to type the words on the main screen (in the box provided), and as you type, icons associated with the words appear. The disadvantage of this site is that you have to type the desired sentence or word in Spanish for it to be translated as icons.
Example of a sentence translated into pictograms: EN: The grandmother goes to the shop. ES: La abuela va a la tienda. Translation with Pictotraductor:
Image source: Pictotraductor
24
3/ Graphic editing tools to customise your paintings
Most programs are available in English or other languages. To create AAC packages, you can copy/save icons and use them to create your own AAC materials and resources. Graphic editing programs can also be used to organise and customise them according to the user's needs. Here are two free options:
Info
- Canva
- Microsoft PowerPoint
Info
25
4/ Sound and text-to-speech libraries
In addition to icons, a full AAC package can also include audio resources for pronouncing words and phrases, useful for users with speech difficulties:
Info
- Natural Reader (free version)
- Google Text-to-Speech
Info
26
05
Conclusion
Above have been presented a number of digital resources that we can use for free or in trial versions to customise and create a communication package. Depending on individual needs, the digital resources available internationally offer a variety of options for customisation and adaptation. This way, anyone can create an effective and accessible communication board, helping to develop communication skills for people with communication difficulties.
Assessment
In this section, you will have the opportunity to test your acquired knowledge throughout the module. Get ready to challenge your skills and reinforce your learning as you move towards mastering the fundamental concepts of AAC.
1/5
2/5
3/5
4/5
5/5
References
- American Speech-Language-Hearing Association ( n.d.), Augmentative and Alternative Communication (AAC), Retrieved from https://www.asha.org/practice-portal/professional-issues/augmentative-and-alternative-communication/?srsltid=AfmBOoodXAX8UET7N9VKqCpRkiINn_rbZJfN1l2lIIXyT7_lKxRw0tnw
- AssistiveWare. (n.d.). Learn AAC guide. Retrieved from https://www.assistiveware.com/learn-aac/learn-aac-guide
- Bogdashina, O. ( 2017), Sign language vs. mime-signing (for ‘kinaesthetic-speaking’ children), https://www.integratedtreatmentservices.co.uk/blog/autism-olga-bogdashina/sign-language-vs-mime-signing-kinaesthetic-speaking-children/
- Beukelman,D.R., Light J. C.,( 2020) - Augmentative and Alternative Communication - Supporting Children and Adults With Complex Communication Needs-Brookes Publishing
- Coomunication Community(n.d.), What is High Tech AAC?, (https://www.communicationcommunity.com/what-is-high-tech-aac)
- Dietz A, Quach W, Lund SK, McKelvey M. AAC( 2012), Assessment and clinical-decision making: the impact of experience. Augment Altern Commun. Sep;28(3):148-59. doi: 10.3109/07434618.2012.704521. PMID: 22946990.
- NWACS. (2022). 8 ways to celebrate and embed AAC in classrooms. Retrieved from https://nwacs.info/blog/2022/8/ways-to-celebrate-and-embed-aac-in-classrooms
- PrAACtical AAC. (n.d.). AAC must-haves for the classroom and speech room. Retrieved from https://praacticalaac.org/strategy/aac-must-haves-for-the-classroom-and-speech-room/
- Sense International Romania( n.d.) Sisteme bazate pe limbajul gestual Retrieved from https://surdocecitate.ro/surdocecitatea/comunicare/#sisteme-bazate-pe-limbajul-gestual
- Sense International Romania( n.d.) Siteme bazate pe simboluri Retrieved from https://surdocecitate.ro/surdocecitatea/comunicare/#sisteme-bazate-pe-simboluri
- Speech and Language Kids. (n.d.). How to introduce and take data with a new AAC system/device. Retrieved from https://www.speechandlanguagekids.com/introduce-take-data-new-aac-systemdevice/
- Speak for Yourself. (n.d.). Beginner augmentative alternative communication (AAC) system catch-22. Retrieved from https://speakforyourself.org/beginner-augmentative-alternative-communication-aac-system-catch-22/
- Twinkl. (n.d.). Using AAC in the classroom. Retrieved from https://www.twinkl.be/blog/using-aac-in-the-classroom
Module 3 completed!
Google Text-to-Speech
A free tool available on Android, used for text vocalisation. It is integrated into many AAC apps and can be configured for various languages.
Available at:
Pictotraductor
It is a tool designed to facilitate communication for people who have difficulties with verbal language or communicate more effectively using pictograms. It is designed with the following objectives:
- The program translates words/phrases into pictograms
- Tool for parents and professionals to communicate anywhere and easily
- If you register in the app you can personalise the icons with personal images
- If you are registered you can save sentences/phrases you use often
- It is intuitive and easy to use by anyone
Pictotraductor uses ARASAAC icons by default.
There is a guide on how to use it on the website and app, but it is in Spanish.
LetMeTalk (free, Android/iOS)
An easy-to-use app that utilises pictures to build sentences and is frequently used to help children and adults with communication difficulties. LetMeTalk allows you to import your own images, so users can fully customise communication boards.
Image source: LetMeTalk
Microsoft PowerPoint
This is often available for free in educational programs and allows simple arrangement of icons in a slide format. Useful for those who want to create interactive presentations or CAA worksheets.
Image source: personal archive
Natural Reader
Text-to-speech software that turns text into sound. Can be used to create audio files from the text associated with each icon. The downside is that it is not available in all languages.
Image source: Natural Reader
Avaz (mobile app, available free in trial version)
This app includes an icon database and allows you to customise communication boards for different categories of users, including children. Available on Google Play and App Store.
Image source: Avaz
Canva
An online graphic editing tool that allows you to arrange icons and add text to create a personalised dashboard. Canva is intuitive and includes free basic templates.
Available at
Cboard (free, web-based)
A free tool that can be used directly from the browser. It offers a wide range of icons and allows customisation of communication boards. It is available in multiple languages and can be used from mobile or desktop devices.
Image source: Cboard
The Noun Project
The Noun Prokect is an international platform of free icons, including for commercial use (with attribution). Although not specialised on AAC, it includes a diverse range of icons that can be used for this purpose.
Image source: The Noun Project
Arasaac
The Arasaac library offers thousands of icons in different styles, which can be downloaded for free and used for creating communication boards. Arasaac is an internationally popular platform due to the diversity and quality of the resources offered.
Image source: Arasaac
Plural Words e-learning course: module 3
Plural Words
Created on March 10, 2025
Plural Words is a European project aimed at raising awareness about AAC and disseminating this method in early and primary schools for all children. Discover AAC and our Plural Words boxes in this e-learning course.
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Transcript
Module 3: Planning for an AAC box
Creating AAC boxes: e-learning course
Start
In this module you will explore the steps needed to plan AAC boxes for your students. Starting from identifying the needs of your students, you will discover several aspects taken into account when proposing the structure of an AAC box, as well as the materials and tools that can help you for this purpose.
Index
Digital tools
Students' needs
Conclusion
Structure of AAC boxes
Self-assessment
Low-tech materials
01
Assessing student needs and setting learning objectives
Selecting the most appropriate alternative and augmentative communication systems for children with verbal communication difficulties requires a comprehensive assessment of the child's needs and potential.
The initial assessment of the child aims to identify the most appropriate means, strategies and systems according to the child's communication profile, with the child's abilities, to support the development of functional communication with others, emotional well-being and inclusion in school and in society. This assessment should be supplemented with information from family members, caregivers, teachers and therapists in order to obtain the most complete assessment of the child's communication needs.
Specialists in the field of AAC recommend that certain relevant areas should be considered so that the assessment of children's needs can be effective (ASHA, Dietz et al. (2012), Beukelman and Light (2020):
You can use a series of standardised tests, observation sheets, informal interviews to collect relevant information about the child in the following areas in order to meet the child's needs and to set learning goals and personalised intervention plans:
The main role of the assessment is to collect and to analyse information, which can be used in setting goals and strategies for the development of communication skills and, on the other hand, which can be used as a means of evaluating their effectiveness. Set SMART learning objectives (specific, measurable, use action words, realistic and time limited) and ensure that the ACC materials and tools used support their achievement. This will help you to ensure that the objectives are specific to the children needs and achievable within a given time frame.
See AAC Assessment forms
02
Proposing the structure of the AAC Box
The proposal of an AAC should take into account the child's abilities, strengths and needs (ASHA):
Strategies based on sensory and psychomotor needs can support communication by providing visual, auditory, kinesthetic or tactile support. Visual supports for communication help to form visual representations of concepts and can be provided through diverse too such as:
Auditory support is providing the perceptual-verbal model to support communication in people with speech difficulties:
- Images and auditory information
- Audio resources
- Sound and text-to-speech libraries.
Kinesthetic communication support can be provided through:Tactile support for communication is provided by haptic communication:
The degree of access to resources is a factor that can influence the decision on which AAC tools to use.
The educational option and the mode of communication chosen by parents could influence the structure of an AAC box.
03
Overview of low-tech materials and resources
(boards, binders, sensorial materials...)
Low-tech materials and resources are commonly used in Alternative and Augmentative Communication (AAC) to support people with communication difficulties because they are accessible, easy to make and customisable. These solutions do not involve advanced technologies and are useful in a variety of contexts, including in situations where resources or access to high performance technologies are limited.
10
Low-tech materials
The choice of appropriate AAC solutions, whether high - tech or low - tech, depends on a number of factors: level of fatigue, effort, physical limitations and how long the work would take (e.g. to write a paper) without the use of technology. Low-tech does not require a power supply. Sometimes this can be the easiest and most practical solution in AAC.
Here is a series of examples of low-tech materials:
11
1/ Communication supports
Picture/ symbol/ written word cards: these allow the user to point to the desired symbol with a finger, a pointer or by looking.
12
1/ Communication supports
Communication cards: cards with thematic pages (food, emotions, daily activities), where the user can select the image or word they want.
13
2/ Visual symbol - based systems
Pictograms and drawings: hand-made or printed from free sources (e.g. PECS - Picture Exchange Communication System).
Large print: for literate users who can read.
14
3/ Simple tools and accessories
Manual indicators: sticks or wands that users can use to indicate symbols or letters. Communication cards: laminated cards with images or keywords, bound in a ring for portability. Themed bags or boxes: contain physical objects representative of different categories (e.g. real fruit for food requests).
15
4/ Simple physical devices
Choice tiles: simple panels on which the user can choose between several visually presented options. Systems with tactile objects: for users with visual impairments or sensory preferences (example: a real fork to ask for food).
16
5/ Recycled materials
Laminated cardboard or paper: for making durable materials.
Coloured caps or other small objects: used for simple visual codes or choice activities
17
6/ Simplified coding systems
Visual or tactile alphabet: for users who can learn a symbolic code based on letters.
Colour coding: associating symbols or categories with a specific colour to facilitate quick recognition.
18
7/ Personalised materials
Personal photos: using images from the child's everyday life (e.g. a photo of the family or a favourite object). Hand-made drawings: these can be adapted according to your child's preferences
19
Advantages of using low-tech materials in AAC
These low-tech solutions are particularly useful for children who are early adopters of AAC, those in areas with limited resources, or as back-up systems for advanced technology solutions.
20
04
Overview of digital tools and resources
An AAC resource pack can include a variety of digital tools and visual resources (e.g. icons), which help users to more easily express their needs, ideas and emotions. In today's digital space there are many free or affordable digital tools and resources that can be used to create such a package.
21
1/ CAA software and applications
There are software and applications specifically designed for AAC, which typically include icon databases, customisation options, and visual rendering functionality. Let's discover some together:
Info
Info
Info
22
2/ Pictograms and visual resources
Above have been presented a number of digital resources that we can use for free or in trial versions to customise and create a communication package. Depending on individual needs, the digital resources offer a variety of options for customisation and adaptation. This way, anyone can create an effective and accessible communication tableau, helping to develop communication skills for people with communication difficulties.
Info
Info
Info
23
Pictotraductor
To translate a word or a sentence into pictograms, you just need to type the words on the main screen (in the box provided), and as you type, icons associated with the words appear. The disadvantage of this site is that you have to type the desired sentence or word in Spanish for it to be translated as icons.
Example of a sentence translated into pictograms: EN: The grandmother goes to the shop. ES: La abuela va a la tienda. Translation with Pictotraductor:
Image source: Pictotraductor
24
3/ Graphic editing tools to customise your paintings
Most programs are available in English or other languages. To create AAC packages, you can copy/save icons and use them to create your own AAC materials and resources. Graphic editing programs can also be used to organise and customise them according to the user's needs. Here are two free options:
Info
Info
25
4/ Sound and text-to-speech libraries
In addition to icons, a full AAC package can also include audio resources for pronouncing words and phrases, useful for users with speech difficulties:
Info
Info
26
05
Conclusion
Above have been presented a number of digital resources that we can use for free or in trial versions to customise and create a communication package. Depending on individual needs, the digital resources available internationally offer a variety of options for customisation and adaptation. This way, anyone can create an effective and accessible communication board, helping to develop communication skills for people with communication difficulties.
Assessment
In this section, you will have the opportunity to test your acquired knowledge throughout the module. Get ready to challenge your skills and reinforce your learning as you move towards mastering the fundamental concepts of AAC.
1/5
2/5
3/5
4/5
5/5
References
Module 3 completed!
Google Text-to-Speech
A free tool available on Android, used for text vocalisation. It is integrated into many AAC apps and can be configured for various languages.
Available at:
Pictotraductor
It is a tool designed to facilitate communication for people who have difficulties with verbal language or communicate more effectively using pictograms. It is designed with the following objectives:
- The program translates words/phrases into pictograms
- Tool for parents and professionals to communicate anywhere and easily
- If you register in the app you can personalise the icons with personal images
- If you are registered you can save sentences/phrases you use often
- It is intuitive and easy to use by anyone
Pictotraductor uses ARASAAC icons by default. There is a guide on how to use it on the website and app, but it is in Spanish.LetMeTalk (free, Android/iOS)
An easy-to-use app that utilises pictures to build sentences and is frequently used to help children and adults with communication difficulties. LetMeTalk allows you to import your own images, so users can fully customise communication boards.
Image source: LetMeTalk
Microsoft PowerPoint
This is often available for free in educational programs and allows simple arrangement of icons in a slide format. Useful for those who want to create interactive presentations or CAA worksheets.
Image source: personal archive
Natural Reader
Text-to-speech software that turns text into sound. Can be used to create audio files from the text associated with each icon. The downside is that it is not available in all languages.
Image source: Natural Reader
Avaz (mobile app, available free in trial version)
This app includes an icon database and allows you to customise communication boards for different categories of users, including children. Available on Google Play and App Store.
Image source: Avaz
Canva
An online graphic editing tool that allows you to arrange icons and add text to create a personalised dashboard. Canva is intuitive and includes free basic templates.
Available at
Cboard (free, web-based)
A free tool that can be used directly from the browser. It offers a wide range of icons and allows customisation of communication boards. It is available in multiple languages and can be used from mobile or desktop devices.
Image source: Cboard
The Noun Project
The Noun Prokect is an international platform of free icons, including for commercial use (with attribution). Although not specialised on AAC, it includes a diverse range of icons that can be used for this purpose.
Image source: The Noun Project
Arasaac
The Arasaac library offers thousands of icons in different styles, which can be downloaded for free and used for creating communication boards. Arasaac is an internationally popular platform due to the diversity and quality of the resources offered.
Image source: Arasaac