Modeling isn't working just because he/she doesn't pay attention when you provide the model.
• Even if he's not looking, he may be listening.
• He is more likely to pay attention if you model language related to his interests and perspective.
• You can make video models of exciting and essential messages so the user can watch in a different way.
• You can invite peers or siblings to model because they might be interesting.
• Remember that it takes time. If you keep modeling regularly, the user will learn why it's worth paying attention.
• He doesn't use that AAC system intentionally.
• He didn't mean to say that.
• She's just playing.
• He only stims on it.
• This system is new, and the user has to explore it to see what it can do.
• You can't read his/her mind, so you don't know if he/she meant to say that or not.
• When children learn to speak, they babble. The AAC user is doing that differently.
• If you respond to what the user is saying, you can help him/her learn the power he/she has as a communicator and what the words mean in the context.
The user needs time and models to learn how to use this system.
• She doesn't even make choices certainly yet.
• She's not ready for a complicated device.
• How do I know what her choice is? I can't know what she is thinking.
• Maybe she's just picking something because she knows I want her to respond.
• Perhaps the choices I'm offering aren't what she's thinking about right now.
• Maybe she changed her mind after she picked it. That happens to me.
• Perhaps if she had more words, she would say things I'm not expecting.
• We don't wait for speaking children to make selections before using lots of words to talk to them.
• She can't learn to use a system unless I show her how to use it.
He can say a few words. How would AAC help him? Maybe it will keep him from speaking more!
• Speech is the most efficient way to express thoughts and feelings. If he could use speech, he probably would.
• It must be stressful not to be able to communicate clearly. Having a different way would reduce his frustration.
• Besides the tools he uses to communicate, he should also have an AAC system. More strategies are a good thing!
• Research suggests that if AAC affects speech production, it may support it!
• Using an AAC device would let him learn how to use language while his speech continues to develop.
• I hope I'll get to know him even better.
He can say a few words. How would AAC help him? It might keep him from speaking more!
• Speech is the most efficient way to express a thought. If he could do it through speech, he probably would.
• An AAC system would add to the instruments he has to communicate.
• Using an AAC system would allow him to learn how to use language while his speech continues to develop.
• It must be stressful not being able to communicate clearly. Maybe having an additional way would decrease the user's frustration.
• I want to get to know the user even better. If we can use the language on an AAC system to connect, I might learn things about the user I wasn't expecting.
We can't limit the AAC users' access to communication because speech is comfortable. They deserve to be heard.
This child is too (insert) to use robust AAC.
I can teach this child. I just need to figure out the strategies that will support the user's unique needs.
This device is too complicated. There is no way they will learn this. I can't even do it!
I can learn one section or a couple of words at a time to keep from getting overwhelmed. They probably won't understand it unless I do!
Why can't they do (insert skill) yet? It is taking too long.
It's a marathon. Not a sprint. If we keep teaching, we'll be better off in a year than we will be if we stop.