Let’s Play: Using Aided
Language Stimulation to
Improve Language
Kandis Chatman, MS, CCC-SLP, The University of Alabama
Melissa Cheslock, MS, CCC-SLP, University of Montevallo
Aided Language Stimulation (ALS)
A strategy in which the communication partner points out symbols
on a communication display in conjunction with his or her ongoing
verbal language stimulation (Goossens’, 1989).
Who Do You Use ALS With?
Cerebral Palsy, Down Syndrome, Autism, etc.
Receptive Language Delay
Expressive Language Delay
Limited-Verbal or Non-Verbal
English Language Learners
Why Use ALS?
 Increases vocabulary comprehension
 Increases utterance length
 Decreases echolalia and increases spontaneous speech
 Decreases undesirable behaviors
 Increases use of communicative functions
 Improves syntax
 Encourages modeling of a language-rich context by communication
partner
How to Make and Use ALS Displays
Symbol and Picture Resources
Other Materials
Vocabulary
Strategies
Factors to Consider
Symbol and Picture Resources
Boardmaker
Google images
Communication Displays for Engineered Preschool
Environments
Other Materials
Color printer or highlighters
Paper, cardstock, poster board, or file folders
Notebook
Laminator, clear contact paper, or page
protectors
Vocabulary - Selection
 Context-specific displays should consist of a robust vocabulary,
allowing for a language-rich activity.
 Select vocabulary based on the context
 Choose common vocabulary used during the chosen context
 What would other children be saying?
 Core words
 Not just eat, drink, and bathroom!
Vocabulary - Selection
 Semantic Categories
 People, places, things
 Relational words (big, little)
 Generic verbs(give, get, make)
 Specific verbs(eat, drink, sleep)
 Emotional state words (happy, scared)
 Affirmation/negation words (yes, no, not)
 Recurrence/discontinuation words (more, all done, all gone)
 Proper names
 Single adjectives (hot, dirty, etc.) and their opposites later (cold, clean, etc.); Initially, not can be used
with the single adjectives (not hot = cold)
 Relevant colors
 Relevant prepositions
Vocabulary – Selection
Banajee, M. DiCarlo, C. & Buras-Stricklin, S. (2003)
Top Words Used by Toddlers
1. A
2. All done/finished
3. Go
4. Help
5. Here
6. I
7. In
8. Is
9. It
10. Mine
11. More
12. My
13. No
14. Off
15. On
16. Out
17. Some
18. That
19. The
20. Want
21. What
22. Yes/Yeah
23. You
Vocabulary – Color Coding
 Color coding helps to visually sort the display.
 Helpful for children with cognitive impairment
 Considerations for children with visual impairments
Larger symbols
White pictures on a black display for stronger contrast
Lighted background
 Consider the “bigger picture”
Vocabulary – Color Coding
Goossens’, Crain, & Elder Color-Coding System:
 VERBS (Pink)
action OPEN, COME
 DESCRIPTORS (Blue)
adjectives and adverbs PRETTY, SLOW
 PREPOSITIONS (Green)
position words IN, OFF
 NOUNS (Yellow) BATH,
BUBBLES
 MISCELLANEOUS (Orange)
 WH-words questions WHO, WHAT, HOW
 Exclamations, interjections UH OH, WOW
 Negative Words negations NO, DON’T
 Pronouns personal, possessive I, YOU
Vocabulary
 Relatively consistent placement of pictures across displays
 Consider the number of pictures on the display at once
Developmental level
Attentional level
Sensory Concerns
Strategies for Using ALS Displays
 Provide opportunities throughout the day for meaningful, shared
communication
 “Teaching” NOT “Testing”
 Follow the 80/20 rule for natural, developmentally-appropriate
conversation
 Point to key pictures/words on the display
Strategies for Using ALS Displays
Model
Observe
Respond
Scaffold
Expand
Always see what children do as intentional and attribute meaning to it!
Adapted from Gayle Porter
Ideas for Frequently Using Displays
Be versatile!
Encourage siblings and peers to help.
Have displays easily accessible throughout classroom or
home.
Ideas for Frequently Using Displays
Ideas for Frequently Using Displays
References and Resources
 Acheson, M. (2006). The effect of natural aided language stimulation on requesting desired objects
or actions in children with autism spectrum disorder, A Dissertation submitted to the Division of
Graduate Education and Research of the University of Cincinnati.
 Beukelman, D. & Mirenda, P. (2013). Augmentative and Alternative Communication: Supporting
Children and Adults with Complex Communication Needs. Fourth edition; Baltimore, MD: Paul H.
Brookes Publishing Company.
 Binger, C. & Light, J. (2007). The effect of aided AAC modeling on the expression of multi-symbol
messages by preschoolers who use AAC, Augmentative and Alternative Communication, 23 (1), 30
– 43.
 Bruno, J. & Trembath, D. (2006). Use of aided language stimulation to improve syntactic
performance during a weeklong intervention program, Augmentative and Alternative
Communication, 22(4), 300-313.
References and Resources
 Dada, S. & Alant, E. (2009). The effect of aided language stimulation on vocabulary
acquisition in children with little or no functional speech, American Journal of SpeechLanguage Pathology, Vol. 18, 50–64.
 Goossens’, C., Crain, S., & Elder, P. (1994). Communication displays for engineered
preschool environments, Mayer-Johnson Co., Solana Beach, CA.
 Harris, M. & Reichle, J. (2004). The impact of aided language stimulation on symbol
comprehension and production in children with moderate cognitive disabilities, American
Journal of Speech-Language Pathology, 13, 155–167.
 Mayer-Johnson
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Suite 400
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