Dynamic AAC Assessment for Gestalt Language Processors

Dynamic assessment is not about a cookbook approach or a 1 time assessment – it's about understanding how an individual naturally communicates and meeting them where they are. 

For Gestalt Language Processors (GLPs) who use AAC, this means looking using clinical observation and unaided communication samples and language samples while engaging in child-led activities to embrace the beautiful complexity of gestalt language development. We've teamed up with Laura Hayes, AAC Specialist, Meaningful Speech team member and instructor of our AAC for Gestalt Language Processors course to bring you some examples of dynamic assessment for gestalt language processors. 

Examples of Dynamic AAC Assessment for Gestalt Language Processors

Lamp Words for Life User - Maya

Initial observation: Maya has had the LAMP Words for Life AAC app for 3 years. She is non-speaking with some rich intonation based strings of language during music. She repeatedly navigates to "I want eat.” and gets frustrated when given food. 

• Dynamic approach: 
  • Therapist takes an unaided communication sample & hears some familiar simple songs.
  • Therapist picks 3 potential gestalts to model around Maya’s gestures
    • Dancing to music: “This is fun”;
    • Reaching for iPad during music video:  "Let’s play more”,
    • Turning up the volume: “Turn it up”
• Discovery: Maya can sequence the gestalts in their original locations on the device and begins to use them in sessions to engage and smile with therapist during song play. 

TD Snap User- Carlos

Initial observation: Carlos has no AAC system but therapist has access to TD Snap on her SLP device. He loves trains and has some spoken scripts, but shows lots of frustration around communication breakdowns. 

• Dynamic approach: Therapist takes language and unaided communication sample & realizes Carlos has limited language functions other than requests and rote protests (e.g., Stop). 
• Discovery: Therapist models protests on the Quickfires page and creates a topic page for “Trains” on the Snap Core First 7x7 pageset. Carlos shows interest and his language expression with spoken words and AAC expands to using comments, asking questions, protesting with the train topic page. He doesn’t use the quickfires, but will imitate protests that were modeled from it during times of communication breakdown. His overall frustration has decreased. 

Proloquo2Go User - Aisha

Initial observation: Aisha is nonspeaking and has had a Basic page set of Proloquo2Go for 4 years and only uses “I want” for some wants and needs. Her parent states she wants to switch systems, because she isn’t really interested and can get what she wants. Aisha loves music and Sofia the First.

• Dynamic approach: Therapist explains robust communication and changes layout to Intermediate Core 7x7. 
• Discovery: Therapist takes unaided communication samples and models social gestalts and some phrases from the core page (e.g., I like that) with limited interest from Aisha. She notices Aisha replaying a video section from an episode of Sofia the First. She records that audio clip and a few others using the website Subzin to find other mitigable potential gestalts and models them during her sessions. Aisha immediately begins to show increased attention to the device, the activities, and the therapist. She begins to use the symbols with the programmed audio herself. 

TouchChat with WordPower User- Jordan 

Initial observation: Jordan is minimally speaking and has had Touchchat with WordPower 60 for 8 years. He often scripts using the keyboard his favorite lines from Disney movies. He won’t allow others to touch his device to model. 

• Dynamic approach: Therapist observes and takes data on which Disney lines Jordan is using. He looks up other potential gestalts from those videos on the playphraseme website. He takes an unaided communication sample as sees Jordan does not have ways to self-advocate across his environments. 
• Discovery: Therapist programs some self-advocacy customized phrases on the social page. He imports his backup to his laptop so he can model using the free Chat Editor editing software and uses a penlight to also show him where these gestalts are on his device. Jordan uses “don’t touch my device” but is not interested in other phrases with the synthesized voice on the device. His therapist imports a few short video clips he notices Jordan scripting from frequently. Jordan begins to take interest and use those phrases in addition to his keyboard for scripting during activities. The therapist acknowledges any and all scripts Jordan uses on the keyboard and slowly Jordan begins to mix and match gestalts he had with new ones that the therapist is modeling. 

The Power of Dynamic Assessment: Takeaways

• Meet them where they are: Observe natural communication patterns without preconceptions about "correct" language use. Look beyond just modeling out of the box language with a device if it isn’t working. 
• Follow their lead: Let the individual's interests and preferred communication style guide the assessment process.
• Embrace the grey: There's no one-size-fits-all approach – success looks different for each person and so features needed in each AAC system CAN and WILL look different. 
• Document progress holistically: Consider emotional engagement, communication intent, and qualitative data measurement while exploring AAC features together. 

Remember, dynamic assessment isn't just about evaluating skills – it's about discovering and nurturing each person's unique path to communication, language processing, and expression. 

Beginner's Guide to AAC for Gestalt Language Processors

Want to learn more about AAC & GLP? Start with our Beginner’s Guide taught by Laura Hayes, AAC specialist and instructor of our in-depth AAC for Gestalt Language Processors course, this beginners guide is perfect for anyone wanting to start their journey learning more about supporting gestalt language processors who currently use or may benefit from AAC. Enroll in the free guide HERE.