Implementing the AAC system the SLP and team have selected — speech-generating devices, PECS, or core vocabulary boards — bridging vocabulary gaps in the moment and flagging needed updates to the SLP. Never use Facilitated Communication (FC); it is not evidence-based and is actively opposed by ASHA.
At a glance
When: A student's communication device lacks the vocabulary the unit needs.
Remember: Don't let a tooling gap become a participation gap. Programming the device is the SLP's role — you flag it, you don't edit on the fly.
What strong practice looks like — and why.
The scenario you saw
The student you support uses a speech-generating device (SGD). The class just started a new unit on community helpers, but the relevant vocabulary isn't programmed in the device. What do you do?
Before you read on — what would you do here? Picture your move, then reveal how strong practice handles it.
You use what's there — find the closest available words and get the student participating now, imperfect access beats no access. Then immediately flag it to the SLP and teacher: these words need to be in the device before the unit continues. Document it so it doesn't get lost. Participation today, vocabulary update before tomorrow.
Why this works
When the device doesn't have the words yet, waiting it out sidelines the student from the lesson — and partial access beats no access. So you get them participating now with the closest available vocabulary, then immediately flag the speech-language pathologist (SLP) and teacher that the unit's words need to be programmed in, and document it so it doesn't quietly fall through. The principle: don't let a tooling gap become a participation gap, and don't let 'I'll fix it later' mean never.
What to look for
Recall is where it sticks — a few quick scenarios.
Reading is useful, but recall is where it sticks. Three short scenarios, low-stakes, no scoring — about 3 minutes. You can stop any time.
Start the practice set →Short on time? Start with the first one.
Scope & safety
Programming or reconfiguring the device is the SLP's role — your part is getting the student communicating with what's available now and flagging the gap, not editing the system on the fly.
Practical strategies for paraprofessionals on how to model core vocabulary, encourage initiation, and coordinate device updates with the SLP.