14/12/2021
Verbal referencing remains one of the most helpful strategies I have ever learned for supporting communication. You may have heard that you should attribute communicative meaning to the things your AAC learner is doing. Yes!When we verbally reference we attribute meaning, but when we do it we also explicitly describe what the learner is doing that makes us think that's what they mean!
Many learners early in their AAC journey use non-symbolic means of communicating (strategies other than words or symbols). They use body language, facial expression, gestures, vocalizations, eye pointing/gazing, etc. Some of these "communication behaviors" can be very subtle or highly specific to that individual (i.e., idiosyncratic) Some learners (not all!) may not yet realize that these "communication behaviors" mean something to the people they are interacting with. They also may not know what language on their AAC system would get their intent across more clearly. We use verbal referencing to explicitly describe what they are doing and what it means to us. When we pair that with a demonstration of the language that could express the same idea, we are providing powerful models.
Extra bonus: Verbal referencing can help you as a partner maintain your attention on your AAC learner. This can be huge for our more complex communicators!
What do you see your AAC learners communicating through body language, facial expression, gestures, vocalizations or other means?
Porter, G. & Kirkland, J. (1995) Integrating Augmentative and Alternative Communication into Group Programs: Utilizing the Principles of Conductive Education. Melbourne: Spastic Society of Victoria.
Image description: Bitmoji leaning in from the right, looking surprised.
Speech bubble says: Oh, you’re pushing your drink away. Looks like you’re telling me you’re all done.
Device says all done.
Text reads: Strategy Verbal referencing, Say what you see!
Verbal referencing is a scaffolding technique in which a communication partner or accomplice (i.e., helper not involved in the primary exchange) describes what a learner is doing, as well as their interpretation of the learner's action. For those learning to use AAC, verbal referencing is particularly powerful when it is used in conjunction with aided language/modeling.
Here's what to do:
1) Describe the communication behavior you see,
2) Say what the communication behavior means to you, and
3) Model corresponding language on the AAC system.
Examples:
Modeler says I see you walking to the door, makes me think you want to go. Device says, WANT GO.
Modeler says I hear your voice and your face looks upset. Maybe you're thinking that makes me mad.
Device says THAT MAKES ME MAD
