The Expand Program – Before You Start

Your new question!

Please list 3 words to describe your child/person who uses AAC (their personality):

Please list 3 things your child/person who uses AAC is interested in:

What would you estimate is the number of words your child/person expresses either as spoken words, signs and/or symbols? (combined total)

0-20

20-40

40-60

60-80

80-100

More than 100

I don't know

What would you estimate is the most common length of message that your child/ person who uses AAC expresses?

My child isn’t using symbols / words / gestures expressively yet

1 word / symbol / gesture messages

Combines 2 symbols / words / gestures

Combines 3-5 symbols / words / gestures

Combines more than 5 symbols / words / gestures

I don't know

What is the most common way your child/person gets your attention, or draws your attention to something they are interested in; (give your best answer):
[Dewart, H & Summers, S (1995) The Pragmatics Profile of Everyday Communication Skills in Children. wwwedit.wmin.ac.uk/psychology/pp/children.htm]

Uses clear speech or spelling (e.g. writes, types or finger spells a word)

Uses symbols on communication system (e.g. “mummy” or “look”)

Uses gestures that would be understood by unfamiliar people (e.g points to something, tugs at you to get attention)

Uses facial expression, body language or voice sounds that are directed at the partner but need interpretation by someone familiar (e.g. makes a voice sound, stiffens their body, looks at you intently)

Uses facial expression, body language or voice sounds but these are not necessarily directed at the partner and need interpretation (makes a sound or body action in relation to the item or event, but doesn’t engage the other person. The partner has to be able to observe and interpret it)

Doesn’t do this yet (I haven’t seen them do this yet)

I don’t know

What is the most common way your child/person asks to do activities like “watch TV, play with toys, read a book”? (give your best answer):

Uses speech or spelling.

Uses symbols on communication book/device or signs.

Uses gestures that most people would understand e.g. point to or bring an activity to you, act it out, etc).

Uses facial expression, body language or voice sounds to tell me.

I know their behaviours and I can guess from what they are doing.

Doesn’t do this yet (I haven’t seen them do this yet)

I don’t know

What is the most common way your child/person asks you to do actions like “come, go, play, jump, etc”? (give your best answer):

Uses speech or spelling.

Uses symbols on communication book/device or signs.

Uses gestures that most people would understand (e.g. a throwing action, or beckoning someone to come).

Uses facial expression, body language or voice sounds to tell me.

I know their behaviours and I can guess from what they are doing.

Doesn’t do this yet (I haven’t seen them do this yet)

I don’t know

What is the most common way your child/person asks to go somewhere like “their bedroom, park, shops, etc”? (give your best answer):

Uses speech or spelling.

Uses symbols on communication book/device or signs.

Uses gestures that most people would understand (e.g. gets car keys, leads adult to the door).

Uses facial expression, body language or voice sounds to tell me.

I know their behaviours and I can guess from what they are doing.

Doesn’t do this yet (I haven’t seen them do this yet).

I don’t know.

What is the most common way your child/person requests information (i.e. asks you about something); (give your best answer):

Uses clear speech or spelling (e.g. writes, types or finger spells a word)

Uses symbols on communication system or words (e.g. Uses a question word e.g. “what”, “where”; or indicates a symbol to gain information and/or gives a questioning look)

Uses gestures that would be understood by unfamiliar people (points to a person/object, then shows a questioning gesture or facial expression)

Uses facial expression, body language or voice sounds that are directed at the partner but need interpretation by someone familiar (e.g. makes a voice sound, stiffens their body, looks at you intently)

Uses facial expression, body language or voice sounds but these are not necessarily directed at the partner and need interpretation (makes a sound or body action in relation to the item or event, but doesn’t engage the other person. The partner has to be able to observe and interpret it)

Doesn’t do this yet (I haven’t seen them do this yet) .

I don’t know

What is the most common way your child/person rejects things or activities; (give your best answer):

Uses clear speech or spelling (e.g. writes, types or finger spells a word) (e.g. “no” “I don’t want to” “Yuck”)

Uses symbols on communication system or words (uses symbols for words like “no” “I don’t want to” “Yuck”)

Uses gestures that would be understood by unfamiliar people (pushes something away, screws up face in relation to an object or activity)

Uses facial expression, body language or voice sounds that are directed at the partner but need interpretation by someone familiar (e.g. makes a voice sound, stiffens their body, looks at you intently)

Uses facial expression, body language or voice sounds but these are not necessarily directed at the partner and need interpretation (makes a sound or body action in relation to the item or event, but doesn’t engage the other person. The partner has to be able to observe and interpret it)

Doesn’t do this yet (I haven’t seen them do this yet)

I don’t know

What is the most common way your child/person rejects things or activities; (give your best answer):

Uses clear speech or spelling (e.g. writes, types or finger spells a word) (e.g. “no” “I don’t want to” “Yuck”)

Uses symbols on communication system or words (uses symbols for words like “no” “I don’t want to” “Yuck”)

Uses gestures that would be understood by unfamiliar people (pushes something away, screws up face in relation to an object or activity)

Uses facial expression, body language or voice sounds that are directed at the partner but need interpretation by someone familiar (e.g. makes a voice sound, stiffens their body, looks at you intently)

Uses facial expression, body language or voice sounds but these are not necessarily directed at the partner and need interpretation (makes a sound or body action in relation to the item or event, but doesn’t engage the other person. The partner has to be able to observe and interpret it)

Doesn’t do this yet (I haven’t seen them do this yet)

I don’t know

What is the most common way your child/person greets people for hello and goodbye? (give your best answer):

Uses clear speech or spelling (e.g. writes, types or finger spells a word)

Uses symbols on communication system or words (e.g. “hello, goodbye, etc)

Uses gestures that would be understood by unfamiliar people (e.g. waves or smiles as a person approaches)

Uses facial expression, body language or voice sounds that are directed at the partner but need interpretation by someone familiar (e.g. makes a voice sound, stiffens their body, looks at you intently)

Uses facial expression, body language or voice sounds but these are not necessarily directed at the partner and need interpretation (makes a sound or body action in relation to the item or event, but doesn’t engage the other person. The partner has to be able to observe and interpret it)

Doesn’t do this yet (I haven’t seen them do this yet)

I don’t know

What is the most common way your child/person gives their opinion like “I like it, funny, beautiful, I don’t like it, scary, sad, etc”? (give your best answer):

Uses speech or spelling.

Uses symbols on communication book/device or signs.

Uses gestures that most people would understand (e.g. pushes something away, pretends to laugh, claps, etc)

Uses facial expression, body language or voice sounds to tell me.

I know their behaviours and I can guess from what they are doing.

Doesn’t do this yet (I haven’t seen them do this yet)

I don’t know

What is the most common way your child/person asserts their independence to show they want to do something themself? (give your best answer):

Uses clear speech or spelling (e.g. writes, types or finger spells a word) (e.g. “I’ll do it; leave me alone”)

Uses symbols on communication system or words (e.g. indicates with symbols (e.g. “I’ll do it; leave me alone”; “me”, “mine”)

Uses gestures that would be understood by unfamiliar people (e.g. points to self and vocalises, tries to do it themselves while rejecting help)

Uses facial expression, body language or voice sounds that are directed at the partner but need interpretation by someone familiar (e.g. makes a voice sound, stiffens their body, looks at you intently)

Uses facial expression, body language or voice sounds but these are not necessarily directed at the partner and need interpretation (makes a sound or body action in relation to the item or event, but doesn’t engage the other person. The partner has to be able to observe and interpret it)

Doesn’t do this yet (I haven’t seen them do this yet)

I don’t know

What is the most common way your child/person complains or tells you something’s wrong like “something hurts, I don’t want to do it, sick, uncomfortable, etc”? (give your best answer):

Uses speech or spelling.

Uses symbols on communication book/device or signs.

Uses gestures that most people would understand (e.g. points to sore leg and cries or shows a sad face).

Uses facial expression, body language or voice sounds to tell me.

I know their behaviours and I can guess from what they are doing.

Doesn’t do this yet (I haven’t seen them do this yet).

I don’t know.

What is the most common way your child/person tells you quick messages like “more, stop, finished, help”? (give your best answer):

Uses speech or spelling.

Uses symbols on communication book/device or signs.

Uses gestures that most people would understand.

Uses facial expression, body language or voice sounds to tell me.

I know their behaviours and I can guess from what they are doing.

Doesn’t do this yet (I haven’t seen them do this yet)

I don’t know

What is the most common way your child/person shares information (different from commenting in that it is relating information that is not happening now, but maybe has happened or will happen in the future): (give your best answer):

Uses clear speech or spelling (e.g. writes, types or finger spells a word) to tell you something that has happened or is going to happen e.g. “baby cry”; “I saw a puppy”

Uses symbols on communication system or words (e.g. uses symbols to tell you something that has happened or is going to happen e.g. “I’m telling you something – train”; “baby cry”; “I saw a puppy”)

Uses gestures that would be understood by unfamiliar people (e.g. points to a photo or item and uses a gesture to convey a message about it)

Uses facial expression, body language or voice sounds that are directed at the partner but need interpretation by someone familiar (e.g. makes a voice sound, stiffens their body, looks at you intently)

Uses facial expression, body language or voice sounds but these are not necessarily directed at the partner and need interpretation (makes a sound or body action in relation to the item or event, but doesn’t engage the other person. The partner has to be able to observe and interpret it)

Doesn’t do this yet (I haven’t seen them do this yet)

I don’t know

Please make a comment about your child/person’s communication following your participation in the ‘Expand’ program.

Please make a comment about your interactions with your child/person following your participation in the ‘Expand’ program.

Questions about using your child/person’s AAC system

How many times a day do you use your child/person’s communication system to talk to them about something? (model)

0 - 5

5-10

10-20

20-30

30 or more

I don't know

How often would you model: Quick words like “more, stop, finished, help”?

Never

Rarely

Sometimes

Often

Always

How often would you model: Giving opinions like “I like it, funny, beautiful, I don’t like it, scary, sad, etc”?

Never

Rarely

Sometimes

Often

Always

How often would you model: Complaining or telling that something’s wrong like “Something hurts, I don’t want to do it, sick, uncomfortable, etc”?

Never

Rarely

Sometimes

Often

Always

How often would you model: Asking for actions like “come, go, play, jump, etc”?

Never

Rarely

Sometimes

Often

Always

How often would you model: Asking to do activities like “watch TV, play with toys, read a book”?

Never

Rarely

Sometimes

Often

Always

How often would you model: Asking to go somewhere - like “bedroom, park, shops, etc”?

Never

Rarely

Sometimes

Often

Always

How often would you model: Asking questions?

Never

Rarely

Sometimes

Often

Always

How often would you model: Naming things?

Never

Rarely

Sometimes

Often

Always

How often would you model: Sharing information like telling about things that have happened or are going to happen?

Never

Rarely

Sometimes

Often

Always

How often would you model: Asserting independence

Never

Rarely

Sometimes

Often

Always

How often would you model: Naming things

Never

Rarely

Sometimes

Often

Always

How often would you model: Making comments

Never

Rarely

Sometimes

Often

Always

How often would you model: Sharing information

Never

Rarely

Sometimes

Often

Always

What would you estimate is the most common length of message that you model to your child/person? (i.e. the messages you use their book/device to say, not what they are doing themselves).

1 symbol message

2 symbol message

3 -5 symbol message

More than 5 symbol message

I don't know

What would you estimate is the most common length of message that you model to your child/person? (i.e. the messages you use their book/device to say, not what they are doing themselves).

Dinner table/mealtimes

Bedtime

On the couch

During play activities

During outside activities

At preschool/school

At a friend or relative's house

When I’m with other AAC users

Out in the community (list locations most common in the comments box below)

During therapy sessions

What sorts of things do you talk about with the child/person when modelling with their system? Please select the top 3.

Other topics – if so, please specify in the comments (Please also use this comment box to list any topics or activities to expand on questions above, if selected)

Talking about what we are doing – i.e. daily living activities,

Asking for things, activities or people

Naming the activity we are doing

Using words to talk within specific activities (e.g. using a play dough page or mealtime page during that activity)

What we see on TV

Topics my child/person chooses to talk about

Topics that I choose to talk about

Events / activities that have happened during the day

Events / activities that are coming up

Topics my child is learning about at preschool/school

What is in the news

Topics that other people are talking about – to my child/person

Topics that other people are talking about – not necessarily about or including my child/person

My child/person’s special interests - please list topics

What might limit you from modelling a wide variety of topics and messages to your child/person? Please select top 3.

Lack of time

I forget to use the device / have it out

I'm not sure what to model

I have difficulty finding words in the device / book

I'm not confident use the device / book

I don't know which words to model

I feel self conscious in public or around others

Other (please list below in the comments)

Other barriers to modelling a wide variety of topics and messages to your child/person:

Please rate the following statement: I find it easy to find words in my child/person’s device when we’re talking

Strongly disagree

Disagree

Neither agree nor disagree

Agree

Strongly agree

Please rate the following statement: I enjoy using my child/person’s device to interact with him/her

Strongly disagree

Disagree

Neither agree nor disagree

Agree

Strongly agree

Please rate the following statement: My child/person always has their device with him/her

Strongly disagree

Disagree

Neither agree nor disagree

Agree

Strongly agree

Please rate the following statement: I feel like AAC is beneficial for my child/person

Strongly disagree

Disagree

Neither agree nor disagree

Agree

Strongly agree

Please rate the following statement: I feel self-conscious using my child/person’s device when out in public

Strongly disagree

Disagree

Neither agree nor disagree

Agree

Strongly agree

Please rate the following statement: I feel confident using my child/person’s device to talk to them

Strongly disagree

Disagree

Neither agree nor disagree

Agree

Strongly agree

Please rate the following statement: I think modelling will help my child/person learn to use their device

Strongly disagree

Disagree

Neither agree nor disagree

Agree

Strongly agree

Please rate the following statement: I often model using my child/person’s device

Strongly disagree

Disagree

Neither agree nor disagree

Agree

Strongly agree

Please rate the following statement: My child/person sees their device as their voice for all occasions

Strongly disagree

Disagree

Neither agree nor disagree

Agree

Strongly agree

Please rate the following statement: We would be lost without the device/book

Strongly disagree

Disagree

Neither agree nor disagree

Agree

Strongly agree

Please rate the following statement: Using the device/book makes it easier for me to interact with my child/person

Strongly disagree

Disagree

Neither agree nor disagree

Agree

Strongly agree

Please rate the following statement: It’s hard to find the time to use my child/person’s device

Strongly disagree

Disagree

Neither agree nor disagree

Agree

Strongly agree

Please rate the following statement: I feel like AAC is cumbersome and may not be worth the effort

Strongly disagree

Disagree

Neither agree nor disagree

Agree

Strongly agree

Please rate the following statement: I feel like I know my child/person’s personality

Strongly disagree

Disagree

Neither agree nor disagree

Agree

Strongly agree

Please make any other comments your modelling habits following your participation in the ‘Expand’ program.

Please list any other comments about the ‘Expand Program’ here.