Assessment of Learning Process (ALP) for AAC

Teaching (and learning) a new access method for augmentative and alternative communication (AAC) can be overwhelming. ALP for AAC breaks down this learning process into 3 broad stages with 8 specific phases. Use this tool to understand and encourage your learner's (client's) progression with touch, switch, head tracking and eye tracking in AAC.

What is the ALP for AAC?

Adapted from the original ALP for Powered Mobility, developed by Lisbeth Nilsson and Josephine Durkin (Nilsson & Durkin, 2014; Nilsson et al, 2011). The commonalities in how someone learns powered mobility and how someone learns access methods to use a speech generating device led to a functional comparison and adaptation for AAC
It can be used by anyone who supports someone who is learning a new access method in AAC
The ALP for AAC provides a framework for understanding progression in AAC access learning
It contains three broad stages of learning, with eight specific phases
The support team looks at five areas of assessment to determine which stage / phase a learner is in
The ALP for AAC considers five areas of assessment to determine how to support them in progressing to the next phase

Overview of Stages and Phases

Download

Download en Español

Detailed ALP for AAC

Download

Find an ALP Event Near You

You can learn more about the ALP for AAC by attending one of our online or in-person events:

If you have questions about PRC-Saltillo trainings, please email info@prc-saltillo.com.

Five Areas of ALP Assessment

There are five areas of observation and assessment that are considered when trying to determine the learner's current stage and phase.

Explore the Five Areas

ALP Stages & Phases

The ALP is an eight-phase process that is grouped into three broad stages.

Learn About the Stages

“Turns out I've been mismatching my activities and expectations at kids who are at different levels of learning access. Sometimes my expectations are too high (e.g., learning to use a full vocabulary system when they're at a phase 2) and sometimes they're too low (e.g., only having a minimal amount of vocabulary when they're clearly at a phase 4 or 5). Looking at the development of the areas of assessment has helped me pull my expectations and activities into alignment.”

The ALP Team

The ALP for AAC was developed in partnership among Lisbeth Nilsson (independent Occupational Therapist, Sweden), Chip Clarke (Owner, Assistive Technology Works) and Sarah Wilds (Speech Language Pathologist, PRC-Saltillo).

Lisbeth Nilsson, Ph.D., OT, is an occupational therapist who has been researching powered mobility intervention for people with cognitive disabilities for 25 years. She has developed the method “Driving to Learn” in a powered wheelchair and in collaboration with Josephine Durkin (UK), she developed the ALP tool. She has presented her findings worldwide for 20 years and her interest is to translate her findings to other assistive technology specialties. The ALP for AAC is the first of those adaptations. More information about the ALP and her work on powered mobility can be found at www.lisbethnilsson.se/en

Chip Clarke, M.S., CCC-SLP, has been working in the field of assistive technology for over 25 years, and has been integral in development of various access technologies including eye gaze and head tracking. He regularly presents at local, regional and national conferences and runs in-depth workshops on access methods around the country. He is the owner of Assistive Technology Works based out of Virginia, and the Director for Business Development for PRC-Saltillo.

Sarah Wilds, M.S., CCC-SLP, has been working with augmentative and alternative communication for 20 years. She has worked with children and adults across educational and private practice settings, and presented on implementation methods surrounding language and access across the United States. She is currently CEO at PRC-Saltillo.

Assessment of Learning Process (ALP) for AAC