I’m thrilled to introduce you to Laura Hayes, a seasoned speech-language pathologist and AAC expert with over 15 years of experience in both educational and medical settings. Laura has dedicated her career to supporting young AAC users, especially those who are gestalt language processors. Laura and I explore her journey into AAC, inspired by her sister’s unique communication needs, and dive into her insights on empowering young autistic children to express themselves autonomously. From presuming competence to modeling language, Laura’s expertise offers actionable strategies that anyone supporting AAC users will find invaluable.
Laura's Journey and AAC Innovations
Tara: Tell us a bit about yourself, Laura. Who are you, and what’s your background?
Laura: My journey began in childhood, really. My sister has complex communication needs, so I grew up interpreting for her and figuring out ways to help her communicate. This naturally led me to study Speech-Language Pathology in college, and I haven’t looked back since. After starting my career in pediatric acute care, I gravitated toward outpatient work with autistic children, many of whom needed AAC.
AAC is always evolving, which keeps it exciting and challenging—perfect for me! I’m now a facilitator for a large St. Louis school district, supporting over 250 AAC devices and working closely with families, staff, and communication partners. My experiences inspired me to start AAC Innovations, a social media platform where I share AAC knowledge and resources for families and professionals.
Tara: Laura, I love your social media! You share such practical insights and valuable data. I knew you supported AAC users, but I didn’t realize how extensive your involvement is. AAC can feel overwhelming, especially with all the new updates and tools. It's easy to feel lost—especially for SLPs juggling multiple roles—and it can be tricky to know where to start.
Building Confidence in AAC
Laura: Absolutely. AAC can be intimidating, especially for those balancing various responsibilities in schools. Providing teams with resources and building confidence is so important. I know many teachers and paraprofessionals may feel uncertain if they don’t specialize in AAC.
Tara: Since it's AAC Awareness Month, there’s been a lot of buzz around new tools and social media discussions. One of your recent posts caught my eye. It listed phrases like “touch this” and “hit the button” as things not to say to AAC users. Why should we avoid those prompts?
Laura: I almost didn’t post it because it’s easy to misunderstand. People using those prompts mean well, but AAC is about enabling the user’s own voice, not guiding them to say what we think they should. Ideally, AAC helps them express autonomous thoughts—what they want to say, not what we assume.
The Power of Modeling and Autonomous Communication
Laura: A great way to support that is through modeling, without demanding specific actions. For example, instead of saying, “push ‘open,’” try modeling “open” while playing together. This invites spontaneous communication, giving AAC users room to explore and express what’s meaningful to them.
Tara: That’s so helpful, and something anyone can do. Just watching what they’re doing and modeling without pressure.
Laura: Exactly! When they show excitement or frustration, you can acknowledge and model it, like saying, “I see you’re excited!” Modeling doesn’t have to be perfect or extensive—simple, consistent exposure makes a huge difference.
Tara: Learning AAC can feel intimidating for staff since each child's setup is unique. It helps to just explore the device alongside the child, narrating in simple terms like, “Car,” instead of aiming for full sentences. This way, kids see natural language use on their device.
Laura: Yes! I often advise staff to find a word they use frequently, like “good job” or “what’s next?” and locate it on the device. Repetition builds familiarity for kids, just as we naturally learn languages through exposure. Expecting AAC users to be fluent without us modeling the language is unrealistic—imagine being in a foreign country and only hearing your native language. Hearing and seeing AAC in various contexts accelerates learning.
Access to AAC Devices
Tara: Who's a good candidate for a robust AAC device? Are there any prerequisites?
Laura: Regarding candidates for robust AAC—if they're breathing, they’re eligible. They don't just need access to a few words; they need access to all the words so that they can acquire language. The ceiling of language is only as high as what we aim for. Every child deserves access to a broad vocabulary to develop language, just as they do with spoken language.
Someone who's going to benefit from robust AAC devices would be someone whose speech needs are not met in some capacity. It is someone who cannot consistently or reliably use spoken words to meet their communication needs. That could be because they have speech sound errors that result in decreased intelligibility, or perhaps they're just dysregulated.
Tara: That reminds me of a student who, despite severe apraxia, had so much to share. When we programmed, “I got a haircut,” for him, he proudly shared it with classmates, which was huge for him. There's a myth that AAC use will stop kids from speaking, but research shows it actually supports speech development.
Laura: Exactly. Kids will always choose the least restrictive way to communicate. For AAC users, providing them access and respecting their choice of method boosts their development. I’ve never seen AAC hinder speech; it usually increases it. It’s essential to support their communication in any form they need.
Presuming Competence
Tara: Why do you think it's important to presume competence when the child's beginning their AAC journey?
Laura: The ceiling is only as high as what we aim for. If we limit expectations, we limit their potential. Viewing AAC as their primary language encourages access to their full capacity. Just like babies need time to hear language, AAC users need consistent exposure. Movies like Out of My Mind show the importance of believing in someone’s abilities. We should be that supportive person for every AAC user.
Tara: Every child’s AAC journey is unique. Some pick it up quickly, while others progress more slowly, but they’re always learning. So what do you need to consider when it comes to a Gestalt language processor on AAC?
Gestalt Language Processing in AAC
Laura: Gestalt language processing is a way some individuals acquire language, differing from the typical bottom-up approach. Instead of starting with baby sounds and progressing to words, gestalt language processors learn through chunks—short phrases or long sequences—focusing on meaning and intonation during emotionally charged events. This can often lead to delayed or immediate echolalia.
While many gestalt language processors are autistic, this processing style is not a diagnosis. If their communication needs aren't met through spoken language, they may still be candidates for AAC, even if they learn differently. AAC systems are generally designed for analytic language processors, emphasizing single words and core vocabulary, which may not suit the needs of those in the early stages of gestalt language development.
To support gestalt language processors using AAC, we can integrate their phrases into the system, teaching them alongside the language features of the AAC device. For non-speaking individuals exhibiting gestalt language processing—like those who use media replay or exhibit musicality—we can identify potential unspoken gestalts and represent them in the AAC system.
Understanding the intersection of AAC and gestalt language processing can be challenging, but the goal remains the same: to foster autonomous communication and flexible grammar in these individuals.
Working With Gestalt Language Processors and AAC
Tara: When working with gestalt language processors and AAC, it's really important to think about the specific phrases or interests the child has. For example, if a child often says “we all fall down” when they trip, instead of having them search for individual words in their device, you could just program that phrase in. That way, they can easily use language they're already familiar with.
I remember a student who could sing an entire Rascal Flatts song but had no words for what he needed. It can be a bit confusing because it seems like he can talk, but he might not understand each individual word. In cases like that, it’s a great idea to include some of their favorite songs or phrases in their AAC device. It helps them connect with language in a meaningful way! For someone like that, would you put into the device some of those favorite songs or things?
Empowering AAC Users with Autonomy
Laura: Whenever I sense that someone is trying to communicate something, I incorporate it into their device—whether it’s a song or a phrase. Before fully understanding gestalt language processing, I used music therapy techniques because I knew music engages the brain and can help my autistic patients access language in ways that spoken words sometimes couldn’t. This is why they called me the “singing SLP” at the hospital—I sang throughout my sessions to help them connect.
It's important to give AAC users autonomy by asking if they want to add something to their device. Some may choose to use spoken words instead, and that's perfectly fine. Supporting gestalt language processors (GLPs) requires a flexible approach; we’re teaching them a new language.
We shouldn't override the main page of the device but should model core words and phrases that resonate with them. I've seen GLPs unlock their communication potential with a simple device trial, while others may get stuck in repetitive core approaches, limiting their expression.
Recognizing Emotionally Significant Gestalts
Laura: In the early stages, it’s crucial to consider emotionally significant gestalts—things that are “sticky” for them. For example, adding audio clips from media they enjoy can validate their communication. It requires detective work to observe how they naturally use language, shifting away from the traditional flashcard and labeling methods we often learned in grad school.
Closed statements, like “ready, set, go,” may prompt responses but can limit generalization and initiation. Instead, we should focus on phrases that can be broken apart and create opportunities for a variety of language functions. This approach will help GLPs develop more flexible grammar and achieve natural language connections.
Fostering a Growth Mindset in AAC Learning
Tara: For those new to AAC, just keep a growth mindset—start learning bit by bit. Follow AAC Innovations and check out what Laura shares. Small steps will make this all feel more intuitive.
Laura: Exactly! Microlearning is key. Research shows we retain only a few points from big trainings, but social media allows us to share small, digestible tips. You can try modeling one word or phrase each day and gradually build confidence.
Tara: That’s huge. It builds confidence. Over a school year, these small wins add up. Teachers and SLPs, this approach works well with paraprofessionals too—focus on one simple goal at a time.
Laura: Yes! Set mini-goals weekly or monthly. And keep an eye on meaningfulspeech.com—exciting free resources are coming soon!
Modeling Language for Gestalt Language Processors
Tara: So we already talked about modeling and AAC and why it's important. Why is it also important to do that with Gestalt language processors?
Laura: So it's the same reasons that we would model for an analytic language processor. It's this dance of trying to meet what we think they're already saying, but also helping them naturally grow their language and giving them that avenue to be heard and see how language can really make a difference for them.
And they can use that language to communicate to the world around them.
Tara: Just small adjustments for GLPs, but the principles are the same.
Laura: Focus on their language journey and needed supports. Once that’s clear, you’re on the right path.
Lily’s Voice – AAC devices for children in need.
Meaningful Speech – Beginner's Guide to AAC and Gestalt Language Processing w/Laura Hayes: https://www.meaningfulspeech.com/offers/4boeFFJ9/checkout
IG: @aacinnovations
Watch the interview:
If you use visual supports in your classroom or home, you are going to want to sign up for this free Visual Supports Starter Set ASAP! Click here to have one sent to your inbox. Also, be sure to read more about visual supports and how they can help autistic children here.
0 Comments