Aided Language Stimulation
What is it?
Aided Language Stimulation (ALS), also known as modeling or Aided Language Input, is a teaching strategy used in conjunction with AAC to enhance language learning and communication skills. In ALS, communication partners, such as teachers, therapists, or family members, use the AAC system alongside the user, modeling how to communicate effectively by pointing to symbols or using the device to construct sentences. This consistent modeling helps the AAC user understand how to use their system to express themselves, facilitating their language development and improving their ability to communicate independently. ALS is essential for demonstrating practical usage of AAC tools, reinforcing vocabulary, and promoting interactive and meaningful communication.
How to use it?
To implement Aided Language Stimulation (ALS), communication partners like teachers, therapists, or peers use the AAC system alongside the user. They point to symbols or words on the AAC device before or after speaking some of the corresponding words aloud. A common type of ALS involves “key word modeling” in which the partner models only key words in the sentence. For example, while discussing a book, they might point to "book," "read," and "like" while saying these words. This modeling shows how to construct sentences and use the device effectively. Consistent, natural use of the AAC system in activities such as storytelling, games, or routine instructions helps AAC users learn and understand the language, enhancing their communication skills.
Why use it?
Implementing Aided Language Stimulation (ALS) in an inclusive classroom is essential for fostering effective communication and language development among students who use AAC. By consistently modeling the use of AAC systems, teachers and peers can demonstrate practical and functional ways to express thoughts, needs, and ideas. This not only helps AAC users understand how to use their communication tools more effectively but also normalizes the use of AAC within the classroom, promoting an inclusive environment where all communication methods are valued. Additionally, ALS encourages peer interaction and participation, allowing AAC users to engage more fully in classroom activities and social interactions.
In an inclusive classroom, aided language stimulation is seamlessly integrated into daily activities. During a group reading session, the teacher reads a story aloud while simultaneously pointing to corresponding symbols on a large core board displayed at the front of the class. For example, as she says, "The cat is on the mat," she points to the symbols for "cat," "on," and "mat." This not only supports students who use AAC but also reinforces vocabulary and sentence structure for all students, including those learning to read, multilingual learners, and students with unidentified disabilities. By modeling language in this way, the teacher creates a supportive learning environment where every student can engage and participate in the story.
