Mid-tech AAC Options for Arab Clients with Complex Communication Needs

Diana Deaibes

9/30/2018 6:34 AM

There are many known benefits to bilingualism that have been identified, including increase in cognitive control, lexical organization ,word-learning, and neural organization (for review, see Marian et al., 2009). When working with children with complex communication needs, it is important to ensure that these children have access to express themselves in both languages to facilitate language learning. I believe it is important to attempt to follow a typical language learning model for bilingual speakers. For example, following a typical language model for bilingual speakers involves the normal process of code switching.  With proper planning, there are ways in which we can support our bilingual speakers in this normal bilingual language learning process.

I recently created a new page set on Boardmaker in which I mirrored a core word display.  On this array of 32 buttons, I had a semantic-syntactic vocabulary organization including pronouns (on the far left), then actions, and then objects.  In the middle of the AAC tool, I mirrored the display (recall from the previous post that Arabic text reads from right to left) such that pronouns were on the far right, then actions, and then objects closer to midline. The result allows clients access to both, Arabic and English languages and allows them to engage in code switching between the languages. This is more easily implemented on AAC tools which offer large array sizes (e.g., 16+), but may be challenging to implement when working with a smaller array.  The video below is a demonstration of a Tech-Speak device with a mirrored core vocabulary page.

When working with a limited array of buttons on an AAC tool or a single- or multi-message recordable tool, it is ideal to have different levels to work with.  For example, the Step-By-Step Little with Levels allows you to record a sequence of messages one at a time in the primary language (e.g., Arabic).  By changing to a different level, the same interpreted sequence of messages can also be recorded one at a time in the secondary language (e.g., English).  This can allow the tool to be easily used in similar contexts with different communication partners who speak different languages.  It may be helpful to place a sticker indicating which level contains pre-recorded messages in Arabic and which level contains pre-recorded messages in the English language.

For single-level AAC tools with limited arrays, it may be most appropriate to record both the spoken Arabic and English message. It is important to note that it is not common for typically developing bilingual children to repeat each word in English and their primary language while completing a sentence (e.g., I ana want badeh a banana mawzeh).  Thus, using pre-stored phrases may be most appropriate to support overall participation, with light-tech tools to support continued language learning. 

There are various mid-tech AAC options for Arab clients with complex communication needs. In my experience, I have found that my clients and their families prefer mid-tech AAC devices for several reasons.  Some families feel that mid-tech devices are easier to program and implement at home compared to high-tech AAC devices that may require more parent training and time to learn.  Other families particularly like the capability of pre-recording messages using their Arabic dialect and accent, which may be more challenging to find on high-tech AAC systems. Another benefit of using mid-tech devices with clients of a bilingual backgrounds is that the language layouts are easy to change.  This capability makes it easier for clients to use their mid-tech device to communicate using the English language in school with their teacher and peers and using the Arabic language at home with their family. 

Some mid-tech AAC devices that have benefited my Arab clientele include the following: 
· GO TALK
· Quick Talker
· Tech/Speak
· Step-by-step with levels
· Logan ProxTalker + Arabic Tags

When using a mid-tech device with limited vocabulary space such as a Go Talk 9, it may be beneficial to include English and Arabic text on the same symbol while recording the voice output in English on one level and in Arabic on another level.  This will allow the client to use the same vocabulary in either language.  The video below is a demonstration of a GO TALK 9+ device being used with both languages.  

Logan Tech company offers a mid-tech device called the Prox Talker which supports various languages including Arabic.  This modular AAC device uses RFID (radio frequency identification) to read picture symbols and produce a voice output.  To trigger a voice output, your client must place the picture symbol (or “tag) on any one of the 5 buttons available on the device and push down on the button.  This tool can be used to express single words or it can be used to generate a sentence up to 4-5 words.  The symbols provide culturally sensitive images and Arabic text on each one. Below is a demonstration of a Prox Talker being used with Arabic symbols. 

What mid-tech tools have you found to be helpful for your bilingual clients?  If you have any resources, please share.

References:
Marian, V., Faroqui-Shah, Y., Kaushanskaya, M., Blumenfeld, H. K., & Sheng, L. (2009). Bilingualism: Consequences for Language, Cognition, Development, and the Brain. The ASHA Leader, 14(13), 10-13. doi: 10.1044/leader.FTR2.14132009.10.

Speech-Language Pathologist,Educator,Parent/Family Member,Occupational Therapist,Physical Therapist,Researcher,Developer Vendor,Other,Intervention Strategies,Arabic

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