The how-to is written in this lesson so you can train here. Official page: AbleTeams resource hub
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1 Who can benefit from AAC? AAC is for anyone whose speech is not reliable all day. Trevor does not earn the QuickTalker by proving IQ, pointing, or “readiness.” 2 What is modeling? AbleTeams: you use HIS device yourself to show how he might use it. Capitalized words in a script are the buttons you press. 1 Talk in a short real sentence. Hit 1–2 core words on HIS screen while he can see your hand.
2 Do not hunt a perfect sentence. Do not wait for him to go first.
3 Campus script: Say → Hit → Wait ten seconds → Honor whatever form he uses.
4 Practice the popsicle example in this course before you cover a block.
5 Print AbleTeams Modeling Do’s & Don’ts and keep it on the clipboard.
3 Presume competence You talk to him as a person who understands. No cognitive gate. No ‘prove it first.’ 4 A classroom that is ready (without reprogramming) AbleTeams classroom-success tips, campus version: the file is already set. You arrange the room, not the buttons. 5 Honor every attempt A button, a reach, a look, a vocal, a head shake — treat it as the message. Then give the thing or stop the thing. 6 Inclusive communication environments The room is set up so his voice works in the group, not only in a 1:1 corner. 7 Modeling in the classroom Model during the lesson, not after it. One or two hits in the moment beat a speech-iPad time at 2 p.m. 8 10 tips for busy educators AbleTeams’ busy-teacher list, compressed here: model, keep it in reach, wait, honor, stay on the homepage. 9 Beyond requesting WANT at lunch is not a language program. Model comment, protest, greet, choose, ask, and hurt. 10 Honor autonomy — cueing without hand-over-hand AbleTeams: promote independent communication. Do not grab his hand onto a button to ‘make him talk.’ 11 AAC in whole-group instruction Small shifts, not a separate lesson plan. He is in the group with a working voice. 12 Editing 101 — why you will not edit HIS file AbleNet teaches teams how to add words systematically. On Trevor’s live file, family and AbleNet do that work. Staff model core today. 13 Babbling and AAC Repeated button pressing is how AAC users explore language. It is not misuse. 14 Wait time AbleTeams: most AAC users benefit from at least 10 seconds. Ask once. Mouth shut. 15 AAC everywhere Hall, specials, lunch, therapy, dismissal — the device travels. A 20-minute iPad time is not implementation. 16 Modeling in morning meeting Circle is the easiest daily practice. Device out before the first greeting. 17 Using AAC for transitions WAIT, GO, STOP, FINISHED at every door. Transitions are language, not dead air. 18 AAC pragmatics / social language Turn-taking, greetings, comments, and protest are social language. Requesting a snack is not the whole pragmatic map. 19 Common classroom challenges Volume, sleep, and a dark screen are classroom snags. A missing speech app is an ableCARE call — not a reason to install another voice. 20 Kicking down barriers The usual barriers are adult habits: device in a bag, two-second wait, answering for him, editing because a worksheet wants a noun. 21 AAC and stimming Ask what the movement is doing for him before you treat it as a reason to take the device. 22 Communication during hard moments AbleTeams: AAC supports self-advocacy and regulation. The device stays. STOP, BREAK, HELP, HURT are the words. 23 Team collaboration — teacher edition Teacher, aide, SLP, and specials run the same partner script. Inconsistent partners erase the motor plan. 24 AAC beyond the therapy room Pull-out that never coaches the classroom is not implementation. The SLP belongs in a block you already teach. 25 Core vs fringe Core (~80%): GO, WANT, MORE, STOP, HELP, OPEN, LIKE, YOU — home page, every activity. Fringe is the specific noun. You do not swap core off home to make room for a worksheet word. 26 AAC as language development Learning AAC is like learning a language. He needs models all day, not a quiz at the end of the period. 27 AAC all day — grade-level learning The device is how he does third-grade work. Pencil is not the required output. 28 Modeling across school environments Art, gym, library, hall — same script, different words. You bring the device. You model there. 29 School support staff: where do I fit in? You are the travel system and a full communication partner. You are not a programming technician. 30 Stronger AAC team collaboration Aides, teachers, and SLPs are one communication team. Same words, same wait, same honor. 31 Ask for AAC training AbleTeams: support staff can ask for training. This course is that training. Take the Support Staff quiz after these lessons. 32 Empowering social communication Greetings, comments, turn-taking, and protest are social language. A snack request is not the whole map. Take the AbleNet quiz The certificate lives on AbleNet. Finish the lessons here, then open the quiz.
Teacher PD quiz / certificate Life-skills teacher and anyone teaching core curriculum.
Open the quiz
Support Staff PD quiz / certificate Aides and 1:1. Specials may take this or the teacher quiz.
Open the quiz
Grab-and-go handouts Same PDFs as Handouts & activities. Print them. Run them on HIS TouchChat.
Videos and the full teacher downloadable pack:
Ready-to-run activities (circle, transitions, All About My Friend, core calendar, centers, toy companion) are written out in Handouts & activities .
Trevor AAC Training for Trevor Rivard · Lessons include official AbleTeams, PRC-Saltillo, and Language Lab how-tos · Training only — no student records