AAC in high-probability sequences should remain available throughout each request, alongside required motor supports. Define acceptable responses through speech, aided or unaided AAC, gesture, movement, switch access, or another reliable form. Check positioning, reach, fatigue, pain, sensory conditions, partner wait time, and device readiness before scoring. A missed response caused by unavailable access is a system failure or invalid opportunity, according to the plan, rather than evidence of unwillingness.
Plan AAC in high-probability sequences
List the person's primary and backup communication, device placement, access method, vocabulary, wait time, motor support, sensory support, visual and hearing access, seating, break route, and partner response. Test each element in the actual setting.
Use functionally equivalent responses
A high-probability request can allow a spoken answer, symbol selection, eye-gaze system, signed response, switch activation, or supported movement when those forms meet the meaningful goal. Requiring one topography can convert an accessible request into a low-probability one.
Keep AAC available
ASHA's AAC portal says users should always have access to their communication tools or devices. The Ethics Code addresses nondiscrimination, client involvement, medical needs, assessment, and risk. Removing a device to create motivation or simplify scoring conflicts with the access safeguard used here.
Measure the partner and system
The BACB outline covers representative measurement, integrity, contextual fit, and unwanted-effect mitigation. Applied studies such as the medical examination report depend on clearly delivered requests and response windows. Add device readiness, support delivery, and wait-time fidelity to the record.
A practical example
Amara uses eye-gaze AAC and a forearm support. In ten planned sequences, the device and support are ready in 8/10. Amara completes the selected warm-ups in 7/8 ready sequences. The two unready sequences stay in the system denominator and outside the client-response denominator.
Questions families can use
Which response forms count? Was AAC ready? Did positioning change? Was enough wait time given? How are pain and fatigue handled? Which failures belong to the partner or system?
Sources
- Behavior Analyst Certification Board, BCBA Test Content Outline, 6th edition
- Shillingsburg and colleagues, Increasing Compliance With Medical Examination Requests Directed to Children With Autism
- Davis and Reichle, Variant and Invariant High-Probability Requests
- Mace and colleagues, Effects of Reinforcer Quality on Behavioral Momentum
- Behavior Analyst Certification Board, Ethics Code for Behavior Analysts
- American Speech-Language-Hearing Association, Augmentative and Alternative Communication
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