Alternative Method of Speaking (AMS)
Selection Tool
The Alternative Method of Speaking [AMS] Selection Tool provides a ‘process’ for helping an individual child or adult, who does not use spoken words effectively or at all, become an effective speaker. This tool in its original analog form was part of an extensive and detailed chapter on ‘Methods of Speaking’ in Essential for Living (EFL): A Communication, Behavior, and Functional Skills Curriculum and Assessment.
Although this tool can be used with any curriculum or assessment instrument, a copy of the EFL Handbook and Teaching Manual https://essentialforliving.com/store/ will be helpful, as components of this tool and recommendations for its use are described in this chapter. [We are grateful for the previous digital versions of this tool, which were provided by Nick Kneer and Eb Blakely]The ‘process’ described in this tool begins with determining the individual’s Vocal Profile, which helps parents or care providers determine if spoken words can be used more effectively or if an alternative method of speaking is necessary.
If a spoken-word repertoire is limited, suggestions for improving that repertoire are provided. If an individual needs an alternative method of speaking, this ‘process’ continues with a thoughtful consideration of the current repertoire of each individual child or adult, rather than an estimate of cognitive ability or the preferences of a practitioner. This tool then individualizes the selection process. Once a method is selected, it is tested to confirm its effectiveness and the likelihood it will last a lifetime. [We strongly suggest using a computer or a tablet with this tool, rather than a phone]
AMS Selection Tool
Does your learner need an Alternative Method of Speaking?
Determining if a Child or an Adult Can Use or Begin to Use Spoken Words Effectively or Needs An Alternative Method of Speaking
When a child or an adult is not using spoken words effectively, or not at all, review the Six Vocal Profiles described on the next page and determine which profile most accurately describes this individual. These six profiles were developed by Janine Shapiro, a speech-language pathologist and behavior analyst with extensive experience with children who have limited or no spoken-word repertoires. These profiles will help you determine if a child or an adult needs an alternative method of speaking and what procedures might be helpful in encouraging the further development of spoken words.
The Six Vocal Profiles are also described in the Essential for Living Teaching Manual, pp. 9-12, and the Essential for Living Practitioner’s Handbook, pp. 49-53, https://essentialforliving.com/store/, along with a comprehensive array of functional, life skills and teaching procedures with which instruction should begin and continue throughout the life span of children and adults with limited skill repertoires.
Vocal Profiles
Review these six vocal profiles and then click "next" to use the decision tree to help decide on the appropriate vocal profile that best suits your learner.
Typical Spoken-word Interactions and Controlled Spoken-word Repetitions:
A child or an adult sometimes makes requests or requests information, names items or parts of items and answers several types of questions. Unfamiliar listeners understand the child or adult without difficulty.
Uncontrolled or Controlled Spoken-word Repetitions:
A child or an adult who reliably repeats words that are understandable to unfamiliar listeners. The learner produces limited to absent functional language outside of repetitions.
Occasional Words and Phrases:
A child or an adult spontaneously produces words that are understandable to unfamiliar listeners. The learner does not reliably repeat words or sounds.
Uncontrolled or Controlled Spoken-word Repetitions that are Not Understandable:
A child or an adult reliably repeats sounds, words, or approximations. Repetitions are not understandable to unfamiliar listeners. This represents a wide range of children and adults.
Occasional Words that are Not Understandable:
A child or an adult does not reliably repeat sounds, words, or approximations. The child or adult spontaneously produces words that are not understandable to unfamiliar listeners.
Noises, a Few Sounds, and Syllables:
A child or an adult does not reliably repeat sounds, words, or approximations. The child or learner produces few to no spontaneous words.
For more detailed information on these vocal profiles and how to advance a learner from one vocal profile to another, please see pages 47-53 of ‘Essential for Living: The Practitioner’s Handbook’ and pages 9-12 of “Essential for Living: The Teaching Manual” https://essentialforliving.com/store/.
Select Vocal Profile
Does the learner RELIABLY (almost every time) repeat sounds, words, or approximations
Does the learner repeat most sounds and words in a way that unfamiliar listeners can understand?
Has the learner spontaneously produced at least 5 different words in the last week?
Does the learner SOMETIMES name parts of items, request information, AND answer several type of questions?
Profile 4
Would an unfamiliar listener understand theirs words
Profile 6
Profile 1
Profile 2
Profile 3
Profile 5
AMS Vocal Profile Conclusion
Many children and adults do not use spoken words effectively, or at all, and currently have an alternative method of speaking. Many of these methods are either ineffective or not likely to last a lifetime. An ineffective method is one that does not permit a child or an adult to make requests without a struggle. A method that is not likely to last a lifetime is one that does NOT meet three guidelines we strongly recommend:
If a Child or an Adult Already has an Alternative Method of Speaking, Determining the Effectiveness of This Method and if This Method is Likely to last a Lifetime:
Many children and adults do not use spoken words effectively, or at all, and currently have an alternative method of speaking. Many of these methods are either ineffective or not likely to last a lifetime. An ineffective method is one that does not permit a child or an adult to make requests without a struggle. A method that is not likely to last a lifetime is one that does NOT meet three guidelines we strongly recommend:
Continuously Available, Frequently used, and Effortless (summarized by the acronym CAFE).
If one or more young children with whom you are working has an alternative method of speaking that is ineffective or not likely to last a lifetime, you should strongly consider selecting and ‘adding' a new alternative method of speaking. If this new method is effective and likely to last a lifetime, you may want to consider gradually ‘replacing’ the current method with the new one.If you are working with an older child or an adult, especially one who has had an alternative method of speaking for many years, you may want to consider either selecting and ‘adding’ a new method of speaking ‘without replacing’ the current one or making adjustments to the current method to improve its effectiveness or to increase the likelihood it will last a lifetime.
This information is also described in the Essential for Living Practitioner’s Handbook, pp. 65-67… https://essentialforliving.com/store/.
Determining the Individual Child or Adult’s
Sensory, Skill, and
Behavioral
Repertoire
If an individual child or adult needs an alternative method of speaking, this tool continues by asking you to specify their sensory, skill, and behavioral repertoire. This repertoire will then be compared to those that occur when each of 46 alternative methods of speaking are effective, resulting in a list of methods ranked from most-to-least with respect to matching this individual’s repertoire. This tool also specifies from most-to-least the extent to which advantages of spoken word are retained by each of these methods. And, finally, this tool specifies whether each method tends to result in a large audience, including unfamiliar people, or a small audience comprised almost exclusively of familiar people. In sum, this tool provides for your consideration a list of alternative methods of speaking that are consistent with an individual child or adult’s skill repertoire, that provide as many advantages of spoken words as possible, and that indicate the size of the audience that might be expected.
Select each component of the individual's repertoire and then select submit:
Select two from this row unless HVI is the appropriate choice
The learner consistently responds appropriately to auditory stimuli with or without an aide.
The learner consistently responds appropriately to visual stimuli with or without correction.
The learner does not consistently respond appropriately to auditory stimuli with or without an aide.
The learner does not consistently respond appropriately to visual stimuli with or without correction.
The learner does not consistently respond appropriately to either visual or auditory stimuli with or without an aide or correction.
Choose 1 from each pair of repertoires: AM vs Non AM, A vs I and FM vs No Fine Motor
The learner is mobile without the assistance of a walker or wheelchair.
The learner requires a walker or a wheelchair to be mobile.
The learner moves about and changes locations frequently.
The learner moves about infrequently, seldom changing locations.
The learner consistently performs recognizable motor movements.
The learner does not consistently perform recognizable motor movements.
Choose 1 from each pair of repertories: MI or Limited MI, Matching or Limited Matching, PB Moderate or No Moderate PB
The learner consistently repeats the non-vocal motor movements of other people.
The learner does not consistently repeat the non-vocal motor movements of other people.
The learner consistently matches an item or activity with a corresponding photograph.
The learner does not consistently match an item or activity with a corresponding photograph.
The learner exhibits behavior that interrupts instruction and may endanger the safety of the learner or those in the immediate vicinity.
The learner does not exhibit behavior that interrupts instruction and may endanger the safety of the learner or those in the immediate vicinity.
The Child's or Adult's sensory skill and behavioral repertoire
Vocal Profile
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Forming Standard Signs (e.g., Signed English)
AMS Description
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Help
Click on each Alternative Method of Speaking (AMS) for more information. When you are ready either download the report or have it sent to your inbox. The report will contain:
- The suggested vocal profile for your learner with any recommendations
- The choices you made in the AMS selection tool
- The first 12 Alternative Method of Speaking suggestions to share with your team
