Preparing for an exam in Augmentative and Alternative Communication (AAC) is unique because it isn’t just about memorizing hardware specs; it’s about understanding the human right to a voice. Whether you are a Speech-Language Pathology (SLP) student or a Special Needs Educator, the leap from theory to clinical application can be steep.
Below is the exam paper download link
Past Paper On Augmentative And Alternative Communication For Revision
Above is the exam paper download link
To help you find your rhythm, we’ve gathered some of the most frequent “head-scratcher” questions found in recent qualification exams. Treat these as a warm-up before you dive into the full past paper downloads linked below.
AAC Revision: High-Yield Questions & Answers
Q1: What is the core difference between “Unaided” and “Aided” communication systems? A: Think of this in terms of external equipment. Unaided communication relies solely on the user’s body—this includes manual signs, gestures, facial expressions, and body language. Aided communication requires an external tool or device, ranging from a simple printed communication board (low-tech) to a sophisticated eye-tracking computer (high-tech).
Q2: Explain the four pillars of “Communicative Competence” as defined by Janice Light. A: This is a staple in almost every AAC past paper. To be truly competent, a user needs:
-
Linguistic Competence: Mastery of the “code” (the symbols or signs).
-
Operational Competence: The technical skill to manage the device (charging it, navigating folders).
-
Social Competence: Knowing when to speak, how to initiate, and how to maintain a turn.
-
Strategic Competence: Knowing how to fix things when the message is misunderstood (repairing communication breakdowns).
Q3: What is “Core Vocabulary” and why is it prioritized over “Fringe Vocabulary”? A: Core Vocabulary consists of the high-frequency words that make up about 80% of what we say (e.g., want, go, more, you, not). They are versatile and used across all contexts. Fringe Vocabulary includes specific nouns like dinosaur or pizza—words that are important but only used in specific situations. Successful AAC systems prioritize core words to give the user maximum flexibility.
Q4: Describe “Scanning” as an access method for students with limited motor control. A: When a student cannot directly touch a screen (Direct Selection), they use Scanning. The device highlights items one by one (or in rows), and the student hits a switch when the desired item is illuminated. It is slower than direct touch, but for a learner with severe physical limitations, it is a vital lifeline to communication.
Q5: What is “Symbol Transparency” and how does it affect learning? A: This refers to how easily a symbol’s meaning can be guessed. A transparent symbol looks exactly like what it represents (a photo of an apple). An opaque symbol has no obvious visual relationship to the meaning (like the word “apple” or a complex abstract icon). Beginners usually start with transparent symbols to lower the cognitive load.
Why Practice with Past Papers?
You can read about the “Participation Model” all day, but applying it to a three-page case study about a non-verbal 5-year-old is a different beast. Using past papers allows you to:
-
Decipher Examiner Intent: Learn how to spot the “distractor” answers in Multiple Choice Questions.
-
Bridge Theory and Practice: Practice justifying why you chose a “low-tech” option over a “high-tech” one in an essay.
-
Master the Math: Some papers require you to calculate “Words Per Minute” (WPM) to compare the efficiency of different access methods.
Access the Full Revision Archive
Don’t go into the exam hall blind. We have compiled a decade’s worth of past papers, including visual diagrams of “Static vs. Dynamic” displays and comprehensive marking guides.