Teaching Functional Communication Across Modalities
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For practitioners comparing ways a learner can request, Erin Lombard examines five communication modalities in this 2012 recording: vocal words, sign, picture exchange, and low-tech and high-tech AAC. She connects modality selection with the learner's existing skills, task analysis and everyday communication settings.
Presenter biographies: Erin Lombard.
Lombard compares an ideal request sequence with a learner's current repertoire, including gaining another person's attention. Her modality discussion examines communication needs, assessment items, and the benefits and concerns associated with each option.
Later sections examine modified signs, the steps involved in picture exchange, and AAC navigation and staff familiarity. She also reviews mand data sheets, the distinction between prompted and independent requests, and shaping examples across modalities.
What does this recording cover?
- The session distinguishes mands from tacts, echoics and intraverbals.
- Lombard uses task analysis and a Communication Modality Assessment to examine modality selection.
- Her AAC discussion examines device navigation and staff familiarity.
- Mand data examples distinguish prompted and independent requests and address trials without a motivating operation.
- Shaping examples span vocal words, sign, picture exchange and AAC.
Recording context: The 2012 recording uses period-specific AAC examples and a prerequisite-based approach to modality selection.
What did learners say?
The six-item evaluation mean was 4.02/5 across 41 complete responses, from 345 recorded rating responses. This mean includes only complete six-score responses. Source: Special Learning's course evaluation records, snapshot October 11, 2026.
Three selected anonymous responses appear below, with the wording and spelling retained. They describe learners' experiences and requests; they are not a guarantee of results.
The training made in an excellent way does not need improvement.
Course evaluation response, 2023
I thought that it was very effective. Video examples employing and demonstrating techniques would have supported understanding and implementation.
Course evaluation response, 2023
See above - update to reflect NT affirming research Better collaboration with SLP should be emphasized
Course evaluation response, 2023
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MANDATORY DISCLAIMER: The Behavior Analyst Certification Board (“BACB”) does not sponsor, approve or endorse Special Learning, the materials, information, or sessions identified herein.
Continuing Education Credits
Meet the Presenter
Erin Lombard is currently a behavior consultant with over 12 years of experience working with children with autism and developmental disabilities in homes, schools, and center based programs. She was previously a certified Special Education teacher in Arizona. Along with providing consultation through SBSA, she also currently teaches graduate level Positive Behavior Support courses at Northern Arizona University.
Erin is originally from California where she finished her undergraduate degree in Child and Adolescent Studies from California State University, Fullerton. She obtained her master's degree in Special Education from the University of Phoenix. She completed her coursework in applied behavior analysis through the University of North Texas. She is currently working on her PhD in Psychology at Capella University.
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