STRATEGIES FOR SLPS WORKING WITH
STUDENTS WITH AAC NEEDS IN THE
SCHOOLS
WHO ARE WE?
Michaela Sullivan, CCC-SLP, San Francisco USD, San
Mateo USD
Dan Phillips, CCC-SLP, Director, Technology Resource
Center of Marin
Gloria Soto, Ph.D., Department of Special of Special
Education and Communicative Disorders, San Francisco
State University
Presenters do not have any financial relationships with
any presentation content. All programs and apps that will
be mentioned and demonstrated are done for
informational purposes only.
WHY ARE WE HERE?
12 % of preschoolers and
5% of school-aged
students with IEPs can
benefit from AAC
Binger & Light, 2006; Murray & Goldbert, 2009
CHILDREN WITH HIGH NEEDS
40%
CLD
21% live
in
poverty
83% no
services
Up to 38%
of SLP
programs
offer little or
no content
in AAC
Costigan & Light, 2010; Light & McNaughton, 2012
OUR ROLES
•
AAC Specialists have many different roles and
responsibilities within school settings depending on the
district’s service delivery model:
AAC/AT Evaluation
Ongoing Consultation
Direct Service
Case manager
•
•
•
•
•
Therapists struggling to maintain case-loads
OUR GOAL FOR TODAY
Share processes, tools and strategies that have
proven to be effective and successful in different
settings, with different service delivery models.
SOME AAC MYTHS
Many times, we feel responsible for
all elements of a student's life:
•
language
•
academics
•
verbal/non-verbal speech
•
pragmatics/behavior
•
technology components to
support all this!
AMERICAN SPEECH-LANGUAGE-HEARING
ASSOCIATION:
ROLES AND RESPONSIBILITIES OF SLPS WITH
RESPECT TO AAC: POSITION STATEMENT 2005
Recognize and hold paramount the needs and interests of
individuals who may benefit from AAC and assist them to
communicate in ways they desire
Implement a multimodal approach to enhance effective
communication that is culturally and linguistically appropriate
Acquire and maintain the knowledge and skills (ASHA,
2002) that are necessary to provide quality professional
services
AMERICAN SPEECH-LANGUAGE-HEARING
ASSOCIATION:
ROLES AND RESPONSIBILITIES OF SLPS WITH
RESPECT TO AAC: POSITION STATEMENT 2005
Integrate perspectives, knowledge and skills of team members,
especially those individuals who have AAC needs, their families, and
significant others in developing functional and meaningful goals and
objectives
Assess, intervene, and evaluate progress and outcomes associated
with AAC interventions using principals of evidence-based practice
Facilitate individuals' uses of AAC to promote and maintain their quality
of life
Advocate with and for individuals who can or already do benefit from
AAC, their families, and significant others to address communication
needs and ensuring rights to full communication access
ANOTHER PERSPECTIVE:
ASSISTIVE TECHNOLOGY
GUIDELINES
s defined by IDEA, Assistive Technology Services are:
Evaluation of the needs of a child with a disability
Purchasing, leasing, or otherwise providing for the acquisition of assistive
technology devices
Selecting, designing, fitting, customizing, adapting, applying, retaining, repairing or
replacing assistive technology devices
Coordinating other therapies, interventions, or services with assistive technology
devices
Training or technical assistance for a child with a disability and that child's family
Training for professionals who provide services to a child with a disability
MYTH #1
THE AAC SPECIALIST/SLP IS THE SOLE
PERSON RESPONSIBLE FOR AAC
We didn't go to Programming
School!
We direct language - not
necessarily implement it
Take yourself out of the day
to day...
Support Team
Future Growth of Skill
SLP
AAC
Day to day team
Para
student
Teacher
Parent
RSP
OT
TAKE PROGRAMMING OFF
YOUR PLATE
Boardmaker Online:
www.boardmakeronline.com
Setting up a cloud based system
to distribute boards
Everything can be saved as a
PDF!
Volunteers/other staff can make
icons
Online request system:
www.trcmarin.org - "Resources"
tab - AAC request form
www.trcmarin.org
MYTH #2:
EVERY TEAM HAS THE SAME ROLES
Each year is different as staff
changes
Don't assume roles
Assess strengths and
weaknesses of the team
Collective agreement on who
is doing what
In order to be effective, a system must be
•
Simple - don't build in lots of extra work for team members
•
Easy to Modify - the world rapidly changes- makes sure your system is
adaptable
•
Agreed upon by all members - we help build this system, but it needs to be
a combined effort
•
Cover all areas of language needs
• Language needs for today
• Language growth for tomorrow
StudentTeam:RolesandResponsibilities
Academic/Language
Need
ToolsUsed
Team
member/members
responsible
Daythiswillbe
accomplishedin
theweek
ClassroomVocabulary
Word
Dropbox
Teacherfillsoutweekly
curriculum
ByMondayofeach
week
ClassroomVocabulary
DynaVox
ParaprogramsDynaVox
Mondayafternoon
LowTechboards
Boardmaker
PDFboards
Dropbox
Teammemberssubmitinto Vocabularywillbe
Dropboxneeds:
createdwithin2days
Volunteerwillhaveicons
createdandputbackinto
ongoing
Dropbox
Designofnewlanguage
items(notvocabulary)in
DynaVox
DynaVox
SLP;AAC
LiteracyBooks
DynaVox
iPad‐ Pictello
Needstobe
trained?
yes
Ongoingbasis
weeklymaterialsin
Dropbox
Training
SLP;AAC
Day(s)Scheduled
Tuesdaymornings‐
Pictelloaddedto
Dropbox
PersonsinAttendance
Trainingtoentireclass– introducing
DynaVox
SLP,teacher,entireclassroom
DynaVoxprogramming
Para,SLP,teacher
MYTH #3:
ALL OF OUR TIME SHOULD BE SPENT IN
DIRECT SERVICE TO OUR CLIENTS
With the world of AAC, there are many
"behind the scenes" duties:
•
Coordination of the team
•
Creating a communication system
(for the client AND the team)
•
Troubleshooting technology and
determining best tech tools to use
•
TRAINING
THE POWER OF "THE CLOUD"
Use cloud based systems to keep everyone informed
Stop endless emails and attachments
Use what people are doing anyway - don't create extra steps
Use all available resources for things that you don't "have to do"
• volunteers (create icons)
• parents (upload photos/videos of life)
• teacher (weekly curriculum/activities)
USE THE POWER OF THE CLOUD
Weekly curriculum - teacher already
creating this
Manuals for programs/devices
Data sheets
All vocabulary created (PDF format)
IEP information
videos - pictures
student schedule
Large projects and timelines
MYTH #4:
AAC INTERVENTION TAKES PLACE IN OUR 60
MINUTE A WEEK TIME SLOT
Front load your time - beginning of
the year we are in "set up" mode
Focus your immediate attention on
team building and support systems remember, you have YOUR job to
do!
If you are time driven, make sure to
build in the "extras" - or at least add
monthly service time slots
MYTH #5:
AAC INTERVENTION IS EXPECTED TO
IMMEDIATELY HAPPEN IN ALL AREAS OF LIFE
To empower your team, break down
expectations
Pick a single element (journal time,
circle time, structured language
group) and start there
Let the AAC device use grow as
members become more confident
Create a quick and easy way of
recording and monitoring progress
START SMALL - BE SPECIFIC
Vocabulary
Pictello
(iPad)
Step by Step
SGD
Pragmatics
Student will write
and email journal daily
before going home
Proloquo2Go/
DynaVox
Bitsboard
(iPad)
Syntax
In afternoon, student
will review target
vocabulary from language
lesson
In language group,
student will coconstruct a new page
each session
Student will greet
other students in
general education class
MYTH #6:
AAC DOESN'T CHANGE
Our technology world is evolving (how we
communicate with others) - AAC is no
different
AAC is not just DynaVoxes and Minspeak
Mobile technology has opened the world to
our clients as to the possibilities and
methods of communication
AAC is not just communication boards
Don't be selfish!
WHAT IS AAC?
Texting
Emailing
Skyping/FaceTime
Abbreviation/expansion for text
Photographs - videos
"Sharing" your work!
WHERE DO YOU START?
WHERE DO WE START?
By asking some leading questions…..
1. What are the student’s strengths and challenges?
2. What are the student’s communication needs and
goals?
3. How is my student currently communicating and
how do I find out? (Unaided and Aided Communication
systems).
BACKGROUND INFORMATION:
USE YOUR RESOURCES
DON’T REINVENT THE WHEEL
Review the IEP and previous reports
Interview educators who are familiar with the student
Interview family members, (they know our students best).
Observe your student in a variety of contexts during the
school day and with various team members and peers,
(snack, structured language based activities)
Take inventory of the unaided and aided communication
modes, (past and present) your students have utilized.
AS a reminder...
Unaided Communication Systems-- Relies on the user's body to convey messages (ASHA).
Such could include: Speech approximations, vocalizations, gestures, facial expressions, directional
eye gaze, signs, body movements or proxemics.
With our students with physical, visual or cognitive-linguistic impairments, their means of expression may
be unconventional and not easily recognized by others, (e.g. eyes up for ‘yes’ or a head turn to
express ‘no’).
By consistently responding to and reinforcing these built-in communication methods, it
can help to shape them to be more effective.
Aided Communication-- Aided systems require the use of tools or equipment such as
communication boards, books, visual supports as well as devices that produce voice output either
recorded/digitized, (light or mid tech) or via synthesized- High-Tech, Speech Generating Devices.
. Low-Tech
Light and
Mid-Tech
High-Tech
AAC SYSTEM TIMELINEINPUT THE AAC SYSTEMS THE STUDENT HAS UTILIZED- PAST AND
PRESENT- TO KEEP TRACK OF STUDENT’S DEVICE HISTORY
(AAC SYSTEMS MAY UNFORTUNATELY BE ABANDONED OR STORED ON A
SHELF AND YOU MIGHT JUST FIND SOME TREASURES IF YOU
INVESTIGATE).
DATES
X
DISCONTINUED
CONTINUED
DATES
DATES
X
DATES
DATES
X
Comments:
X
X
Comments
X
X
Comments:
PREFERRED
COMMUNICATION
SYSTEM(S)
UNAIDED
OBJECT
CHOICES
LOW-TECH
(E.G. PECS, STATIC)
LIGHT/MID
High-Tech
TECH(GO-TALK, SBS)
SGD OR IPAD
Michaela Sullivan, CSHA 2014
AAC ASSESSMENT AND GOAL SETTING
RESOURCES TO ADD TO YOUR AAC
ASSESSMENT TOOLKIT
Communication Matrix
www.communicationma
trix.org
Free Online tool to take
inventory of your students
UNAIDED and AIDED
Communication Forms
and Functions and setting
Goals.
The Dynamic AAC Goals Grid-2
DAGG-2-Revised
www.mydynavox.com/Resources
/AACGoalWriting
Updated, free assessment tool to
guide AAC assessment in the areas of
RECEPTIVE and EXPRESSIVE
LANGUAGE, LITERACY and SOCIAL
SKILLS and incorporates Janice
Light’s 4 areas of AAC competence:
Operational, Linguistic, Social and
Strategic.
Assists with goal setting.
AAC Profile
www.linguisystems.com
Provides an organized and functional
framework to assess the individuals
communication competence in the
areas of Social, Operational,
Linguistic and Strategic Competence.
Assists with setting goals and
tracking progress. Kovach, ’09
Cost: $69.00
AAC EVAL GENIE-IPAD APP
Informal diagnostic tool to assist SLP’s determine a students response to voice output and
various types of symbols, (photographs, Pixon and Minsymbols), field sizes and associated
language skills that can be important to note when determining Speech Generating Devices
or Apps for clinical trial.
Not only appropriate for use with students who directly access devices but is also switch
accessible for students with physical challenges and complex communication needs.
Once completed, it will generate a report to assist with writing up yours… and determining
next steps in Device Trials.
Price: $ 11.99
TASP: TEST OF AIDED-COMMUNICATION
SYMBOL PERFORMANCE
The TASP by Mayer Johnson, helps assess symbolic skills and provides the SLP a
starting point for designing communication systems, (low or high-tech). Assists in goal
setting and strategies.
Takes 10-20 minutes.
Uses PCS, (Picture Communication Symbols) only but would complement the AAC
Eval Genie with regard to symbol type.
Accessible by direct selection only.
Cost $299.00
THERE ARE MILLIONS OF PEOPLE IN THE WORLD WHO USE AAC, BUT
WE DON’T HAVE A BELL CURVE TO TELL US WHERE THEIR SKILLS FALL
ON ANY CONTINUUM... BUT WHAT WE DO HAVE IS A DESCRIPTION OF
THE 3 MAIN TYPES OF COMMUNICATORS WHO USE AACEMERGENT, CONTEXT-DEPENDENT AND INDEPENDENT COMMUNICATORS.
Emergent
ContextDependent
Independent
It’s a way that helps us understand what our students may NEED to focus on.
There are no prerequisites for AAC so this is not a candidacy model-Assume
competence.
Please think of one or two of your students and as we go through the different
types of AAC communicators then you might want to pause to determine whether
they are at the Emergent, Context Dependent or Independent level (or in between a
few) and you will be able to relate to this information and maybe even start thinking
of next steps.
THE EMERGENT COMMUNICATOR
Individuals who are just beginning to communicate using
a variety of methods including gestures, body language,
facial expression, and a few simple and easily recognized
symbols.
Has no reliable means of active, symbolic communication.
Limited to talking about the "here and now."(Dynavox website)
Ricardo Modified PECS video
EXAMPLES OF
EMERGENT COMMUNICATION SYSTEMS
WHAT MIGHT BE SOME OF THE GOALS FOR
AN EMERGENT COMMUNICATOR?




Gaining a greater understanding of Cause and Effect Relationships, (e.g.
accessing a switch results in making something happen).
Making choices from objects or photographs or iconic, (easy to recognize)
symbols.
Using more consistent unaided means of communication to express
communication functions: (affirm) "yes", (protest) "no", (recurrence)
"more", (request assistance) "help" and the team can assist in
reinforcing and shaping such behaviors, (Develop a Gesture Dictionary)
Improving understanding of basic vocabulary related to his/her life in the
‘here and now’
CONTEXT-DEPENDENT COMMUNICATORS
These students understand most of what is said and communicate effectively
in a limited number of situations.
Reliant on having the necessary vocabulary for the situation on boards or
devices, (e.g. snack boards, reading boards. (Communication limited to
available vocabulary) and often we need to navigate to the page for them to
locate the vocabulary initially.
They typically understand both simple symbols and more abstract symbols
though they have trouble combining symbols to create new messages.
They are unable to spell novel words well enough, so they remain dependent
on others for vocabulary. (Dynavox website).
Juan video
Ricky video
EXAMPLES OF
A FEW CONTEXT DEPENDENT AAC SYSTEMS
WHAT MIGHT BE SOME GOALS FOR
CONTEXT DEPENDENT COMMUNICATOR?
Utilize 2+ word phrases to request, share information or comment.
Answer who, what and where questions
Ask WHAT and WHERE questions
Initiate and terminate conversations
Express a variety of greetings and closings
Maintain topic of conversation
Taking conversational turns with adults and peers in structured
activities.
INDEPENDENT COMMUNICATORS
Convey anything to anyone about any topic in any context.
Not dependent on others for vocabulary.
Usually manifest high levels of strategic, operational, linguistic
and social competence.
EXAMPLES OF INDEPENDENT
COMMUNICATION SYSTEMS
POSSIBLE GOALS FOR AN
INDEPENDENT COMMUNICATOR
Sending text messages
Accessing the internet and email with their devices to express
themselves
Providing additional tools and strategies for communication
breakdowns, (e.g. whole phrases, sentences for use in time
sensitive activities) and hopefully teaching them how to program
their own systems, (more strategic use).
SERVICE DELIVERY AND AAC
CONSULTATION AND MENTORING
As Dan said, you are not alone, but as SLP’s you are the language experts and
have access to resources from your SLP Training, Continuing Education and
On the Job training.
And AAC Specialists working in your school district can provide resources,
trainings and mentorship. COLLABORATE with them!
AAC can be infused throughout your student’s day without the need for special
AAC games, Activities, or anything above and beyond what you would already
do for therapy.
Group therapy for any student can be a challenge and yet a great opportunity.
Many teams are interested in broadening ways to infuse AAC throughout the
school day, with a special focus putting the student’s goals first and matching
age/grade level material- next- and of course, tying it to the Common Core.
As a reference, there are many resources on Common Core Standards but this format is
highly accessible and portable, and easy to refer to when writing reports and goals.
Common Core App


Free to download on iPhone, iPad or Android for quick
reference.
Provides a straightforward reference that can assist you in
setting goals that are directly connected to standards in a
variety of areas, but for our purposes as SLP’s; Language.
HERE’S HOW IT LOOKS, IT’S THAT EASY.
AREA-LANGUAGE
THE FACT ISWE can modify and adapt almost anything for an AAC user!!
Worry not about the activity—Focus on:
What do you want them to be able to do-- GOALS keeping
Common Core Standards in mind:
Goal
Identify the
Activities and
Communication
Opportunities
Specify the
AAC
targets
Specify the
intervention
strategies
IDEAS---PARTICIPATION PLANS AS A
MEANS OF IMPLEMENTING AAC
THROUGHOUT THE DAY.
GOAL
2. Insert goals
to address
CLASS, ACTIVITY OR
COMMUNICATION
OPPORTUNITY
SPECIFY AAC
TARGETS
-Vocabulary
-Phrases Communication
functions
INTERVENTION
STRATEGIES;
CUES
COMMUNICATION
SYSTEMS/TOOLS
AND RESOURCES
OUTCOME
1. Input schedule
3. Gather
information re:
targets from
team/educators
4. Determine
appropriate
prompts/cues.
5. Select Unaided
and/or aided
language systems
to utilize.
6. Document
Progress and
Outcomes
Do our brains work better when we’re organized in this way?
EXAMPLE OF A PARTICIPATION PLAN
WITH COMMON CORE TIE-IN
GOAL
Student GRADE
Kindergarten
ACTIVITY
OR
COMMUNICATION
OPPORTUNITY
SPECIFY AAC
TARGETS
Vocabulary
Phrases and
Communication
Functions
INTERVENTION
STRATEGIES; CUES
COMMUNICATION
SYSTEMS/TOOLS
AND RESOURCES
Common
Core Standards
Use of signs and gestures
Recurrence ‘more’
Increase vocabulary
RECESS
L. K. 1
•Modeling
Low-tech Communication
“I want more”
across 2 specified
(insert preferred
“use frequently
Aided Language Stimulation
board
“more bubble”
communication
occurring nouns and
game or activity)
or iPad with specified
Verbal and Visual cues
“more that”
functions: Request
verbs.”
(e.g. Bubbles)
communication app
“I want do again.”
and Recurrence
Student will utilize
CORE and Fringe
vocabulary to share
information
•Modeling
•Aided Language
MORNING
CORE: I, go,
Stimulation,
MEETING FRINGE: outside,
•Recasting
sharing home
movies, beach, park•Visual and Verbal prompt to
news.
indicate targets as needed
Go Talk 9 Overlay-GO
L.K.1
“Produce and expand
complete sentences in
shared language
activities.
LET’S SEE HOW THIS COULD WORK IN PRESCHOOL..
INFUSING AAC THROUGHOUT THE SCHOOL-DAY
See opportunities for communication that will be meaningful for the
child in the here and now in: Child centered; Child directed;
Cooperative play, all while interacting in a classroom with peers and
teachers in structured and less structured play activities.
Seemingly Simple Activities- Goals can be directly addressed in
these situations….and you can set them up
PRESCHOOL: MATCHING COMMON CORE GOALS TO
EVERYDAY ACTIVITIES- INFUSING AAC
GOAL: Greetings/Social Interactions
Entering class: (using Step by Step, Communication Device or gesture).
Common Core Tie in: (Speaking and Listening) Goal: SLK.1Participate in collaborative
conversations with diverse partners.
GOAL: Answering YES/NO QuestionsChild directed centered play- (e.g. trains- about to push the train….are you ready
(yes/no)Is it mine??? (Yes/no); Unaided or Low-Tech
Common Core (Speaking and Listening) SL.K3 Ask and answer Questions
GOAL: Increasing Expressive Vocabulary- During child-directed play- Model words ‘go”
and “stop” “in” “out” “up” “down” during the train activity.
Common Core (Speaking and Listening) L.K.6 Vocabulary acquisition and use.
GOAL: Increasing Mean Length of Utterance (S-V-O)Circle Time, (e.g. use aided modes: “I want Wheels of the bus“ “I want more” “I need that”)
Common Core: (Speaking and Listening) L.K.1 Demonstrate command of the conventions of
standard English.
ELEMENTARY: LANGUAGE GOALS EMBEDDED
THROUGHOUT THE DAY, (2ND GRADE) AND TIE
IN WITH THE COMMON CORE
GOAL: Sharing Information
Circle Time: Sharing news
(Speaking and Listening) SL.2.4 Tell a story or recount an experience.
GOAL: Answering or asking questions.
During Read Aloud;
(Common Core: SL.2.3 Ask and Answer questions)
Further ideas
Increase expressive vocabulary and sentence length
Art projects/ Cooking
Reading, (News2You or Unique Curriculum)
Literacy Activities
Computer Adapted writing using specialized software or the student’s SGD.
MIDDLE AND HIGH SCHOOL
We will see a variety of communicators: Emergent, Intermediate and
Independent/Advanced, (and many who fall in between two areas).
Let’s meet the needs of continuous learners with age appropriate
materials.
Make sure it is interesting, motivating, functional.
Continue to work towards making a connection to literacy, academics,
community activities, hobbies or vocational skills.
Examples of Common core goals for 10th Grader in Language that could be tied in.
SL.9.10 Initiate and Participate effectively (Initiating conversations with peers, calling attention,
participating in class)
L.9.10.6 Acquire and use general academic and domain specific vocabulary, (utilized across all
subjects)
SOME IDEAS FOR LANGUAGE LITERACY ACTIVITIESADAPTING AGE/GRADE APPROPRIATE BOOKS FOR A
CONTINUUM OF LEARNERS- AAC BOOK CLUB
Group reading activities can-spur discussions & provide a context for conversational
exchanges.
Age-Grade appropriate books can be adapted to any level and students with complex
needs can read the same books as age-matched peers.
Educational and Communication goals can be addressed in reading activities.
After a few group lesson modeling-facilitation-demonstrations (working side by side); the
Team can be provided with templates and guidelines to collaborate in creating lessons.
HOW DO WE SET THIS UP AND WHAT IS
THE PROCESS?
1. Select a book that is age appropriate, entertaining and has a theme that they can
relate to: Harry Potter- (Bravery or Magic), Charlotte’s Web, (Friendship), James
and the Giant Peach- (Hope).
2. Focus on characters and interesting and exciting things that happen.
3. Relate it back to their lives. How can skills learned in this activity transfer to their
daily lives?
4. Tie in the vocabulary and targets from their IEP goals and Common Core
Standards.
5. Use text accompanied by pictures, (colorful pictures, images). Do not get stuck
on symbol set as I believe that this should be universal and not associated with
particular symbol sets so it can appeal to a wide audience.
6. Focus not only on the content but how this activity could provide a way for
students to expand communication functions, communication opportunities,
communication exchanges and address goals.
CONTINUED
7. Differentiate expectations for each student. (This could be part of a special day class
curriculum or group or individual therapy session(s) or for inclusion support).
8. Create it with your particular audience of students/goals in mind, (but keep it broad enough so
that it could be adapted for a different audience- and continuum of learners).
9. Choose dialogues in the book that could be acted out… and might mirror a communication
exchange.
10. Provide associated entertainment with the lessons such as music or a movie. It’s great when
students are reinforced by learning more about their book and having fun at the same time. It’s a
bonus…but not mandatory.
11. Use the hardware and software and apps you already have such as: Computers, Smartboard
Technology, Projectors.; Software: PPT, Word, iPad Apps… it’s up to you.
READ ABOUT IT, TALK ABOUT IT, ACT IT OUT, WRITE ABOUT IT
ADAPTED LITERACY SET-UP CHECKLIST
STUDENT
AL
CC
KT
LM
MC
LIGHT TECH,
LOW‐TECH ‐OVERLAYS, ‐APPROPRIATE VOCABULARY OR ‐BATTERY CHECK
PAGE SET AVAILABLE FOR ACTIVITY
‐ACCESSIBLE OR NEED ASSISTANCE FROM ‘SMART PARTNER’
SLP/FACILITATOR HIGH‐TECH
‐CHARGED, ‐ MAKE SURE SET UP STARTS 15 MINUTES BEFORE
‐SET UP/MOUNTED ‐COMPUTER/IPAD‐
‐SWITCHES
‐SPEAKERS SMARTBOARD/PROJECTOR READY
‐ENSURE ADEQUATE SUPPORT ‐TARGETED VOCABULARY FOR STUDENTS
ACCESSIBLE
‐SET UP ENTERTAINMENT ‐ SET UP ACT IT OUT AND WRITING ACTIVITIES BEFORE LITERACY STARTS DATA COLLECTION MATRIX
STUDENT YES/NO RESPONSES
AL CC
KT
LM
MC
MM
MZ
ANSWER WH ID AND USE OF CORE QUESTIONS
VOCABUALARY TARGETS: HELP, GO, MORE, I, YOU, WHAT
2+ WORD NOVEL UTTERANCES
SOCIAL INTERACTIONS
INITIATE
GREET
CONV. EXCHANGE
CHARLOTTE’S WEB
BY E. B. White
This is a book about friends.
WHO ARE SOME OF YOUR FRIENDS?
WHO
Let’s say ‘hello’ to them!
MY FRIENDS ARE…..
happy
Fun!
Smart
Cool!
Please tell us some words to describe your friends……
Depending on language skills it could be a single word or a sentence.
CARING
Do they help you? (Find HELP in your talkers, yes/no
questions).
NEXT VIDEO– SEGUE—
ONE DAY, FERN DID NOT COME TO SEE
HIM.
HOW DO YOU THINK WILBUR FELT?
•
?
But something really
exciting happened!
Can someone ask me,
WHAT?
The goose had her
babies; called
Goslings.
Charlotte said, “Congratulations.”
"That’s great!", to the Goose.
The goose said, “Thank
you, thank you!!!
Try Acting out this ‘real’ dialogue using
their communication systems.
Conversational Exchanges
HARRY POTTER.. MIDDLE SCHOOL
OR HIGH SCHOOL
HARRY POTTER AND THE SORCERER’S STONE
By J.K. Rowling
HAVE YOU HEARD OF HARRY
POTTER? WHAT DO YOU THINK?
IS HE A GOOD GUY?
OR A BAD GUY?
HAVE YOU SEEN ANY OF HIS MOVIES?
FROM THE TITLE, WHAT DO YOU THINK
THE STORY IS ABOUT?
A girl who lives in a frozen castle?
A boy who has magic powers?
A cat who gets stuck in a tree?
DO YOU LIKE TO READ?
I DO OR I DON’T
Do you like books that make you feel happy?
Do you like books that make you feel scared?
Do you like books that make you curious??? And want to know MORE?
BEYOND COMMUNICATION:
PROVIDING TRUE ACCESS
THROUGH LANGUAGE
INTERVENTION
LANGUAGE IS KEY
•
•
“I don’t get to work with or interact with our two AAC students
very much. But when I have worked with them, I have noted
that they use their AAC devices frequently, but they don’t
use complete sentences, and often use it to express “I
WANT WATER” “I NEED BATHROOM”.
“When I was observing my target student, I witnessed only a
few teachers speaking directly to him throughout the day. I
also observed him using one to two word utterances due to
fatigue and length of time it took to generate the message.
He knew that the faster he completed the message, the
more likely he would be able to share his answer with the
rest of the class, which was highly motivating for him.” (Ms.
Student in CD program)
TYPICAL AAC INSTRUCTION
Context
Content
Activity-based
vocabulary
Whole
utterances
Lack of function
words and
grammatical
morphemes
Yes/no
questions
Highly
scripted
situations
Adult and
task-driven
Context/
Partner
Dependency
Poor Vocabulary
Knowledge
Small Expressive Lexicon
Problems with Morpho-Syntax
Absence of Grammatical Morphemes
One-word utterances
LANGUAGE INTERVENTION IN
AAC
•
Must target the rules of language in all domains
based on typical development benchmarks
•
•
Must be grounded on what we know about
typical language development:
TYPICAL LANGUAGE
DEVELOPMENT
•
•
•
Discourse-based: Scaffolded conversations
between child/adult
The adult applies prompts and models that
serve to expand and build on the child’s
communicative intent;
Adults use verbal scaffolding to support
such interaction (e.g., Bruner; Kirchner;
Prutting; Snow; etc.).
ADULT
CHILD
Where did you go
with Nana?
•
Oh you went to the
park?
What park did you
go to?
Park
Went park
IN SCAFFOLDED CONVERSATIONS
Uses wh- questions, recasts, models, expansions,
prompts, contingent queries, verbal redirection to
stimulate further dialogue;
Adults make linguistically sensitive changes in the
structure and organization of the dialogue
accompanying the activity according to the child’s
language level (Wheeler, 1983).
COMPREHENSION AND
PRODUCTION
In typical development, it is through use and the
production of utterances that forms not
previously comprehended are eventually
understood (Kirchner, 1991; see Prutting,
Snow and Clark)
However, typically in AAC, the child has to
prove to be “ready,” before she is given more
complex vocabulary.
+
VERTICAL STRUCTURE
So you showed me
you have a tattoo on
your arm
{yes}
Do you want to tell
me about that?
birthday
“birthday!” what
about your birthday?
“home?” You had a
birthday [..] Did you
have a party? When
was that?
{signs home}
April
IN AAC
•
•
•
•
For the sake of expediency, children who use aac are
seldom encouraged to grammaticalize their utterances
no use=no practice=no operational/linguistic
competence
Expansions and recasts are necessary but are not
enough for learning and generalization (Soto, 2014)
There must be the expectation for reformulation of
target structure in discourse-based sessions
CONVERSATION-BASED
INTERVENTION PROCEDURES
•
•
•
•
•
Show them photographs and ask them to choose one
they remember and would like to talk about.
Ask them to tell about the event in the photograph.
Use open ended contingent questions, verbal models
and recasts, explicit instruction, gestural prompts and
redirection to encourage further communication.
Program target word when needed.
Encourage the child to formulate complete sentences
incorporating the target word or grammatical
construction.
DOSAGE
•
•
•
intervention frequency: twice a
week
intervention duration: 45-60
minutes
intervention intensity: total of 12
weeks
RESULTS- # OF DIFFERENT
SVO CLAUSES
Session #
# OF PRONOUNS
Session #
# OF VERBS
# OF BOUND MORPHEMES
RESULTS PROBE 1
(BASELINE) C
“Play” “Octonus” “Electra”
“doll” “dress up”
“My doll dress up”
“car”
RESULTS PROBE 3
(AFTER 6 WEEKS)
“I go/ed (went) to my cousin Alex and Abby”
“I am/ed (was) a sleep over”
“In November I am go/ing to Tia P. house for a sleep
over”
“I will not go to school on Friday”
“Too hard. I feel sleepy”
“My dad buy/ed (bought) me a play wii”
“I feel happy to go with Camarillo”
RESULTS PROBE 4
(AFTER 9 WEEKS)
“ I fight with my cousins”
“ I fight over bedroom”
“ Share with Tia Coco baby”
“ You don’t can pretend to be Tia Coco because Coco
have black hair”
“Dog name Noche and dog name Cerbero”
“Tia Coco feel mad”
“Tia Coco baby want come down”
RESULTS PROBE 1
(BASELINE) J
“American_football”
“Father went”
“Baseball father”
“Johana” “Older"
RESULTS PROBE 3
“We cut scissors with the paper”
“star and patterns” “on glue on paper”
“We eat/ed (ate) cupcake”
“Halloween I wear/ed (wore) costume”
“I eat/ed (ate) hand blood”
RESULTS PROBE 4
“Tio John and Tio Chub and Tia Alicia go/ed
(went) with Florida played soccer ball”
“go/ed (went) with my mom post office”
“I go/ed (went) with my mom Chuck-e-cheese”
“I play/ed laser tag”
“I play/ed with my mom”
DISCUSSION
•
•
•
•
Visual analysis points to a functional relation
between our intervention and the study participants’
lexical diversity and grammatical complexity
Improvements in expressive vocabulary and
grammatical skills were generalized and sustained,
specially for the number of SVO clauses, verbs and
pronouns with weaker evidence for the
generalization of bound morphemes.
We also found a relationship between improved
linguistic competency and adult communicative
behavior Soto, Harrussi & Lipson, 2014).
We replicated procedures in Middle School with
similar results
DISCUSSION
•
•
Teachers and parents reported that in addition to a
marked improvement in their grammatical skills, the
kids became more competent and confident
communicators (e.g., they persevered). In all cases
improvements in operational competence were
noted.
Same procedures can be applied in other
discourse-based tasks: personal collages,
expository discourse, conversational pragmatics
HOW TO MAKE SURE AAC IS
HAPPENING
Give students the opportunity to read and review books and content
independently
Choose non-content apps - customize on your own!
Use tools that you are expecting for future use in daily activities for
different purposes (journal writing using an AAC device as a writing
tool)
Simple things (take a picture or video and share it) are easy to
implement and ACTUALLY HAPPEN! (K.I.S.S.)
Include the family as much as possible - AAC is not just for school!
ALLOW STUDENTS TO
"READ" INDEPENDENTLY
Overdrive - audio and ebooks from the library - FREE
Learning Ally - audio and VOICETEXT books - subscription
Bookshare - service to provide accessible text to all students
with print disabilities - FREE
Voice Dream Reader - app that provides text to speech with
highlighting - $9.99
Read2Go - text to speech app for Bookshare - $19.99
Read Out Loud (Bookshare Edition) - program that allows text
to speech with highlighting - FREE
GoTalk NOW - app that allows for video playback and visual
screens with audio support - FREE player - $79.99 full version
IDEAS - APPS
Build and practice vocabulary
•
Flashcards - www.flashcardapps.info
•
Bitsboard app
•
Special Words app
Narrative Skills
Book Creation Apps
Practice Syntax
•
Sentence Maker
•
Clicker apps - Connect/Sentences
•
Daily Journal - AAC app with emailing
capabilities
•
Pictello (Accessible - links to cloud)
•
Book Creator - cheaper - creates iBooks to share
Voice Narration
• ShowMe, Educreations, Explain Everything
THANK YOU!
Gloria Soto - [email protected]
Michaela Sullivan - [email protected]
Dan Phillips - [email protected]
To download this workshop:
www.trcmarin.org
Click on Past Trainings
Click on ASHA 2014
Download as a PDF, Keynote or PowerPoint
Download supplemental resources