6/4/14 The Goal of AAC: How Can I support my students who use AAC? The most effective communication possible using the simplest tools and strategies Diana Pettke (Hill, et al, 2003) [email protected] Teaching communication Intent Ablenet University AAC in the Classroom for Students with Significant Disabilities Kelly Fonner http://www.ablenetinc.com Static to Dynamic My Student has … Design static systems which enable AAC user to transition to dynamic system. Ex: Big Mac - “That’s it. “ “That’s the one I want” Ex: Core Words in similar location as Dynamic device 1 6/4/14 Static - Dynamic Static – Does NOT change pages when you press icon Vocabulary Core = Reusable Devices – Super Talker, Go Talk, Tech speak I, you, he, go, come, stop, wait, ride, thing, sick, Applications – hurt, happy, away, good, easy, this, some SoundingBoard, Go Talk Now, Talk To Me Fringe = Specific Dynamic – Ability to change page when you press icon Tom, pioneer, volcano, lava, seed, evaporation, globe Devices – Accent, Eco, Dynavox T10, Maestro, machine, friction, force, government, city, laws Applications –My Talk, Grid Player, Sono Flex, LAMP Core Vocabulary Communication Functions Recurrence The MAP Gain Attention Have access to CORE vocabulary Develop a core vocabulary of 50 – 300+ words Use words from ALL word classes Request Refusal Protest Follow early language development patterns Directive Greetings Comments (Van Tatenhove, 2008) Referential vs. Descriptive Teaching Core Words Communication Functions Request – “help” “come here” “ I want” Comment – “like” “you funny” Question – “What” “Who use it?” Rejection – “ stop” “No want” Inform – “Go” “Tomorrow get it” Recurrence – “more” “I like it” Referential Teaching What is …..? Where did ….? Requires: Access to a lot of specific vocabulary Least amount of critical thinking by the student Highest memory demand on AAC user “do again” Gail Van Tatenhove Teaching Model - 2013 2 6/4/14 Referential vs. Descriptive Teaching Critical Thinking/Descriptive Teaching Why did ….? How did ….? Requires: Access to core vocabulary for longer, descriptive answers Vocabulary Organization Visual Scenes Phrase-Based Semantic Category Icon sequences – Semantic Compaction More integration of the information Symbols pressed in sequence AAC user does not have to focus on learning new pages and Multiple icons for single word symbols Gail Van Tatenhove 2013 Text/Typing When Does AAC Not Work? • Only provide info requested by adult • Taught only to respond • Communicate only with adults • System independent of classroom AAC Team AAC User Parent Care giver Speech Language Pathologist Classroom Teacher • Selection too physically taxing Special Education Teacher • Students expected to use “by osmosis” Classroom Paraprofessional Occupational Therapist AAC Device Plan AAC Device Plan 1. Classroom teacher must be involved in planning and brainstorming 2. Begin with one activity 3. SLP or AT Team Leader – Model how to use target vocabulary and device to staff 4. SLP or AT Team Leader – Observe classroom activities to brainstorm additional activities student can use his/her device. 5. SLP or AT Team Leader – Observe student using device to determine when student should be encouraged to develop his/her language skills to the next level. 3 6/4/14 AAC Device Plan AAC device Plan Language DEVELOPMENT Discovering Vocabulary Time Plan activity to target the location of specific core voc. (Van Tatenhove – Modules 1- 12) MODEL Greeting MODEL and explain your thinking process to locate target vocabulary Schedule time to discover Vocabulary Independently MODEL and prompt use of Function Keys MODEL Free Speech Time Fringe(Content- Key Lesson) Words Hearing and Learning content words is important for language enrichment, but saying them with the AAC device, when the student hasn’t learned the “core” is not a “prioritized” use of time. As the student masters “core”, content words can be added (or said via spelling/word prediction. Core + Fringe (Content) Static Device Static Device Core Voc overlay for device Fringe Voc can be added with a velcro strip at top or flip book with category strip to top of static device Some subject-specific content words are essential to a subject and will, if not already, be added to the device. (Gail Van Tatenhove) 4 6/4/14 Core + Fringe Dynamic Device Math Words Gail Van Tatenhove Dynamic Devices – Core Voc on home page with Fringe Voc accessed by category icons on home page Language Arts Gail Van tatenhove Science & Health Gail Van Tatenhove REading Reading Books with target core vocabulary Student personal narratives with photos and CORE Record student using his device to read the sentence Custom - I go, He go, She go, It go, We go PowerPoint, Tar Heel Reader, Photo Story apps Low Tech – Brag Book Photo Album (I can eat, I can sit, I can run, I can drink, I can talk) High Tech – Free apps Easy readers – I like dog, I like fish, I like bird, I like horse, I like turtle, I like cat Little Story Maker, Story Buddy2, Talk’n Photos Power Point insert voice recording of student using the communication device 5 6/4/14 Descriptive Responses Use core vocabulary to demonstrate comprehension of reading material. “Clifford and the Grouchy Neighbors” Girl say hello Math Use number page for match activities Custom math stories – She ate three apples, He ate two bananas, It ate one pear. He paid five cents, She paid ten cents, He paid one dollar. Dog happy Boy girl sit. Grandpa angry Grandma Grandpa drink Dog see Writing Journals – report information about activities student participated in. Writing ABC page – scribbling, spelling, word working, I read, I write, I sing, I play Report what student did in P.E. – I run, I jump, I throw Spelling – (Refine question prompts) Complete Slot fillers Initial sound Car ______, Plane _____, Ball ______ final sound medial sound Personal Narrative – Print message student composes in message window and/or write it down for the student Poems – Carline Musslewhite Poems Caroline Musslewhite Some of Caroline’s documents are located here http://www.pdfdrive.com/poetry-read-write-spek-listenaac-interventioncom-e6404098.html Website with list of apps Caroline or her team has reviewed Writing Writing Purpose – Give opportunity to compose generative/novel thoughts Email, Publish books- http://tarheelreader.org Invitation Code Literacy! http://spedapps2.wikispaces.com/Publishing+Writing Poetry Gap 06 – http://aacbasics.wikispaces.com 6 6/4/14 Writing Blog: Virtual Author Speech Blog www.hpjh.blogspot.com Science Use core words to describe science vocabulary –Plants Flowers – top, pretty part Stem – long, middle part Comment Leaves – Outside or side part Root- bottom part, under ground Plants need water, Plants need food, Plants need dirt Science Gail Van tatenhove Photosynthesis – plants change air and light to food Support – hold up “Using CORE for Content: Absorb – take in Nutrients – things in food that help you grow, move, get better when sick, stay healthy The Descriptive Teaching Model” Document is located: http://aacbasics.wikispaces.com DEVELOPING LANGUAGE WITH AAC Language Development Core Vocabulary EXPECTANT Request – Describe book cover, DVD cover, movie Report information – I done, I stop, Break, I don’t know TIME DELAY Giving directions – You go, you read, he talk Comments – look, like, oops, ok, yuck SABOTAGE 7 6/4/14 Six Strategies AAC bAsics Wiki Using Core Vocabulary in Dynamic Display AAC Devices Kathy Clapsaddle, M.S., CCC-SLP Document located: http://aacbasics.wikispaces.com http://aacbasics.wikispaces.com Learnist Diigo Ten Wishes from a Student Who Uses Augmentative Communication 8
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