Tag Archive: implementation ideas

AAC Posts from PrAACtical Week # 46: November 2018

November 18, 2018 by - Leave your thoughts

AAC Posts from PrAACtical Week # 46: November 2018

Happy Sunday, AAC friends. It’s been a busy week of AAC here at the ASHA Convention. Here are some posts you may have missed. Monday – AAC at the Table: 5 Tips for Building Social Communication at Mealtimes Tuesday – AAC Link Up Wednesday – AAC Video of the Week: The Folly of Fortune Telling Thursday – Letters from Camp, Part 2 (Working with Words) :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: If you’re interested in a bit more AAC reading, check out some of these past posts. Breaking Down Barriers to AAC Implementation AAC and Emergent Literacy: 5 Posts with Implementation Ideas AAC Intervention That Teaches More and Tests Less: Thoughts on Implementation AAC in the Classroom for Students with Significant Disabilities – Implementation & Data Collection Three Ways to Use AAC Goals to Strengthen Implementation

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AAC at the Table: 5 Tips for Building Social Communication at Mealtimes

November 12, 2018 by - 2 Comments

AAC at the Table: 5 Tips for Building Social Communication at Mealtimes

Think back on some of the meals that you’ve shared with others recently. What did people talk about? In most cases, there’s a lot more that ‘Pass the peas,’ ‘What’s for dessert?’, and ‘Can I go now?’ Mealtimes are social experiences in many cultures and it can take some work to ensure that our AAC learners can take part. Here are some ideas for supporting the development of social communication during shared meals. Build a routine that includes social communication: AAC learning takes time and lots of prAACtice. We can support the march to AAC proficiency by incorporating specific kinds of social exchanges into our mealtimes so that AAC learners know what the expect and have practice opportunities for this skill set at mealtime. Some examples: Sharing Time (i.e.., everyone shares something that happened to them that was funny/interesting/memorable), Question of the Day (e.g., “What’s your favorite __?” “Where’s the... [Read More...]

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Using Visual Sidekicks to Support Language Intervention

May 10, 2018 by - 3 Comments

Using Visual Sidekicks to Support Language Intervention

SLPs Lori Sanzeri and Chelsea Collins, creators of Core City,  are back to share ideas for implementing AAC in the classroom. Today, they share their experiences in using visual supports as a supplemental strategy for their students who are beginning to use AAC. Enjoy!   :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::   Using Visual Sidekicks to Support Language Intervention   Have you ever tried to read a book to your students without providing any visual supports? Do you find yourself having difficulty thinking about what questions to ask? Do you ever feel like the story is too “wordy” or difficult for your students to understand? Have no fear, Visual Sidekicks are here! Visual Sidekicks provide a color-coded communication board of target core and fringe vocabulary along with sentences of 3-5 symbols that simplify the text throughout the story. Children with special needs often demonstrate difficulties during structured literacy activities in the following areas: attending to... [Read More...]

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PrAACtically May: AAC Resources for A Year of Core Vocabulary Words

April 26, 2018 by - Leave your thoughts

PrAACtically May: AAC Resources for A Year of Core Vocabulary Words

It is just about time to flip the calendar to a new page, and that means it’s time for a new set of core words to model, elicit, and practice. In this post, we have a number of resources for those who are ready to try their hand at implementation. Thanks to all who’ve reached out with questions, comments, and words of appreciation for the Year of Core Vocabulary series. Here are some helpful resources for those who are using the words in Set 1 ( Year of Core Words) or Set 2 (Another Year of Core Words). If you are contemplating this approach, feel free to jump in at any time. The best time to start (or re-start) is right now. Don’t worry about retracing steps, or not ‘doing it right.’ The best way to get better at core vocabulary instruction is just to keep at it. It takes... [Read More...]

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How I Do It: Using Animated Shorts in Language Therapy with AAC Learners

October 26, 2017 by - 1 Comment

How I Do It: Using Animated Shorts in Language Therapy with AAC Learners

Looking for ways to engage AAC learners in language therapy? Today, we welcome back SLP Rachel Madel to tell us about her experience in using wordless videos. Her prAACtical tips will get you excited about using videos like these, curated by The Activity Tailor, in your lessons. Enjoy! ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: Using Animated Shorts to Build Language Skills with AAC Learners We are living in a digital age, where video content is often free and easy to access. Children on my caseload are tech savvy and are constantly dazzling me with how well they can navigate YouTube to find their favorite videos. Motivation is paramount in creating meaningful communication interactions and watching animated videos is highly motivating for both students and clinicians. I’ve had great success utilizing wordless videos in my practice and was lucky enough to present on the topic during “AAC After Work” with a fellow AAC colleague, Susan Berkowitz. In case... [Read More...]

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AAC Intervention: 5 Activities with PrAACtical Potential

August 18, 2017 by - Leave your thoughts

AAC Intervention: 5 Activities with PrAACtical Potential

Across the world, therapists, teachers, and parents are getting ready for AAC lessons or therapy sessions. Robust AAC systems? Check! Goals that matter? Check! Effective intervention strategies? Check! Let’s put them all together with some engaging activities that won’t break the bank in terms of materials. Here are some suggestions for tried-and-true activities. Language Experience Surveys: Looking for a fun activity that gives your AAC learner an opportunity to prAACtical his/her skills with a variety of communication partners? Language experience surveys are a great tool for that not just because they are a great way to build generalization in a way that kids really love, but also because it helps the communication partners have supported conversations with AAC users. This helps them get comfortable in interacting with our AAC learners which, in turn, increases the chances that they will want to interact with these students in the future. This is... [Read More...]

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Video of the Week: AAC Teaching Tips on Scaffolding and Visual Supports

July 19, 2017 by - 1 Comment

Video of the Week: AAC Teaching Tips on Scaffolding and Visual Supports

Once AAC systems are in place, therapists, teachers, and parents often turn their focus on how to help learners use those to express themselves and to better understand their world. Today, we once again turn to Gail Van Tatenhove, an AAC master clinician, for teaching tips and ideas for resources and materials. This video is part of the Power AAC series from PaTTAN. Many thanks to Gail and PaTTAN for making this available. You can see other posts from the series here.  

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AACtual Therapy-AAC Intervention for Beginning Communicators: Presume Competence and Be the Fun

June 29, 2017 by - Leave your thoughts

AACtual Therapy-AAC Intervention for Beginning Communicators: Presume Competence and Be the Fun

Today we learn from a veteran AAC SLP, Lindsey Paden Cargill, who has been working in the field of SLP for 12 years and is passionate about service provision and research in the area of AAC for individuals with developmental disabilities. In addition to her caseload, she is also the Therapy Manager at a private therapy and education center in Columbus, Ohio called Bridgeway Academy. Lindsey is currently collaborating with The Ohio State University on several AAC-related research studies including an immersive AAC classroom and a parent-training course. AAC Intervention Strategies for Beginning Communicators: Presume Competence and Be the Fun In the last ten years providing energetic, creative and data-driven AAC language therapy has become my passion… or maybe obsession. My mission statement is for anyone interacting with a new AAC user to “presume competence and be the fun.” To accomplish my goals I have to prioritize several things: providing a... [Read More...]

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PrAACtical Teaching in the Autism Classroom: Instructional Activities for Core Vocabulary

March 2, 2017 by - Leave your thoughts

AAC Posts from PrAACtical Week #9: February 2017

“But I don’t have just one student who needs AAC in my class – I have a bunch! How can I work AAC teaching into an already hectic day?” Teachers Amy Devin and Lauren Pawlowski are back with real-world suggestions for situations like these. Last year, they introduced us to Big Core, gave us tips for implementing it in the classroom, and explained how they integrate it into shared reading lessons and predictable chart writing activities. Today, they’re back with prAACtical information on how they provide explicit instruction on core vocabulary words. Amy and Lauren are public school teachers in Michigan who began teaching in resource rooms and moved to self‐contained ASD elementary classrooms in 2009. There was not much talk about core language when they started teaching and even less about incorporating into classroom lessons. AAC devices have changed a bit over the years, too. Initially, they worked with a 32-location core board on... [Read More...]

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Reducing Prompt Dependence in AAC Learners: 5 Things to Try

January 26, 2017 by - 1 Comment

Reducing Prompt Dependence in AAC Learners: 5 Things to Try

“He knows what to do. He just doesn’t do it.” “He’s prompt-dependent. How can I get him to use AAC on his own?” “I love his strong-willed nature, but it works against him sometimes. He doesn’t initiate.” If any of these remarks sound familiar, it may be time to think about alternative approaches to build independent communication. Here are a few things to try with AAC users who’ve learned to wait for support before communicating. Exaggerate the pause time: Many of our AAC learners need at least 5 seconds of pause time after a communication opportunity presents itself. This helps them process the experience, organize their thoughts, decide on a response, and then begin to execute that response. Sometimes, though, we work with people who’ve learned that if they just wait, the communication partner will start to help (whether or not they need it). We can sometimes nudge the learner... [Read More...]

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