Tag Archive: modeling

Video of the Week: Aided Language Input in AACtion

June 7, 2017 by - Leave your thoughts

Video of the Week: Aided Language Input in AACtion

Do you know students like these? In therapy sessions, Victor uses single words on his SGD to participate in games and activities, but doesn’t use it much during other daily experiences. Bella uses PECS quite capably at mealtimes but rarely uses it at other times during the day. Karina can use her AAC app to put together short narratives to tell about things that happened recently. Most times, though, she expresses herself with single word utterances. As therapists, teachers, and families who support people who use AAC, we do a lot of hand wringing when there is a discrepancy between what students KNOW HOW to do and what they DO do. We are perplexed and frustrated when these students have everything they need to utilize a particular skill, yet fail to do so. It’s a common concern, but here’s a question for us to ask ourselves: Don’t we do the... [Read More...]

Filed under:

Tagged With: , , ,

Video of the Week: Aided Language Input During Play

May 31, 2017 by - Leave your thoughts

Video of the Week: Aided Language Input During Play

Typically developing children acquire language not through direct instruction but by immersion in an environment where the language of the community is modeled all day long. When they eat and when they play, in care routines at home and in exchanges in the community, children are continually hearing the language they are learning to produce. When parents of hearing impaired babies learn of their children’s disability, many clamor to learn sign language and use it as they bathe, feed, and play with their children. These parents may not be perfect sign language models, but they understand that their efforts to learn and use sign language will play a critical role in helping their children learn to communicate effectively. Thus, they strive to sign all day long as they talk to their kids. The pervasive, contextually-driven exposure to language is the foundation on which children build skills in interaction, vocabulary, and... [Read More...]

Filed under:

Tagged With: , , ,

Super-Size It! 5 Ideas for Making Large Communication Displays

January 26, 2015 by - 8 Comments

One of the coolest things about 2014 was that it seemed like the field of AAC reached a tipping point regarding the idea of aided language input. There are some differences in terminology (e.g., aided language stimulation, aided modeling), but the Big Idea is this: To teach AAC, be a speaker of AAC. Learners need competent language models, and if we’re not using the AAC ourselves, chances are that no one else is easier. If you don’t think that’s a problem, try learning a foreign language from a teacher who doesn’t speak it to you. Not the most enjoyable, effective, or efficient way to learn. I had such a great visit to schools in Oakland, Michigan this fall, and one of the (many) highlights was being in classrooms where teachers and SLPs are taking this to heart. True, they have some great AT leadership and had lots of training, but... [Read More...]

Filed under:

Tagged With: , ,

How I Do It: Marlene Cummings on Strengthening the Communication Environment

June 28, 2013 by - 1 Comment

How I Do It: Marlene Cummings on Strenthening the Communication Environment

Marlene Cummings is back to share some thoughts on creating communication-friendly environments. As an AAC consultant to the Oakland Schools, Marlene gets to support AAC implementation in a variety of classrooms with all types of learners. You can read her earlier posts here and here. ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: 5 Things to Consider in the “Communication Environment” The first thing we want to ask: Is language being represented visibly? We in AAC are often known by our “stuff”.  Because we need to represent language visibly and love technology, we typically have a lot of “stuff”. I, for one, currently have a large storage unit holding 30+ years of “stuff” waiting to be distributed to all my new teams since I am no longer in the classroom. Let’s start by looking around our instructional environment. It is our intention to model the use of language being represented visibly and to provide the vocabulary and opportunities for... [Read More...]

Filed under:

Tagged With: , , , , , , , ,

PrAACtical Teaching

May 30, 2012 by - Leave your thoughts

PrAACtical AAC

One of the most frequent questions that we have been asked lately seems to be about which strategies to use to teach a student (child, adult) how to use the AAC app or device that was just just purchased. Often training was provided on the technical aspects of programming but not on teaching strategies. Without knowing how to TEACH a student to USE the AAC app or device or communication system, the tool becomes almost meaningless. Here are some of our favorite AAC teaching strategies and resources: 5 High Impact PrAACtical AAC Teaching Strategies: Use Aided Language Input Use Modeling Use the Perfect Pause Use Many Meaningful Communication Opportunities Use an AAC Way of Thinking 5 PrAACtical AAC Teaching Resources: Getting Started with Steps and Video: aackids.psu.edu/index.php/page/show/id/1 Free Webinars: www.ablenetinc.com/Support/AbleNet-Educational-Resources Rationales, Explanations, and Ideas: talksense.weebly.com/whats-new.html Strategies, Ideas, & Resources: prekese.dadeschools.net/AS/aac.html General Teaching Tips: aac.unl.edu/yaack/d0.html

Filed under:

Tagged With: , , , ,