Tag Archive: reinforcement

Building AAC Facilitation Skills with Tabi Jones-Wohleber: MASTER PAL Training, Module 3

September 6, 2018 by - 1 Comment

Building AAC Facilitation Skills with Tabi Jones-Wohleber: MASTER PAL Training, Module 3

Our training series continues with West Virginia-based SLP Tabi Jones-Wohleber, who works with the AT Team for Frederick County Public Schools in Maryland and provides services to infants and toddlers in the West Virginia Birth to Three programs. In the first two posts, Tabi shared the Overview and Modeling modules and their accompanying resources. In today’s post, the training focuses on an important topic, motivation. ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: Model as a MASTER PAL Module 3: Motivate Facilitator Guidelines Genuine motivation goes well beyond gummies and goldfish; reinforcers are only one small part of the picture as we endeavor to understand what truly drives an individual’s desire to learn and communicate.  So much of the time it is the quality of the relationship and the meaningfulness of the interaction.  This module discusses the importance of motivation in learning and engaging, whether intrinsic or extrinsic, as well as the undesirable consequences that occur when lack of motivation... [Read More...]

Filed under: ,

Tagged With: , , ,

“But he doesn’t like anything!” 5 Tools for Identifying Motivators and Reinforcement

October 14, 2016 by - 2 Comments

“But he doesn’t like anything!” 5 Tools for Identifying Motivators and Reinforcement

One of the best ways to enhance our teaching is to understand and respect the things that motivate our learners. We are all motivated by different things, though, and sometimes it can be hard to figure out the specifics of what a particular learner likes well enough for it to be used as reinforcement. Sometimes it’s easy. We all know kids who would do anything for [iPad time; Thomas the Tank Engine, Super Why, Pokemon, Hello Kitty] or [you fill in the blank]. We can use those in formal and informal ways to keep these learners motivated and engaged. And that’s important because, often, what we are asking them to do is hard. But sometimes, we work with people for whom those ‘magic motivators’ aren’t so clear. The ‘typical’ reinforcers don’t seem to work for those folks, and that can slow down progress. How can we figure out what motivates... [Read More...]

Filed under: ,

Tagged With: , , ,

More Thoughts about Reinforcement in AAC Therapy

February 17, 2014 by - Leave your thoughts

More Thoughts about Reinforcement in AAC Therapy

When we’re teaching AAC, our preferred means of responding to learners is with natural consequences, expansions, extensions, and verbal encouragement. Here are some of our prAACtical thoughts. Natural Consequences Nothing says ‘power’ like having someone respond based on what you just said. SLPs are quite familiar with this concept and use this regularly to provide ‘more’ tickles, crackers, and music. When we work with beginning communicators, we’re all about providing quick access to whatever the AAC learner requests. But we tend to lose sight of the need for natural consequences when working with learners on higher level language skills. True, it is more difficult to think of the natural consequence when we’re working on morphology, syntax, and semantics, but the principle is the same: Learning is enhanced when our responses are driven by the message that our client just produced.  We’re working with Antonio to reduce ambiguity in his messages.... [Read More...]

Filed under:

Tagged With: , , , , ,

Throwback Thursday- Say This, Not That to Reinforce Vocabulary Learning

November 14, 2013 by - Leave your thoughts

Throwback Thursday: Say This, Not That for Vocabulary Learning

Vocabulary Reinforcement- Worth Repeating (originally published 11/15/12) Part of TEACHING vocabulary to AAC users (or any learner) involves reinforcement. Reinforcement is more than just facilitating positive self esteem. It is also about providing feedback that will help increase the skill you are trying to teach. It’s more than learning specific new words but also about strategies to attack learning  new words outside of the therapy or classroom environment. Below are some examples of ways to make the most of your reinforcement and some ways to NOT.  (click for some great written reinforcement examples).  🙂 SAY THIS… General Principles of Reinforcement for Vocabulary:   Be specific to the goal. Use words that explain the skill you want to occur more often.  Use excited positive vocal inflection, Be impressed! We are continuing with the example of teaching the word consumed from Carole’s post on Monday, What Makes A Good Vocabulary Teaching Activity. ‘Wow you discovered a... [Read More...]

Filed under:

Tagged With: , ,

Say THIS, NOT THAT to Reinforce Vocabulary Learning!

November 15, 2012 by - Leave your thoughts

Save This Not That to reinforce Vocabulary Learning

Part of TEACHING vocabulary to AAC users (or any learner) involves reinforcement. Reinforcement is more than just facilitating positive self esteem. It is also about providing feedback that will help increase the skill you are trying to teach. It’s even more than  learning specific new words but also about strategies to attack learning  new words outside of the therapy or classroom environment. Below are some examples of ways to make the most of your reinforcement and some ways to NOT.  🙂 SAY THIS… General Principles of Reinforcement for Vocabulary:   Be specific to the goal. Use words that explain the skill you want to occur more often.  Use excited positive vocal inflection, Be impressed! We are continuing with the example of teaching the word consumed from Carole’s post on Monday, What Makes A Good Vocabulary Teaching Activity. ‘Wow you discovered a NEW WAY of saying  take in, you used consumed’! ‘Awesome... [Read More...]

Filed under:

Tagged With: , ,

A PrAACtical Look at PECS

September 30, 2012 by - 4 Comments

A PrAACtical Look at PECS

This week, we’re heading back to the Autism and Tertiary Behavior Supports Project of the Kansas Technical Assistance Network. They have two wonderful videos by Lori Chambers on Picture Exchange Communication System (PECS). – You can view an overview of this approach here: Part 1 and Part 2 . Also, look for the handouts that accompany these videos. –

Filed under:

Tagged With: , , , ,

AAC Language Facilitation Round-Up

June 30, 2012 by - Leave your thoughts

AAC Language Facilitation Round-Up

Posts you may have missed on facilitating language in AAC intervention – Language Facilitation Strategies Recasting F is for Feedback Video of the Week: F is for Feedback The Art of Scaffolding as a Language Facilitation Strategy – Next month, we focus on supporting behavior so that our AAC therapy sessions have maximal impact.

Filed under:

Tagged With: , , , , , , , , , ,

5 Nice Things to Say to Students Who Use AAC

January 4, 2012 by - Leave your thoughts

Mama always said that if you don’t have anything nice to say, then don’t say anything at all. – True enough, but sometimes people who mean to be nice, need a little bit of guidance. If you’ve ever cringed when someone said ‘Good pointing’ or ‘Nice talking,’ well, you know what I mean. – Having SLPs in the classroom to support students who use AAC makes sense for many reasons. Among them is the opportunity to model appropriate interaction styles so that adults and non-disabled peers can learn by observation. With that in mind, we offer up some suggestions for great things to say to encourage communicative competence and self-esteem. “I like what you said.” “That’s a good way to say that!” “Can you teach that to ___ ?” “Here’s another way to say it.” “Take your time. I’m not in a hurry.” –

Filed under:

Tagged With: ,