16 Search Results for infants

Does AAC Really Work with Infants and Toddlers?

January 14, 2014 by - 5 Comments

Does AAC Really Work with Infants and Toddlers?

We are occasionally asked how old children have to be before you can begin teaching AAC. Our answer: There is no set minimum age. Nor is there any research evidence that one has to use an oral-language only approach for a set period of time before beginning AAC. Today, we’re delighted to be able to share an article on this topic with you. This article describes a research review in which Branson and Demchak identified a dozen research studies looking specifically at the use of various AAC tools and strategies with infants and toddlers. Data from 190 children up to 36 months of age were examined. Of the 12 studies reviewed, 7 met criteria for having conclusive findings. In 97% of all cases, the children’s communication skills improved. Looking only at the 7 most rigorous studies is even more encouraging: All 135 babies/toddlers demonstrated improved communication skills following AAC intervention.... [Read More...]

AAC & CVI: Can We Chat?

April 19, 2021 by - Leave your thoughts

AAC and CVI: Can We Chat?

Do you serve students with cortical visual impairment (CVI)? Teacher of the visually impaired Dr. Sandra Newcomb and AAC SLP Debby Perry regularly combine their expertise and collaborate to support children with CVI who are learning to use AAC. In today’s post, they take us beyond the basics to share their thoughts on the complex issues that we should consider in serving this population. Follow along as they challenge some assumptions and provide helpful suggestions. :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: AAC and CVI: Can We Chat? Cortical Visual Impairment (CVI) is vision loss due to damage or malformation in the brain that interferes with the child’s ability to understand vision information coming from the eyes.  It is the number one cause of vision impairment for young children in developed countries.  It has been found that 10.5% of children with developmental disabilities have CVI [1].  This means if you are a pediatric SLP you will... [Read More...]

AAC Posts from PrAACtical Week #2: January 2021

January 10, 2021 by - Leave your thoughts

AAC Posts from PrAACtical Week #2: January 2021

Happy Sunday, AAC friends. We have some posts that may be of interest. Monday – AAC in Secondary School: Research Project AACtivity Tuesday – AAC Link Up Wednesday – Video of the Week: A District-wide Core Vocabulary Initiative Thursday – Throwback Thursday: Considerations in AAC Intervention Friday – PráctiCAAmente Conectados Con Links – Enero 2021 :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: Ready for a few more posts to browse? Here’s a sampling that you might enjoy. Does AAC Really Work with Infants and Toddlers? Research Tuesday: Photos Versus PCS – Babies Weigh In AAC & AT Supports in Early Intervention AAC Mythology v2.0: A Few Misconceptions About AAC Intervention PrAACtical Intervention Ideas: AAC Learning with the Toys, Websites, and Apps You Love

Finding My Words: Considerations in Language Displays and Organization

April 9, 2020 by - 9 Comments

Considerations in Language Displays and Organization

How do you decide which AAC app or software best meets the needs of an individual with complex communication needs? We’re so pleased that longtime contributor Vicki Clarke is back with us to address this topic in a very prAACtical way. Vicki is a Georgia-based SLP who has been specializing in AAC for over 25 years. Her practice, Dynamic Therapy Associates, serves children and adults with significant communication challenges in clinical and educational settings. You can read previous posts by Vicki here. In this post, Vicki dives deep into an important aspect of AAC displays: vocabulary organization. :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: Finding My Words: Considerations in Language Displays and Organization In previous articles we’ve talked about how easy it is to buy into the very first communication system you learn to use with your students. Maybe you started with LAMP and you have fully embraced a core word strategy.  Perhaps you were a... [Read More...]

How We Do It: AAC Strategies & Adaptations for Students in Support Walkers, Assessment & Funding

December 12, 2019 by - 1 Comment

When young children with significant motor challenges are unable to move freely around the environment, it impacts many things. Today, we introduce a limited series on why hands-free mobility is so crucial during the early years, and what we can do to promote independent mobility. We are extremely fortunate to have Christine Wright-Ott authoring this series. Christine is an Occupational Therapist and consultant at The Bridge School in Hillsborough California. She authored the chapter, Mobility, in several editions of the book, Occupational Therapy for Children. Christine lectures at universities and conferences including ATIA, Closing the Gap, ISAAC, ISS, and AAC by the Bay.

How can we reduce the negative impact of significant motor challenges on children who use AAC and are not independently mobile? Today, we conclude Christine Wright-Ott’s series on this topic. Christine is an Occupational Therapist and consultant at The Bridge School in Hillsborough California. She authored the chapter, Mobility, in several editions of the book, Occupational Therapy for Children. Christine lectures at universities and conferences including ATIA, Closing the Gap, ISAAC, ISS, and AAC by the Bay. If you missed the earlier posts in this series you can catch up via the links below. Part 1: From Wheelchair to Walker: The Cascading Benefit of Hands-Free Mobility Part 2: From Wheelchair to Hands-free Walker for Preschool Children with AAC Needs Part 3: How We Do It: A Support Walker Mobility Program for Elementary Students with AAC Needs ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: AAC Strategies, Adaptations for Students in Support Walkers, Assessment & Funding AAC Strategies and... [Read More...]

From Wheelchair to Walker: The Cascading Benefit of Hands-Free Mobility

September 12, 2019 by - Leave your thoughts

Decorative image reading From Wheelchair to Walker: The Cascading Benefit of Hands-Free Mobility

When young children with significant motor challenges are unable to move freely around the environment, it impacts many things. Today, we introduce a limited series on why hands-free mobility is so crucial during the early years, and what we can do to promote independent mobility. We are extremely fortunate to have Christine Wright-Ott authoring this series. Christine is an Occupational Therapist and consultant at The Bridge School in Hillsborough California. She authored the chapter, Mobility, in several editions of the book, Occupational Therapy for Children. Christine lectures at universities and conferences including ATIA, Closing the Gap, ISAAC, ISS, and AAC by the Bay. ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: Why Hands-free Mobility Matters for Children with AAC Needs Speech-language pathologists and occupational therapists have long been aware of the many ways that mobility and communication go hand-in-hand.  Without a way to move around, a child’s opportunities for incidental learning and motivation to communicate are severely... [Read More...]

AAC Posts from PrAACtical Week #2: January 2019

January 13, 2019 by - Leave your thoughts

AAC Posts from PrAACtical Week #2: January 2019

Happy Sunday, AAC friends. Here are some posts from our prAACtical week. Monday – PrAACtical Resources: Explore AAC Tuesday – AAC Link Up Wednesday – Video of the Week: Raising a Child Who Uses Eye Gaze AAC Technology Thursday – Throwback Thursday: Engaging AACtivities for AAC Learning :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: Ready for a few more posts to browse? Here’s a sampling that you might enjoy. Does AAC Really Work with Infants and Toddlers? Research Tuesday: Photos Versus PCS – Babies Weigh In AAC & AT Supports in Early Intervention AAC Mythology v2.0: A Few Misconceptions About AAC Intervention PrAACtical Intervention Ideas: AAC Learning with the Toys, Websites, and Apps You Love

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

September 6, 2018 by - 4 Comments

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...]

Video of the Week: Using Evidence to Improve our Professional Development

January 10, 2018 by - Leave your thoughts

Video of the Week: Using Evidence to Improve our Professional Development

Are you involved in training others on AAC content? Today, we share a video developed by the Virginia Early Intervention Professional Development Center for their Early Intervention-Early Childhood Professional Development Community of Practice. The video discusses an approach to using research evidence to improve the way we design and deliver professional development. You can see the article on which this model is based (Dunst, 2015) by clicking on the reference below the video. Direct Link to Video: https://www.youtube.com/watch?v=eSnREyBWEEc ————————————————- Dunst, C. J. (2015). Improving the design and implementation of in-service professional development in early childhood intervention. Infants & Young Children: 258, 3, 210-219.      

AAC Assessment Corner with Vicki Clarke: AAC Assessment for Emergent Communicators

June 1, 2016 by - 2 Comments

AAC Assessment Corner with Vicki Clarke: AAC Assessment for Emergent Communicators

Today, we welcome back Vicki Clarke with more helpful information on conducting AAC assessments. If you work with individual who are at the early stages of communicative development, this post is for you! :::::::::::::::::::::::::::::::::::::::::::::::::::::::::: Some of my most favorite students are those who, at first, may not seem to notice me at all.   Sometimes these students seem to exist in their own worlds.  They don’t seem to respond in ways we would expect: looking, attending, listening, or gesturing.  They may have a diagnosis of Autism, significant developmental delay, epilepsy, or any number of syndromes. I love these kids, and unfortunately, these are often the students who don’t get referred to me.  Sometimes it takes years of working in a district before I get to see students with significant developmental delays.  These children are typically served in classrooms for students considered to be severe/profound or multi-handicapped.  Honestly, I usually get the... [Read More...]