17 Search Results for multiple modalities

How I Do It: Pocket Flipbooks for Teens

June 24, 2019 by - Leave your thoughts

How I Do It: Pocket Flipbooks for Teens

Thanks to all who reached out to express appreciation for Katherine Dally’s series on making and using flipbooks for adults and teenagers with complex communication. Today, she continues that series with a case example of how she used this to support a young woman who communicates through multiple modalities, including an SGD. Katherine is an SLP who works both as an AT consultant for an educational service center and as a home health SLP serving adults with neurological conditions in Ohio. We’re grateful to Katherine for sharing her experiences and for the downloadable materials that are linked at the end of her post If you missed her previous posts in this series, you may want to check those out: How I Do It – Pocket Flipbooks for Adults & Teens: Part 1, Part 2. :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: How I Do It: Pocket Flipbooks for Teens Let’s go through a teen case example... [Read More...]

MASTER PAL AAC Training Series: Lessons Learned

November 8, 2018 by - 3 Comments

MASTER PAL AAC Training Series: Lessons Learned

Thanks to all who reached out to express appreciation for Tabi Jones-Wohleber’s training resources in the MASTER PAL series. Many of you have already used the slides, video links, handouts, and discussion points that were shared over the past few months, and others have plans to do so. In this final post, Tabi shares some of the ‘lessons learned’ in creating and utilizing these materials. If you’re new to the series, you can check out each of the 11 modules here. ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::; Over the last 11 weeks, facilitation strategies for communication partners have been shared through the Model as a MASTER PAL series. Model as a MASTER PAL is a framework for supporting communication partners of those who use AAC that evolved in response to the need go beyond the imperative and always present conversations of “use core words” and “model AAC”. It started as a list of ideas to... [Read More...]

Building AAC Facilitation Skills with Tabi Jones-Wohleber: MASTER PAL Training, Module 8

October 11, 2018 by - Leave your thoughts

Building AAC Facilitation Skills with Tabi Jones-Wohleber: MASTER PAL Training, Module 8

Our AAC Training Series continues today and we remain extremely appreciative that West Virginia based SLP Tabi Jones-Wohleber allows us to share these presentation materials. Today’s training materials center on a topic that will help AAC interventionists strengthen their relationships with AAC learners and provide important language learning opportunities at the same time. This module, Response NOT Required, is all about interactions that engage our learners and invite them into the conversation. The instructional time for Module 8 is about 20 minutes so this can feasibly be shared in a formal or informal sharing session before or after the school day.   ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: Model as a MASTER PAL Module 8: Response NOT Required Facilitator Guidelines When I talk about modeling without expectation of a response, I often get quizzical sideways glances.  It is not an intuitive way of interacting, especially in an educational environment where responding is inherent in classroom... [Read More...]

Building AAC Facilitation Skills with Tabi Jones-Wohleber: MASTER PAL Training, Module 5

September 20, 2018 by - 1 Comment

Building AAC Facilitation Skills with Tabi Jones-Wohleber: MASTER PAL Training, Module 5

Our AAC Training Series continues today and we are incredibly grateful to Tabi Jones-Wohleber for sharing these presentation materials with us. Today’s training materials center on a topic that is near and dear to my prAACtical heart: Using statements more often than questions. The instructional time for Module 5 is about 90-120 minutes which allows time for discussion and practice. ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: Model as a MASTER PAL Module 5: Statements More Than Questions Facilitator Guidelines STATEMENTS MORE THAN QUESTIONS Questions are necessary to help us learn about the things, people, and activities in our environment and beyond. However, interactions heavily weighted with questions do not often yield the quality exchanges required to build relationships, gain understanding, foster autonomous communication or facilitate initiation.  This module explores the power of statements (aka nondirective language and descriptive teaching) in shaping meaningful engagement for learning and socially interacting.  It includes interactive activities, video links, lots... [Read More...]

Building AAC Facilitation Skills with Tabi Jones-Wohleber: MASTER PAL Training, Module 4

September 13, 2018 by - Leave your thoughts

Building AAC Facilitation Skills with Tabi Jones-Wohleber: MASTER PAL Training, Module 4

Ready for more AAC training materials? In today’s post, Tabi Jones-Wohleber is sharing another module in the MASTER PAL series. This 30-minute session focuses on the role of multiple modalities in AAC. :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: Model as a MASTER PAL Module 4: Accept Multiple Modalities Facilitator Guidelines We all use multiple modalities to communicate…speech, text, email, a gesture, facial expressions.  In much the same way we encourage young children to interact by assigning meaning to their gestures, expressions, and utterances, responding meaningfully to the communicative attempts of those who use AAC validates and encourages the effort.  Honor all modalities and respond by modeling AAC as much as possible(regardless of the modality used by the PWUAAC) teaches AAC.  Seize the opportunity to teach and expand language.  After all, multi-modal communication shapes the human experience. For this training you will need: The Presentation Slides The Presentation Handout The Facilitator’s Guide Warm-up Discussion: Thinking Prompt... [Read More...]

Building AAC Facilitation Skills with Tabi Jones-Wohleber: MASTER PAL Training, Module 1

August 23, 2018 by - 13 Comments

Building AAC Facilitation Skills with Tabi Jones-Wohleber: MASTER PAL Training, Module 1

Are you… Hoping to train team members to be better communication partners for their AAC students/clients but overwhelmed by the thought of all the preparation? Relatively new to AAC and not sure what content to share in your training? Looking for additional resources to utilize in your existing training sessions? Good news, AAC friends! This post is for you. We’re so happy to have SLP Tabi Jones-Wohleber returning to the blog to share more of her wonderful AAC resources. Tabi works with young children at the West Virginia Birth to Three program and serves on the AT Team for Frederick County Public Schools in Maryland. Today, she launches a new series on partner training that focuses on the use of aided language input and other facilitative strategies. There are 11 modules in all (1 overview for administrative discussions and 10 for communication partners) and each one includes slides, handouts, discussion prompts, links... [Read More...]

Mining Preschool Routines for PrAACtical AAC Opportunities

April 14, 2012 by - Leave your thoughts

Mining Preschool Routines for PrAACtical AAC Opportunities

Meet Jenna, a spirited little girl with developmental delays who is learning to communicate using multiple modalities. Follow her along this morning as she goes to her preschool and gets dozens of opportunities to practice the AAC skills she is learning. 101 opportunities to practice target skills before lunch? It’s a piece of cake with this well-oiled preschool team! Jenna’s communicative functions are noted in CAPS and her communication modalities are in italics. – Let’s watch and see how Jenna is getting all that practice in as she goes about her day. – 7:55 1. Enter the building, pause at a trained adult communication partner (receptionist) for Jenna to GREET with a vocalization and wave 2. ANSWER a social question (“How are you?”) with gesture (thumbs up) 3. Say GOODBYE with a wave 4. Once in the classroom, repeat GREETINGS with teacher, aide, and a friend. 5. ASK for HELP putting... [Read More...]

What Gets Lost

February 4, 2012 by - 2 Comments

What Gets Lost

Imagine having one key communication strategy and no one knew that it existed. This horrifying experience was documented in the book ‘I Raise My Eyes to Say Yes,’ the autobiography of Ruth Sienkiewicz-Mercer. For years, she effectively used eye gaze with her family to answer yes/no questions, but when Ruth was placed at a residential facility, things eventually changed. Staff turnover, something we’re all familiar with, was the culprit. With time, new staff came in and didn’t realize that Ruth communicated with her eyes. Ruth was silenced for years until someone noticed that her ‘eyes up’ movement wasn’t reflexive or random. She was talking, but no one was listening.  — While this was an extreme example, most AAC practitioners can recount their own stories of people whose AAC messages weren’t effectively translated once they moved to new settings. The transition to a new environment, where untrained partners may fail to recognize... [Read More...]

How We Do It: Navigating Successful Post-Secondary Transitions in a Virtual World

March 22, 2021 by - Leave your thoughts

How We Do It: Navigating Successful Post-Secondary Transitions in a Virtual World

AAC professionals can provide a great deal of support to help students prepare for post-school life. Today, guest authors Meredith Gohsman, Jamie Lawson, Heather Patton, and Melanie Melton team up to share their thoughts on helping students who use AAC move successfully toward this transition. :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: Speech-language pathologists, educators, and other AAC stakeholders all share responsibility in preparing students for successful post-secondary transition. The need to explicitly address post-secondary transition is well-established. Despite benefits of employment for both the employer and employee (McNaughton et al., 2002; McNaughton et al., 2003), individuals using AAC are unemployed at a staggering rate. For individuals using AAC, communication remains a vital component in the workplace (Bryen et al., 2007). Communication interactions and skills are associated with income, as well as job options (Mank et al., 1997; McNaughton & Bryen, 2007; McNaughton & Richardson, 2013). This includes all 5 communicative competencies: Linguistic Competence: Mastery of... [Read More...]

AAC in Secondary School: Using Surveys to Support Language Learning

March 8, 2021 by - Leave your thoughts

AAC in Secondary School: Using Surveys to Support Language Learning

It’s a great day to explore ways to support AAC use, and today AAC SLP Ashley Larisey joins us with some activity suggestions and lots of implementation tips.  Ashley is an SLP at Community High School District 218 in Oak Lawn, Illinois. She is also an Adjunct Clinical Supervisor and Instructor at Saint Xavier University. This post, part of the AAC in Secondary School series, focuses on the use of language experience surveys with students who are learning to use AAC. :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: Surveys Surveys can be used within almost any classroom activity to provide students with opportunities to communicate with both familiar and non-familiar listeners. Questions that are used for the survey can be used to gather more information about a topic that guides decision-making. Surveys can be embedded into academic, social, vocational, and community-based instruction. Take a look at some examples of how to use surveys in your classroom... [Read More...]