95 Search Results for rating scale
July 25, 2012
by Carole Zangari -
In an earlier post, we lamented the under-utilization of a quick and effective strategy: qualitative rating scales. You may not know them by that name, but we all know them. Also called Likert-type scales, we’ve seen these a multitude of times when we were asked to give an opinion. Strongly agree to Strongly Disagree. Excellent to Poor. Always to Never. – There are only a few guidelines to using these with AAC folks. One is to make sure to use appropriate visual supports. Literate AAC users may be very comfortable with text-only options, but for other learners, we need to add images so it makes sense to them. Another suggestion is to stick with an odd number of options: 5 seems to be the norm in clinical practice, but you can certainly adjust to fit the learner’s needs. For some, a 3-point scale would be best. Others may want more... [Read More...]
January 9, 2014
by Carole Zangari -
Welcome to PrAACtical Peek, an occasional series which features photos of therapy materials we use. This one is interactive, so have fun exploring the hot spots. Also, we’d love to have YOU get in on the fun. Send us a photo of some of your AAC materials for a future PrAACtical Peek post.
November 18, 2012
by Carole Zangari -
In an earlier post we listed some of our favorite strategies that aren’t as widely used as they could be in AAC intervention. Among them, was qualitative rating scales, or Likert-type scales. We use them for a variety of purposes and love their potential for expressive communication. – In this video, from From Autism and Tertiary Behavior Supports Project of the Kansas Technical Assistance Network, you’ll learn one way of using simple rating scales to help people with ASD regulate their own behavior. We like the detailed implementation information presented in The Incredible 5-point Scale. –
March 28, 2024
by Carole Zangari -
As March draws to a close, we extend our welcome to guest authors Michaela Sullivan and Lindsay Dougherty, who are back with another set of core vocabulary resources for teaching older students. Today, this dynamic team has a rich array of materials and suggestions to help them build fluency with the April core vocabulary words. They also discuss how to support AAC users during a popular classroom activity, shared reading. SCHOOL YEAR OF CORE- Older Student Lessons The Google Slide Resources Weeks 1-2 Google Slides Weeks 3-4 Google Slides INTRODUCTION- April 2024 Welcome back to the School Year of Core – Older student lessons for middle school to adult learners. How are things going? How are the resources working for you and your learners? We would love your feedback and your ideas. If you have any slides that you find work especially well for your students and adult learners, please... [Read More...]
February 29, 2024
by Carole Zangari -
Today, as we prepare to turn another page in the calendar, let’s take a look at the wonderful resources that guest authors Michaela Sullivan and Lindsay Dougherty put together for the March core words. As expected, this dynamic team has some terrific ideas for your older students who are building their skills with core vocabulary. Their slide decks have a wonderful selection of activities that teachers and therapists can use in highlighting the March core vocabulary words. In the post below, they also share helpful information on using extension, expansion, and elaboration in guiding students toward increased linguistic competence. SCHOOL YEAR OF CORE- Older Student Lessons INTRODUCTION- March 2024 To the Parents, Teachers, Educators, Related Service Providers, Speech-Language Pathologists, Paraprofessionals, Friends, and other curious professionals or communicators – Welcome back to month three of the newest iteration of the SYOC- Older Student Lessons (OSL), March edition. We hope that as... [Read More...]
August 8, 2022
by Carole Zangari -
Most employees have job descriptions that offer clarity about what is expected of them and what they are supposed to achieve. Countless professionals work in fields where a Scope of Practice helps them know what they should and shouldn’t be aiming for. Many students have syllabi and rubrics that show them what they’ll need to do for a particular course or assignment. When people, organizations, and systems point us in the right direction, it’s easier for us to meet expectations and achieve goals. This holds true for individuals with AAC needs as well, but professionals often have so many competing priorities that we don’t always make a plan for how to do it. And when we do, we don’t always have the time and bandwidth to fully implement it. Today, we continue the Overlooked AAC series with a look at things that professionals often miss in supporting AAC users when... [Read More...]
December 6, 2021
by Carole Zangari -
Students with disabilities rarely play an important role in developing and discussing the plan that guides their educational experiences, the IEP. That needs to change. Today, we’re delighted to welcome back AAC SLP Ashley Larisey to continue an important discussion on this topic. Ashley Larisey, an SLP at Community High School District 218 in Oak Lawn, Illinois, discusses ways to support students who use AAC as they prepare to transition out of school in the AAC in Secondary School series. Ashley, who is also an Adjunct Clinical Supervisor and Instructor at Saint Xavier University, has some prAACtical suggestions that are important for school teams, students who use AAC, their families, and school administrators. You can find Ashley’s first post on this topic here. ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: Centering AAC Users in the IEP Planning Process Part Two: Putting It into Action Last month, we discussed different strategies for including AAC users in the... [Read More...]
November 22, 2021
by Carole Zangari -
Fair testing practices based on individual needs, abilities, and priorities can be a game-changer for people who use AAC. These are created when teams* come together to engage in collaborative problem-solving and develop a set of guidelines that address an important question: How can we assess this individual so that we are tapping into what they actually know? You can see previous posts in this series here. What Are AAC Fair Testing Practices & Why Should We Use Them? Preparation for the Assessment Modes of Responding in Tests & Assessments The Testing Environment Test Materials Test Administration Procedures Communication & Documentation Today, we explore two final topics. First, we’ll think about the transition from planning our AAC fair testing practices to actually implementing them. Secondly, we’ll consider ways to continue the conversation about these practices with an eye on continuing to refine them over time. TOPIC 14 Implementation: How can... [Read More...]
November 8, 2021
by Carole Zangari -
In theory, teenage students with disabilities should play an important role in developing their IEPs and in meetings to discuss them. In practice, this rarely occurs. Today, we’re addressing this important topic with another post in our series focusing on supporting students using AAC during their high school years. AAC SLP Ashley Larisey, an SLP at Community High School District 218 in Oak Lawn, Illinois, is here to discuss ways to support students who use AAC as they prepare to transition out of school. Ashley, who is also an Adjunct Clinical Supervisor and Instructor at Saint Xavier University, has some prAACtical suggestions that are important for school teams, students who use AAC, their families, and school administration. ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: Centering AAC Users in the IEP Process When supporting older students who use AAC and are quickly approaching adulthood, our Individualized Education Plans (IEPs), goal development, services, and progress monitoring will... [Read More...]
May 11, 2020
by Carole Zangari -
Reading with preschoolers is a great way to build language and AAC skills. Today, we share another post in the TELL ME About It series on incorporating AAC, language, and literacy support with young learnes.. Maggie Judson and Jeanna Antrim are back with more great ideas for AAC intervention, this time focusing on the book, Come Out and Play, Little Mouse. Maggie and Jeanna are speech-language pathologists who work in the Assistive Technology Department for the Belleville Area Special Services Cooperative (BASSC) in central Illinois. They are AT/AAC facilitators and provide evaluations, direct therapy, consultations, and trainings. To read more about how this team prepares for a TELL ME week, check out their previous posts in the TELL ME About It series. Come Out and Play, Little Mouse No, David Go Away Big Green Monster What Do You Like? Here Are My Hands From Head to Toe I Went Walking... [Read More...]