AAC Assessment Corner with Vicki Clarke: The Eyes Have It-Assessment Considerations for High Tech Eye Gaze Access

May 5, 2016 by - 11 Comments

AAC assessment is an area that most professionals struggle with for one reason or another. I am so grateful to Vicki Clarke for returning to share her thoughts on the prAACticalities of conducting these evaluations. If you are looking for tips on assessing someone who needs high tech eye gaze AAC, this post is for you. For other posts authored by Vicki, click here. ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: The Eyes Have It:  Assessment Considerations for High Tech Eye Gaze Access Eye gaze control for AAC device access is a hallmark technological achievement in the world of speech generating devices.  For people with significant motor challenges we are no longer limited to scanning as our one choice for AAC access.  AAC Specialists have been using light tech eye gaze boards and PVC pipe frames with these friends for years, but now we are able to offer voice output. Eye gaze is for a much... [Read More...]

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PrAACtically May: Resources for A Year of Core Vocabulary Words

May 2, 2016 by - Leave your thoughts

PrAACtically May: Resources for A Year of Core Vocabulary Words

Mother’s Day and prom pictures IEPs and graduation ceremonies Tulips, daffodils, and violets It must be May, and that means it’s time for a new set of core words to model, elicit, and practice. In this post, we have a number of resources and an announcement (scroll to the bottom) for those who’ve tried their hand at implementation. Thanks to all who’ve reached out with questions, comments, and words of appreciation for the Year of Core Vocabulary series. Here are some helpful resources for those who are using the words in Set 1 ( 2013 Year of Core Words) or Set 2 (Another Year of Core Words). If you are contemplating this approach, feel free to jump in at any time. The best time to start (or re-start) is right now. Don’t worry about retracing steps, or not ‘doing it right.’ The best way to get better at core vocabulary... [Read More...]

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AAC Strategies Round-up: Aided Language Input

April 29, 2016 by - 4 Comments

We’ve been writing about aided language input, a pivotal strategy for supporting AAC learners, for several years. In fact, there are over 200 posts tagged with this term. In this post, we gather together some of the most popular posts on this fundamental intervention strategy. Implementation  A PrAACtical Idea for Aided Language Input Using Aided Language Input to Build Communication Opportunities! How I Do It: Implementing Aided Language Input with Alicia Garcia Pivotal Skills for AAC Intervention: Aided Language Input How We Do It: Controlled Practice in Partner Augmented Input with Jill Senner & Matthew Baud Text-Based Aided Language: Making the Literacy-Communication Connection for Children with Autism Videos PrAACtical Resources: Video Explainers for Aided Language Input Video of the Week: Aided Language Input with Gail Van Tatenhove Video of the Week: Aided Language Input with Dr. Caroline Musselwhite PrAACtical Resources: Video Examples of Aided Language Input Aided Language Input in... [Read More...]

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5 Features to Look for in SGDs and AAC Apps

April 26, 2016 by - 7 Comments

5 Features to Look for in SGDs and AAC Apps

Isn’t it amazing how sophisticated some of the SGDs and AAC apps have become? We all realize the importance of looking at their features and making selections based on assessment information and data from trial periods. Beyond that, there are features that are important to us as interventionists. Here are some to look for as you explore AAC apps and traditional SGDs. Data collection: The history feature is very helpful, but many high tech SGDs and AAC apps can be configured to gather additional data that we can use for a variety of purposes. Busy professionals appreciate this information and can use it in their assessments and goal-setting. Data analysis: A few AAC software programs and apps even help us make sense of the data that is gathered. This allows us to adjust our therapy and support plans to better meet the needs of our clients. Easy and reliable back-up:... [Read More...]

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PrAACtically Pinteresting with Lauren Enders: Writing AAC Goals and Objectives

April 22, 2016 by - Leave your thoughts

Is it IEP season where you live? In many places, clinicians, educators, and families are in discussion about specific AAC skills to target for the year ahead. Luckily for us, Lauren Enders has been collecting digital resources on this topic. Enjoy! ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: Very frequently, I am asked to support teachers and clinicians as they look to document AAC in the IEP.  On this board, I have curated a selection of resources that provide support for writing IEP goals and objectives as well as more general information about inclusion of AAC and AT in the IEP.  The resources on this board include descriptions of well-written, measurable goals as well as more focused examples of goals that target various stages of language development for students who use AAC. I’m hopeful that access to these resources is helpful as we head into a time of year that is often chock full of IEP meetings!

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AAC and ASD: Teaching Communication Partners through Video Self-Modeling

April 18, 2016 by - 1 Comment

AAC and ASD: Teaching Communication Partners through Video Self-Modeling

It is an honor to have Dr. Joanne Cafiero, an AAC consultant for individuals with complex communication needs and Autism Spectrum Disorders, as a guest contributor for today’s post. Dr. Cafiero is the author of Meaningful Exchanges for People with Autism an Introduction to AAC (2005). She is a consulting editor for Focus on Autism and Other Developmental Disabilities and has guest edited several of ASHA’s Perspectives in AAC.  She was a member of the National Academy of Sciences Committee on Educational Interventions for Children with Autism (2001) and is currently working on an update on AAC and Autism for the Academy. In this post, she shares some of her work on video self-modeling. ::::::::::::::::::::::::::::::::::::::::::::::::: Growing research and first-person reports are illuminating the unique sensory and motor differences experienced by people on the Autism Spectrum. This new information has a huge impact on the AAC practitioner. Motor planning differences in ASD can... [Read More...]

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How We Do It: Controlled Practice in Partner Augmented Input with Jill Senner & Matthew Baud

April 14, 2016 by - 2 Comments

https://www.youtube.com/watch?v=ivH4QHGjzXY

Today, we welcome back Dr. Jill Senner and Matthew Baud to talk about some of their strategies for implementing AAC. They have some great ideas for helping partners better support AAC learners. You can read some of their previous posts here. In the meantime, let’s see how they are helping communication partners develop their AAC facilitation skills. :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: Most of us already know that evidence-based research supports the use of partner-augmented input (PAI) as an intervention strategy for individuals who use AAC.  However, simply having awareness of a strategy does not mean that one can easily use it.  To quote Jim Knight, “We wouldn’t teach someone to drive by giving them a lecture, tossing them a book, and then turning them loose on the freeway.”    Indeed, in order to learn a new skill, communication partners often need practice.  In fact, one may need to try a new strategy or skill... [Read More...]

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