Efficiency or Precision? Striking a Balance for AAC Learners

Elliott has been using some form of high tech AAC since he was in kindergarten and can express wants/needs easily. Though his language is simplistic compared to his 5th grade peers, he is able to use his SGD to give opinions, explain them, ask questions, engage in small talk, and tell short narratives. His SLP has targeted skills in inferencing, use of prefixes (‘un’ and ‘re’), verbal reasoning, Tier 2 vocabulary, and embedded clauses to help Elliott acquire the language skills that will allow him to be more successful in his academic work. She is keenly aware that, as he transitions to middle school, the academic and social demands on him will increase significantly. Although Elliott can spontaneously produce 9-12 word sentences, he usually communicates in short, simple utterances. In a recent interaction he used a single word, ‘good,’ to describe a video, and a short sentence (‘I was mad’)... [Read More...]
Filed under: Featured Posts, PrAACtical Thinking
Tagged With: interaction, language intervention