Super-Size It! 5 Ideas for Making Large Communication Displays

January 26, 2015 by - 9 Comments

One of the coolest things about 2014 was that it seemed like the field of AAC reached a tipping point regarding the idea of aided language input. There are some differences in terminology (e.g., aided language stimulation, aided modeling), but the Big Idea is this: To teach AAC, be a speaker of AAC. Learners need competent language models, and if we’re not using the AAC ourselves, chances are that no one else is easier. If you don’t think that’s a problem, try learning a foreign language from a teacher who doesn’t speak it to you. Not the most enjoyable, effective, or efficient way to learn. I had such a great visit to schools in Oakland, Michigan this fall, and one of the (many) highlights was being in classrooms where teachers and SLPs are taking this to heart. True, they have some great AT leadership and had lots of training, but... [Read More...]

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A Year of Core Words: Sentences We Can Model

January 20, 2015 by - 2 Comments

A Year of Core Words: Sentences We Can Model

Gone to an AAC conference presentation lately? Seen an AAC webinar? Read an article on AAC therapies? Chances are that they’ve at least mentioned some of the benefits of teaching  core vocabulary. Teaching a relatively small set of powerful words is a strategy that empowers language learners and allows them to communicate across contexts. If you are following along with our A Year of Core Words (2013) or A(nother) Year of Core Vocabulary (2014), you may have printed out some of the word cards to use with the AAC learners in your life. Thanks to the kindness of PrAACtical AAC readers we have posts with a variety of resources: Minspeak/Unity version: 2013 PCS versions: 2013 , 2014 Speak for Yourself version: 2014 SymbolStix version: 2013 Once you have them, the idea is to use those to plan learning activities that focus on those particular core words for the month. Let’s... [Read More...]

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PrAACtical Interactions with Law Enforcement

January 19, 2015 by - Leave your thoughts

PrAACtical Interactions with Law Enforcement

If you were ever stopped by the police, you know that it can be an anxiety-producing situation. Even when you’ve done nothing wrong, your heart may race, your hands may tremble, and you may stumble over your words. It is easy to imagine how much more difficult these situations would be for those with speech disabilities, particularly those with problems in social interaction. At a meeting a few weeks ago, I was excited to learn about The Wallet Card Project, a collaborative effort between the Disability Independence Group, the Coral Gables Police Department, and the UM-NSU Center for Autism and Related Disabilities (UM-NSU CARD). The Wallet Card Project created free materials to be used in helping individuals with Autism Spectrum Disorder (ASD) and their families gain skills in interacting successfully with police. The trainings address applicable laws in an easy-to-understand fashion that includes both real examples and hypothetical scenarios. Participants... [Read More...]

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Materials for Modeling January Core Words

January 15, 2015 by - 6 Comments

Materials for Modeling January Core Words

It is so encouraging to see so many SLPs, educators, families, and others support the acquisition of core vocabulary. In this post, we’re thrilled to be sharing a resource by Alison Wade, an SLP from Massachusetts who works with a number of AAC-using children and adults. Alison generously offered to share this document with our 2013 set of January core words represented by PCS, SymbolStix, and traditional orthography. You can download it by clicking the image below or visiting the Download section of our eToolbox.                     Need ideas for how to use it? Check out our previous post. Thanks, Alison!

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Video Modeling and AAC

January 12, 2015 by - 3 Comments

Video Modeling and AAC

Video modeling is an empirically supported instructional strategy that can help some learners acquire and use a range of new skills. It involves videotaping the expected or desired behavior so that our clients can see, hear, and better understand the skills they are trying to learn. We’ve posted videos about it in the past and know that many of you use it or have considered using it in your clinical practice. Most of the applications have been with speaking children and young adults, but many AAC learners can benefit as well. If you’re thinking of trying out this strategy in your own practice, here are some resources that might be helpful. In a nutshell: Visit the National Center for Professional Development on Autism to review the EBP practice brief on video modeling. Their documents are great for sharing with families and other team members, too. Getting started: Visit Dr. Christine Reeve’s... [Read More...]

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