December 3, 2013
by Carole Zangari -
Anything that can help SLPs do better AAC evals gets a double thumbs up from us. We’ve blogged about the app AAC Eval Genie (Hump Software) before. In this Teach Me Tuesday post, we share some resources to help you get started learning this helpful tool. Quick Start Guide Video Tutorial Facebook Page Where to Go for Help: webmaster@humpsoftware.com
Filed under: PrAACtical Thinking
Tagged With: AAC Eval Genie, assessment, hump software, Teach Me Tuesday
December 2, 2013
by Robin Parker -
This may be the time of year you are thinking of adding AAC apps to your assessment collection or are planning on getting one for an individual learner or for a group of learners. As you consider which app or apps to purchase, here are some feature considerations as well as some options for learning about the apps. **For any individual learner, a specific AAC evaluation by a qualified speech-language pathologist is always highly recommended. Language Features Core word approach to language learning Functional language approach to language learning Visual scene approach to language learning Pre-made communication displays or create your own Communication Functions (requesting, Choicemaking, commenting, complaining, etc.) Sentence building options Options for morphological learning Allows for full communication including requests, saying no, greetings,ventings, and sharing of information Comprehensive language learning Small Talk Single or sequenced messages Technical Features Customization level Platform Options (iOS, Android, Computer) Digitized (recorded) vs... [Read More...]
Filed under: PrAACtical Thinking
Tagged With: Apps, language
December 1, 2013
by Carole Zangari -
The Edublog Awards recognize the power of the individual to make a positive impact in education-related fields. We were so surprised to hear from Jenna Rayburn, author of the popular Speech Room News blog and TpT Store, that she had nominated us for the 2013 Eddies. It got us to thinking about our own favorites from the past year (so many wonderful blogs and bloggers!). Here are our nominees: Best individual blog: Chapel Hill Snippets Best class blog: Considerate Classroom Best ed tech/resource sharing site: Boardmaker Achieve Best teacher blog: Think Inclusive Most influential blog post of the year: SLPs and AAC Evaluations: First, Do No Harm Best individual tweeter: Brian Goldstein, @goldstein25 Best twitter hashtag: #AugComm Best free web tool: Jing Best educational use of audio/video podcast: Laura Mize, Teach Me to Talk podcasts Best educational wiki: CommunicatePA Best open PD/webinar series: AbleNet Best educational use of a social network: Pinterest,... [Read More...]
Filed under: PrAACtical Thinking
Tagged With: Edublogs, Jenna Rayburn, Speech Room News
November 29, 2013
by Robin Parker -
December core word prAACtice ideas are here. The best way to TEACH core words is to first provide Aided Language Input- ALI in Meaningful Language Experiences. Then give the learner a chance to be an active participant by having many (many, many) opportunities to USE the core words to request, question, complain, tell, negotiate, explain, refuse, tattle, greet, ask, vent, and discuss. There is a lot of holiday spirit this month. Here are some ideas of activities that can go with the core word words, phrases and sentences: Play Holiday Music– All holidays can be represented. Model “hear it louder”, “surprise us” for the next song, or even wear “silly hats” while singing. Cook & Eat Fun Holiday Food– As you are creating/cooking holiday treats, everyone can take a turn saying “mix it this way” or “add it this way“. Have each learner say “these next” or “please one more” or even “I want... [Read More...]
Filed under: PrAACtical Thinking
November 28, 2013
by Carole Zangari -
Filed under: PrAACtical Thinking
Tagged With: Thanksgiving
November 27, 2013
by Carole Zangari -
We don’t get to as many AAC conference presentations as we would like to, and are always appreciative when the speakers generously post their handouts online. Here are some that we think you might appreciate, too. Cathy Binger and Jennifer Kent-Walsh: What works in training partners of children who use AAC? Penn State: We need more SLPs who are well-trained in AAC. Sarah Blackstone, Krista Wilkinson, and colleagues: We are not paying enough attention to the emotional development of children with AAC needs. Development of Emotional Competencies in Children with Complex Communication Needs: Implications for Practice and Research Sarah Blackstone, Krista Wilkinson, Jen Thistle, with Gabriela Rangel, Dale Epstein, & Jacob Feldman If you know of other presentation handouts that prAACtical professionals might enjoy, please share the link below.
Filed under: PrAACtical Thinking
Tagged With: emotional competence, handouts, partner training, presentations, SLP training
November 26, 2013
by Carole Zangari -
Teaching language can be a sticky business. The concepts can be quite abstract, and that’s a challenge for many AAC learners. It can take some real thought to figure out how to simplify complexity. Beyond that, we have to teach in a way that helps learners retain the new information. Here are some of the things we think about when we’re running the our mental checklist of teaching options. 1. Graphic Organizers: There are so many ways to use graphic organizers to help simplify complex concepts. Use them to show relationships between things, sequences, and component parts. 2. Use a Story: Social narratives are somewhat like social stories, but don’t adhere to the same strict design parameters as a true social story. The TASN project in Kansas has almost 150 of them on a variety of topics on their website. You can check them out here. Most are in .doc,... [Read More...]
Filed under: PrAACtical Thinking
Tagged With: comprehension, contingency map, Graphic Organizers, social narrative, understanding
November 25, 2013
by Carole Zangari -
As any experienced AAC professional will tell you, people who are learning to use AAC systems don’t produce as much verbal output as their speaking peers. And, every once in awhile, we run into an AAC learner who communicates VERY infrequently even though they are capable of doing more. They’re often described as shy (perhaps) or stubborn (cringe! shudder! clench teeth!), but, in our view, their reluctance to communicate is probably related to a few other things. We generally don’t like to do things that are difficult for us, particularly if the pay-off is not in proportion to the effort, or if there are insufficient supports. If the learner has had a history of being unsuccessful or associates communication with a high level of effort, it makes sense that they are not rushing to interact with us. It doesn’t always pay to rush things. Sometimes we get better outcomes by building... [Read More...]
Filed under: PrAACtical Thinking
Tagged With: AAC intervention, intervention strategies, reluctant communicator, self-confidence, trust
November 22, 2013
by Carole Zangari -
In an earlier post, we shared a wonderful video on making a portable stand for a communication book. Today, we look at a different approach to book stands, which would be great for the reading material or visual supports that the communicator needs to see. We love that it is lightweight, easy to transport and store, and inexpensive to make. Hats off to the wonderful team at AT in New Hampshire for this terrific video. The direct link is: https://www.youtube.com/watch?v=1EeX7bIKiEU.
Filed under: PrAACtical Thinking
Tagged With: ATinNH, book stand, DIY
November 21, 2013
by Carole Zangari -
Recently, I had the opportunity to work with a first grader who was able to do many things: flash a dazzling smile, grab and hold onto materials on his laptray, vocalize loudly, visually track peers as they moved around the classroom, reach and take a toy that was offered to him, and laugh in such an engaging way that two girls immediately went to his side. What he DIDN’T do, though, was communicate purposefully. How do you address the learning needs of a 7-year-old who is not yet communicating with intent? Here are some initial thoughts. Getting him to learn to communicate purposefully, frequently, and in a way that is obvious (not subtle) is Priority #1. The way we typically approach this is to work with the team (teacher, OT, PT, aide, family) to decide on a motor movement that he can do, and agree to shape that into a... [Read More...]
Filed under: PrAACtical Thinking
Tagged With: PMT, preintentional, prelinguistic