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
November 20, 2013
by Robin Parker -
Timers can help everyone manage a variety of transitions and learn about the passage of time. Watch this quick review of the time timer for ideas for home, travel, school, and work. Check out all the different versions of time timers (watches, timers, iPad, etc.).
Filed under: PrAACtical Thinking
Tagged With: Timers
November 19, 2013
by Carole Zangari -
This week in Teach Me Tuesday we’re learning more about The Grid 2 AAC Software. Here are the learning resources we’ll be using. Overview/Introduction Download a 60-day free trial of The Grid 2 Overview of the Grid Page Sets Download The Grid 2 Manual and Training Cards Creating User Files Editing the Speech Output Settings Changing the Text on a Cell/Button Changing the Pictures on a Cell/Button Changing the Spoken Message/Sound on a Cell/Button Linking Pages with Jump Cells Move Pages within Grid The Grid Player Manual (app) If you know of other applicable resources, please add them in a comment below. See you next time!
Filed under: PrAACtical Thinking
Tagged With: AAC software, Grid
November 18, 2013
by Carole Zangari -
We’ve learned many ways to do this, but here’s one of our favorites. The idea originally came from a presentation by Dr. Beth Foley, Dean of the School of Education at Utah State University. The process is as elegant as it is simple. I do it, you watch me. I do it, you help me. You do it, I help you. You do it, I watch you. Do you have a favorite strategy for helping others become good AAC partners? We’d love to hear about it.
Filed under: PrAACtical Thinking
Tagged With: Beth Foley, partner training
November 16, 2013
by Robin Parker -
We are away at the 2013 ASHA convention in Chicago. Check our Facebook and twitter pages for updates.
Filed under: PrAACtical Thinking
November 15, 2013
by Carole Zangari -
Today’s Fast FAACt deals with the origins of AAC in clinical practice. Many people assume that AAC is a new field. While it certainly doesn’t have as long a history of as articulation or fluency disorders, neither did it just pop up in the last decade. Or the the previous one, or the one before that. When did AAC first appear in the professional literature? If you guessed the 80’s,you’re off by a bit. the 1970’s? Not quite. As far as we can tell the first published article on augmentative communication strategies was in the early 1950’s. The topic? Augmenting communication for people with aphasia. Here’s the reference: Goldstein, H., & Cameron, H. (1952) New method of communication for the aphasic patient. Arizona Medicine, 8, 17-21.
Filed under: PrAACtical Thinking
Tagged With: AT history, historical perspective, literature
November 14, 2013
by Robin Parker -
Vocabulary Reinforcement- Worth Repeating (originally published 11/15/12) Part of TEACHING vocabulary to AAC users (or any learner) involves reinforcement. Reinforcement is more than just facilitating positive self esteem. It is also about providing feedback that will help increase the skill you are trying to teach. It’s more than learning specific new words but also about strategies to attack learning new words outside of the therapy or classroom environment. Below are some examples of ways to make the most of your reinforcement and some ways to NOT. (click for some great written reinforcement examples). 🙂 SAY THIS… General Principles of Reinforcement for Vocabulary: Be specific to the goal. Use words that explain the skill you want to occur more often. Use excited positive vocal inflection, Be impressed! We are continuing with the example of teaching the word consumed from Carole’s post on Monday, What Makes A Good Vocabulary Teaching Activity. ‘Wow you discovered a... [Read More...]
Filed under: PrAACtical Thinking
Tagged With: Learning, reinforcement, vocabulary