September 26, 2013
by Robin Parker -
(updated/original version published on October 20, 2012) Sometimes saying ‘no’ to the demands of the day actually helps us rejuvenate and allows us to be more productive. Saying ‘no to false information helps us to advocate for ourselves. The ‘no’ topic seems to be trending now. There have been quite a few blog posts and comments about the issue (Just Say No, How and When to Give Your Students A Break). We are so glad that this topic is getting more focus. Of course everyone agrees that ALL people have the right to say ‘no’. But it is not always so simple. There are many types of ‘no’. There is the outright ‘no’, the ‘no’ to more work, the ‘no’ for disagreement, the ultra important ‘NO’ to unwanted touching, and many more. And depending upon how you say ‘no’ is the difference between it being accepted or… NOT. The issue... [Read More...]
Filed under: PrAACtical Thinking
Tagged With: protesting
September 25, 2013
by Carole Zangari -
Need some help or new ideas for working with people who have challenging behaviors? Here are some resources to explore. 1. The Challenging Behavior Foundation is a UK-based organization with many good resources. You can check the archives of their newsletters here. 2. Wonderful instructional module on Functional Communication Teaching on the Autism Training Modules website. It takes time to work through this, but the information makes it worth the trouble. You may have to register (free) the first time you visit the site. 3.The National Professional Development Center on ASD has great information on Functional Communication Teaching, an approach with a strong evidence base. 4. The Functional Behavior Assessment Worksheet by PaTTAN 5. Our Pinterest board on Positive Behavior Support
Filed under: PrAACtical Thinking
Tagged With: Challenging Behavior, resources
September 24, 2013
by Robin Parker -
More core word prAACtice ideas. To make core word prAACtice most successful, make sure everyone has access to a core word AAC display and you have some clearly defined communication goals. Then select activities that encourage social interaction, have a shared focus, and are mostly about the process of learning. Build in lots of communication opportunities to use specific target words for both you and the learner. For October, meaningful communication and language activities can include art projects, costume parties with photo’s, gardening/planting, and music/concerts. October has so many great options for fun socially motivating activities that all you have to do is go have fun and model on. OCTOBER WORDS another “another turn” “have another one” “we need another surprise” “We hope he does another song for us” change “change clothes” “please give me change” “I need to change it for the other one” “She will change her mind... [Read More...]
Filed under: PrAACtical Thinking
Tagged With: activity, resource
September 23, 2013
by Robin Parker -
We love organized productive speech therapy sessions. But, we don’t typically use speech rules in our sessions. It’s not that we are inherently against ‘behavior speech rules’ but overall, we don’t use them. Here are some of the reasons why: We use meaningful language activities. We try to use meaningful, fun, and engaging activities so learners want to participate. Even when we think an activity is enjoyable and it is not, it becomes enjoyable and meaningful to “stop” the activity. It is helpful to think about meaningful and fun from the learner’s perspective and not just ours. For example, having a pleasant conversation about awesome pretty pictures would be enjoyable for many students. However, if conversation is difficult, maybe not so much. It’s not that we would not work on conversation, but the activity structure may involve clear beginnings and endings to the conversation, a ‘take home poster’, and/or a... [Read More...]
Filed under: PrAACtical Thinking
Tagged With: boundaries, meaninful language experiences, rules, visual supports
September 20, 2013
by Robin Parker -
We have said this before, we say it now, and we will say it again because time and time again we are surprised in great ways. Aided Language Input Talk About Relevant Topics Talk About Age-Appropriate Topics Use Language Facilitation Techniques And….Listen to the Message, Be a Communication Partner, Have Fun!
Filed under: PrAACtical Thinking
Tagged With: aided language input, Language facilitation strategies, presume competence
September 19, 2013
by Carole Zangari -
Would you want someone else to pick the car you drive? How happy would you be if someone else selected your wardrobe? How would it feel if the only things you could say were based on words that someone else decided were appropriate for you? Choosing vocabulary is a BIG responsibility. When the client is not fully literate, he/she is constrained to communicating with the words we provide and nothing more. If we left out important concepts, he’s stuck. If we worded the message in a style/tone that doesn’t fit her personality, she’ll be reluctant to use the AAC to communicate. Given this, it makes sense to involve the client in the process of choosing the single words, phrases, sentences, and narratives that we put on the AAC device or in the communication book. If the client is involved, then the messages we end up with are more likely to... [Read More...]
Filed under: PrAACtical Thinking
Tagged With: vocabulary selection
September 18, 2013
by Robin Parker -
Just like reading, everyone needs opportunities to write. We write to make lists, give notes, tell stories, make signs, write letters, show love, vent, remember things, and much more. All students need lots of writing prAACtice and direct instruction. Here are some (just a few) amazing assistive technology options to help writers at all levels of the writing continuum. Picture Symbol Based Clicker Sentences- For emergent writers, students tap words in a grid to build sentences in a simple word processor. Pictures can be added to further increase comprehension of the sentences. Available as computer software with an evaluation option to try it out free for 30 days as well as in an iOS app Abilipad– A fully customizable keyboard and notepad, with word prediction and text-to-speech. This includes setting up a picture based key board. Check out the Abilipad website for more information about all of the possibilities. Kidspiration Maps– a visual way to mind... [Read More...]
Filed under: PrAACtical Thinking
Tagged With: literacy, resources, writing
September 17, 2013
by Robin Parker -
It’s International Literacy Month. We want to take this opportunity to remember that EVERYONE should have direct literacy instruction. Some students will be starting by learning to enjoy books while others will be readers already. Either way, there should be a literacy plan with short term and long term goals. If you need ideas for beginning or just expanding reading skills, here are some seriously excellent literacy resources for AAC. Take a look, enjoy and please let us know your favorite literacy resources so we can add them to this list. TalkSense- 101 ideas for literacy and AAC. Also, provides access to many picture symbols and litSymbols Jane Farrall’s Blog: Literacy, AAC, & Assistive Technology– Literacy resources specific to AAC and assistive technology Tar Heel Reader – books for beginning readers of all ages. Bookshare- accessible books and journals for readers with print disabilities Center for Literacy and Disabilities Studies–... [Read More...]
Filed under: PrAACtical Thinking
Tagged With: literacy, resources
September 16, 2013
by Carole Zangari -
When you’re learning something new, it’s likely that you’ll need some help along the way. The same is true for our AAC learners. Here are some of the things we’ve been thinking about lately regarding prompts and cues. 1. Sometimes, actually MANY times, a ‘perfect pause’ is all that’s needed. Stop the action, look expectantly at the learner, and wait quietly. How long? It depends on the individual and the situation, but 10 or 15 seconds is in the ballpark for most AAC learners. 2. It’s important to consider both the type of prompt (e,g., gestural, verbal, physical) and how much information that prompt provides to the learner. We hear lots of SLPs say that they prefer verbal prompts because they are less helpful than, say a physical prompt, and, thus, require more from learner. Not always. Here’s an example: “Jason, tell me, ‘More milk.’” Vs. Gesturing over the message... [Read More...]
Filed under: PrAACtical Thinking
Tagged With: fading, intervention, prompt, prompt hierarchy
September 13, 2013
by Carole Zangari -
It’s a new semester for us and we’re having lots of conversations with student clinicians about teaching strategies. Here are some of the things they’re putting in their AAC toolkits. Making language visible: Use visual supports to give information, explain, set boundaries, and make expectations clear. Aided language input and focused language stimulation: Teach AAC by speaking AAC. Communication temptations: Make the client want to communicate to get his/her own agenda met Expansions and extensions: The language facilitation strategies we all studied in our language intervention classes work in AAC, too! Repetition with variety: Working on the same thing in different ways is a sure way to build learning and keep treidthings fresh Contrastive examples: Teach through the power of clear examples, both positive AND negative Backward and forward chaining: Great for teaching things that have multiple steps, like sending emails or posting to Facebook Structure: Creating structure helps learner better... [Read More...]
Filed under: PrAACtical Thinking
Tagged With: intervention strategies, teaching strategies