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
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
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
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
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
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
School has begun for almost everyone. Some classes have been in session for a while and routines have been formed, learning is taking place, behaviors have settled down. Now comes what can seem like the hard part: Keeping up with and expanding the strategies that helped students become successful. Instead of trying to fade AAC displays/devices and visual supports, stick with the basics and expand how they can be used. Because if you don’t use it, you may lose it. So: Keep up with: Visual Schedules– monthly, daily, and mini. Even if students know the schedule, continue to use it. Most of us would not like ‘losing’ our day planner or ‘to do’ lists even though we know our schedules. Aided Language Input First- Then Visual Support Visual Boundaries Access to a AAC Display/Device– And the display or device is with the student All the time, everywhere, charged, working, and... [Read More...]
Filed under: PrAACtical Thinking
Tagged With: aided language input, resources, visual schedules, visual supports
We have students of all ages who love dinosaurs. From young children to the teenager or adult we can use the theme of dinosaurs when teaching AAC, language and literacy. You can do a theme of fun dinosaurs all the way to paleontology and archeology. Dinosaurs as a theme can support goals for core & fringe vocabulary, narratives, reading, and writing. Many students will do more and work harder if there is a high interest theme. Here are some apps for those dinosaur loving students. Dinosaurs Books BooksHow to Hide A Dinosaur– children, iPad, fun book Dinoboy Adventures– children, iPad & iPhone +, interactive book where you can make choices to modify the story Tiny Time Machine- Dinosaurs– children, iPad & iPhone +, a travel adventure mystery Oh Can You Say Di -NO -Saur Dr. Seuss Cat In the Hat– children, iPad & iphone + , fun book Dinosaur Book HD: iDinobook–... [Read More...]
Filed under: PrAACtical Thinking
Tagged With: Apps, Dinosaurs, literacy, vocabulary
There is no substitute for systematic instruction in reading and writing for building specific skills. AAC learners need high-quality instruction and lots of it. Beyond that, though, there are many ways to infuse literacy practice into the regular routine in therapy and at home. Writing for authentic purposes refers to experiences that reflect the writing activities of people in their regular lives. Authentic writing builds fluency, promotes skill generalization, and helps to build one’s self-concept as a writer. Plus, it’s fun, motivating, and pretty easy to do. Here are some things we try to do to include authentic writing experiences into our AAC therapies. 1. Sign in and out of the therapy session or classroom: Every AAC learner can do this. If the traditional sign-in form then doesn’t cut it, then make up a special sheet that has the client’s name in traceable letters, a name stamp, or placing a... [Read More...]
Filed under: PrAACtical Thinking
Reading and writing are modalities of language (just like listening & talking). The more we integrate literacy into language learning the more opportunities for prAACtice and learning. Think of all the ways to prAACtice core words with reading and writing (e.g., “read again”, “write about that”, “that is good”, “He was bad”, “tell me more”, “I know”, etc…). With this in mind, we love encouraging a love of literacy for ALL of our students. Here are some top tips we have learned from the most reluctant reader/writers, to beginning reader/writers, to even the more proficient readers/writers. It is such a great pleasure to watch students begin to love literacy as much as we do. Use high interest books– Find books with super high interest pictures and/or text. For some learners, it helps to create your own books with personal interest photos and/or topics. One (very) reluctant reader we know, loved... [Read More...]
Filed under: PrAACtical Thinking
Tagged With: literacy