PrAACtical Resources: Dealing with the Covid-19 Pandemic

March 16, 2020 by - 8 Comments


PrAACtical Resources: Dealing with the Covid-19 Pandemic

No matter where you live, chances are good that the coronavirus has been on your mind. In today’s post, we share an interactive graphic with many free downloadable resources that can be used to support the AAC learners in your life. You can access visual schedules for handwashing, social narratives, videos, educational materials, and more by clicking the links embedded in the graphic below. Use the slider on the right to navigate up and down, or click the image to go to the full-sized version. This is an evolving resource that will continue to be updated. If you know of things that we should add, please tell us in the comments below. Stay safe and healthy, AAC friends.

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AAC Posts from PrAACtical Week #11: March 2020

March 15, 2020 by - Leave your thoughts


AAC Posts from PrAACtical Week #11: March 2020

Happy Sunday, AAC friends! Here are some posts that may be of interest. Monday – TELL ME About It: AAC Learning with ‘No, David!’ Tuesday – AAC Link Up Wednesday – Video of the Week: Art Therapy and AAC Thursday – 5 Things to Avoid in Core Vocabulary Teaching :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: In the mood for some more AAC reading? Here are a few suggestions. SGDs for People with ASD “What Should I Program on the SGD?” Feature Match Chart 5 Features to Look for in SGDs and AAC Apps Making a Back-up for High-tech AAC

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5 Things to Avoid in Core Vocabulary Teaching

March 12, 2020 by - Leave your thoughts


5 Things to Avoid in Core Vocabulary Teaching

There’s no doubt that core vocabulary plays an important role for the majority of people with AAC needs. When using and teaching them, however, there are some common pitfalls. Here are some thoughts on avoiding them. Don’t equate high-frequency words with ‘first words.’ There is some overlap in core vocabulary and an initial lexicon but they are different things. Both are important.  Don’t assume that just because someone has a significant intellectual disability that core vocabulary is irrelevant or too difficult. Many, many people with complex communication needs who have significant cognitive impairments have been successful in learning to use these words. Don’t limit the AAC learner to only core words. If we exclude words that are of great interest or highly motivating, we take the fun out of communication. Don’t get stuck with just the root word. Instead, use various forms of the word (e.g., go, goes, going; big,... [Read More...]

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TELL ME About It: AAC Learning with ‘No, David!’

March 9, 2020 by - 1 Comment


TELL ME About It: AAC Learning with ‘No, David!’

Maggie Judson and Jeanna Antrim are back with another guest post in the series, TELL ME About It. These two AAC SLPs work in the Assistive Technology Department for the Belleville Area Special Services Cooperative (BASSC) in southern Illinois. In today’s post, they cover ways to promote AAC use while focusing on the book ‘No, David!’ In this series, they discuss how they support preschool teachers who are implementing the TELL ME program with their young students. Maggie and Jeanna are both AT/AAC facilitators who provide evaluations, direct therapy, and consultations, and train school teams on AAC implementation. Enjoy their prAACtical suggestions and don’t miss their Lesson Plan, video demonstrations, and other resources at the end of the post. TELL ME About It: AAC Learning with ‘No, David!’ TELL ME About Reading: The seventh book in the TELL ME program (Teaching Early Language and Literacy through Multimodal Expression) is “No,... [Read More...]

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Throwback Thursday: AAC Research

March 5, 2020 by - Leave your thoughts


Throwback Thursday: AAC Research

It’s Throwback Thursday and today we’ve reached into the archives to revisit past posts on research in the field of AAC. Enjoy! PrAACtical Research with Kathy Howery Profiles of Students with Significant Cognitive Disabilities AAC Intervention for Children with ASD Aided Language Input for People with Developmental Disabilities Meta-synthesis of AAC Team Members’ Voices Effects of Parent Instruction on SGD Use Recasts in AAC Mediated Interaction Research Support for Aided Language Input AAC & Challenging Behavior Research Tuesday: Photos Versus PCS – Babies Weigh In Literacy Instruction for Students with Significant Disabilities Comparing Picture Exchange and SGDs Research Reviews Supporting the Use of AAC Supporting Children with Severe and Profound Multiple Disabilities Sensory Intervention for Individuals with ASD: What Does the Research Say?  

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PrAACtical Resources: Analyzing Language with the Quick AAC Developmental Profile

March 2, 2020 by - Leave your thoughts


PrAACtical Resources: Analyzing Language with the Quick AAC Developmental Profile

Are you interested in being more systematic in looking at the language that AAC users produce? Today, we feature a user-friendly resource to help you get started. The Quick AAC Developmental Profile (the QUAD Profile), developed by veteran AAC SLP Russell Cross over a decade ago, is a set of four checklists that help us look at various aspects of language. Vocabulary Checklist (Q-Voc) Morphology Checklist (Q-Morph) Sentence Types Checklist (Q-Syn) Language Functions Checklist (Q-Funct) These checklists make it easy to track different aspects of language and flag those areas that need additional assessment. The QUAD has had a longstanding presence in our AAC toolkit and the clinicians to whom we’ve recommended it value the checklists for their simplicity and ease of use. You can view the QUAD tool and download a copy here.  Many thanks to Russell Cross (co-founder of The Speech Dudes) for creating and sharing this helpful... [Read More...]

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AAC Posts from PrAACtical Week #9: March 2020

March 1, 2020 by - Leave your thoughts


AAC Posts from PrAACtical Week #9: March 2020

Happy Sunday, AAC friends. Here are some posts you may have missed in your busy week. Monday – PrAACtically March: More AAC Resources for a Year of Core Words Tuesday – AAC Link Up Wednesday – Video of the Week: Communication-The Sky’s the Limit! Thursday – PrAACtical Resources: Tar Heel Shared Reader :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: If you have the time, here are a few more posts to check out. PrAACtical Teaching in the ASD Classroom: Predictable Chart Writing with Core Vocabulary PrAACtical Resources: AAC Assessment Modules A Tool for Identifying Features for AT Selection Supporting People with Significant Communication Challenges in Medical Encounters AAC Apps and Devices: Thoughts on Conducting AAC Trials

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PrAACtical Resources: Tar Heel Shared Reader

February 27, 2020 by - Leave your thoughts


PrAACtical Resources: Tar Heel Shared Reader

If reading is a priority in your AAC work, you’ll want to explore today’s featured resource, the website Tar Heel Shared Reader. Developed by a team at the Center for Literacy and Disability Studies at the University of North Carolina at Chapel Hill, this variation of the popular Tar Heel Reader website provides PCS  symbol support for core words that can be used in discussing each book. You can learn more about Tar Heel Reader here. Their newest site focuses on interactive book reading and contains all of the same wonderful features as the original version plus several additional options. For example, you can specify which core words you are targeting while reading the book so that those appear in a strip below each page. That enables us to use those in modeling the symbols for those words as we talk and read the story. Sample phrases and sentences to... [Read More...]

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PrAACtically March: More AAC Resources for a Year of Core Words

February 24, 2020 by - Leave your thoughts


PrAACtically March: More AAC Resources for a Year of Core Words

Do the AAC users in your life use only a fraction of the core words in their SGD, AAC app, or communication board? One way to help them move forward is to make a concerted effort to use, highlight, and provide additional teaching on a variety of words. It’s hard to do this without getting overwhelmed, so find a strategy that works for you.  A few years ago, we decided to approach this by focusing on 12-16 core words each month. (If this is too much for the teams with whom you work, that’s not a problem. Just cut it back to 4-6 words/month.) Each month, we can highlight those words in our conversation (aided language input), direct intervention, and home programming activities with AAC learners. The repeated experiences with those 12-16 (or 4-6) words help our AAC learners develop new skills, and keeps the team focused on the same destination. ... [Read More...]

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AAC Posts from PrAACtical Week #8: February 2020

February 23, 2020 by - Leave your thoughts


AAC Posts from PrAACtical Week #8: February 2020

Happy Sunday, AAC friends. We’ve got some posts that may be of interest. Monday – PrAACtical Research: Recasts in AAC Mediated Interaction Tuesday – AAC Link Up Wednesday – Video of the Week: Bridging Literacy and AAC for Adolescents Thursday – Throwback Thursday: AACtivities for Language Building ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: Before you head off, take a look at some of these posts from the archives. Alphabet Books & AAC Implementation PrAACtical Guessing: 5 Apps for Interactive Inferencing Supporting Children in the Pediatric ICU 5+ Things to Do to Help AAC Learners Communicate About Illness or Injury “What’s Wrong?” AAC Messages for Negative Emotions and Feelings

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