573 Search Results for video school
November 2, 2016
by Carole Zangari -
Developing effective communication systems for individuals with significant motor challenges is a challenging process. Ultimately, the goal is to provide them with tools and strategies that allow them to communicate independently and help them develop the skills needed to say what they wish to throughout their daily life experiences. As we all know, this can be a long journey. And while we work toward systems that allow them to communicate independently, they need access to language and communication now despite their motor limitations. Partner assisted scanning (PAS) is one option that works for many AAC learners. In this post, we feature a video overview of this strategy presented by SLP Maureen Nevers as part of the Communication Training Series by the Angelman Syndrome Foundation and the Foster Family Charitable Foundation, and a video of PAS in action by the Dynamic Learning Maps Professional Development (DLM PD) group under the direction... [Read More...]
October 27, 2016
by Carole Zangari -
Nothing makes us smile like seeing teams in which professionals serving students with AAC needs work together to ensure that those students can use and grow their language skills. In this guest post, we learn about an approach that has worked for one such team, Lori Sanzeri and Chelsea Collins. Lori Sanzeri, MA CCC-SLP, TSHH, received her B.S. in Speech Language Pathology from SUNY Cortland in 2003 and M.A. from St. John’s University in 2009. She has worked for the NYC Department of Education since 2003 and teaches AAC and phonetics at St. John’s University. Chelsea Collins, MS CCC-SLP, TSSLD, received her B.S. in Special Education from Seton Hall University in 2009 and M.S. in Communicative Sciences and Disorders from New York University in 2012. She has worked for the NYC DOE since 2012 and specializes in AAC and early intervention. They are on Instagram as @thelanguageladies and have a Facebook page as... [Read More...]
April 18, 2016
by Carole Zangari -
It is an honor to have Dr. Joanne Cafiero, an AAC consultant for individuals with complex communication needs and Autism Spectrum Disorders, as a guest contributor for today’s post. Dr. Cafiero is the author of Meaningful Exchanges for People with Autism an Introduction to AAC (2005). She is a consulting editor for Focus on Autism and Other Developmental Disabilities and has guest edited several of ASHA’s Perspectives in AAC. She was a member of the National Academy of Sciences Committee on Educational Interventions for Children with Autism (2001) and is currently working on an update on AAC and Autism for the Academy. In this post, she shares some of her work on video self-modeling. ::::::::::::::::::::::::::::::::::::::::::::::::: Growing research and first-person reports are illuminating the unique sensory and motor differences experienced by people on the Autism Spectrum. This new information has a huge impact on the AAC practitioner. Motor planning differences in ASD can... [Read More...]
April 11, 2016
by Carole Zangari -
Looking for some examples of aided language input in AACtion? Last month, we shared some video explainers of this powerful strategy. In this post, we have a short list of therapists, educators, and families using this key instructional strategy. Lindy McDaniel with a preschool friend Dynamic Therapy Associates in a speech therapy session Communicare examples for playing a game and reading a book Independent Living Centre of Western Australia on ALI in play Gail Van Tatenhove demonstrating in a classroom group activity Dana Nieder reading at home Shelane Nielson at home making goop
March 23, 2016
by Carole Zangari -
Looking for a research-supported strategy to accelerate communication learning? Consider adding video models to your AAC intervention plan. In previous posts, we’ve written about our love for this strategy and shared resources . Today, we visit one our our favorite preschool teachers, Lindy McDaniel of The Considerate Classroom, to look at an example of how she uses this strategy to support young learners.
March 9, 2016
by Carole Zangari -
Reading is such a great activity to build language skills in AAC learners, but it takes some practice to get the hang of how to engage our partners, model language, and create communication opportunities. We’re off to New Zealand today to the Kimi Ora School in the Wellington region for a demonstration that shows how we can provide some aided language input and opportunities for core word use in interactive storybook reading.
March 7, 2016
by Carole Zangari -
For our March Site of the Month, we return to the public school system, this time to Loudoun County, Virginia. The AT Program has amassed an impressive set of resources, many of which are listed on their web page. We’ve featured posts by some of their AT trainers, such as Chris Bugaj, Judie Schoonover, and Sally Norton-Darr, who’ve written on the use of podcasts and on their approach to professional development. There are lots more resources on the LCPS AT website for you to explore. Their AT Strategy-A-Day Calendar is not to be missed. AT team members with expertise in a variety of areas collaborate to create a new calendar every year, and they are always full of great tips, information, and resources. You can view it online or, if you are very lucky, win a printed copy at one of their many workshops and presentations. Bonus: They also share the template so... [Read More...]
January 21, 2016
by Carole Zangari -
The IEP is a powerful tool for ensuring that AAC learners get the tools and support that they need to be successful in school. Today, we return to the Oklahoma ABLE Tech Project, to hear more from SLP Allyson Robinson. In this video, she explains how and where to document AT in the IEP. https://www.youtube.com/watch?v=T6u0zWSTM-k
January 7, 2016
by Carole Zangari -
Gianna’s teacher uses a visual schedule app successfully in the classroom to support comprehension and reduce problem behaviors. Although she’s shared the strategy and the app with the SLP and OT, neither one consistently use the visual schedule app in their sessions with this student. Jordan’s SLP does her best to use aided language input to provide a competent model of linguistic expression using his SGD when she pushes in to provide services in the classroom. Once she’s gone, classroom staff rarely implement that strategy or create opportunities for Jordan to use the SGD at other times during the school day. Evan’s parents have made an enormous investment in learning about AAC and modeling core words at home to help their son develop stronger skills with his AAC app. They do their best to follow along with the Year of Core Vocabulary Words approach, and are understandably dismayed when the... [Read More...]
November 25, 2015
by Carole Zangari -
Gabriella doesn’t seem to notice what her teachers and peers are doing in the classroom. When offered a choice of toys, she seems to reach for one rather randomly, has little interest in the one she chose, and knocks it to the floor after 30 seconds. Elliot is assertive in greeting visitors to his classroom, and eagerly leads them around the room, vocalizing excitedly as he shows them around. When he needs help with a toy or material, he hands it to an adult with clear intent and expectation. He’s not using actual words just yet, and his interest in PECS has been limited. Alyssa uses a communication board to make requests and answer questions, but only with a lot of prompting. She uses single symbol utterances in planned communication opportunities during a few activities during the school day. Team members have observed spontaneous use of her AAC tools a... [Read More...]