25 Search Results for recasting

9 Tips for Better AAC Communication Throughout the Year

May 30, 2014 by - 3 Comments

9 Tips for Better AAC Communication Throughout the Year

Although Better Hearing and Speech Month is ending, we want to continue best prAACtices in all teaching interactions throughout the year.  Here are 9 AAC facilitator tips to help with this goal. Provide Aided Language Input (ALI)– ALI is modeling AAC style.  Speak AAC to the AAC user.   Use Scaffolding– Scaffolding is a verbal and visual strategy that has the facilitator build upon prior knowledge of the learner in order for the learner to integrate a new concept or skill. Model words and concepts to add information onto what the AAC user already knows and uses.  Provide Expansions and Extensions– A form of modeling.  Add a word to the spontaneous communication from the learner.  The facilitator models a conceptual or grammatical word in the form of a model. Use Recasting– Recasts serve to add or correct information without obstructing the natural flow of communication. Recasting is another form of modelling. The... [Read More...]

Core Words, Direct Vocabulary Instruction, & The Beginning Communicator

November 30, 2013 by - Leave your thoughts

Vocabulary Instruction & the Beginning Communicator

Direct vocabulary instruction is important for all level learners.  The beginning communicator needs to learn core word vocabulary from USING the words and one of the best  ways to learn how to USE core words, is to receive specific direct instruction with many opportunities for active participation. 6 Essential Philosophies &  Strategies Vocabulary instruction involves a systematic TEACHING process.  Add vocabulary or Words as an activity on the daily schedule and then have a mini-schedule for the specific vocabulary instruction activities for that day. Initially, apply an errorless learning paradigm. Then, gradually, add comprehension checks, but do not wait for ‘proof’ of comprehension before adding new words because we often notice that the beginning communicator will demonstrate comprehension during ‘unexpected opportunities- or when you are least expecting it. Once learners become familiar with some of the specific vocabulary activities, then have some choice making opportunities as to which ‘word activities’... [Read More...]

10 AAC Intervention Strategies We Can’t Live Without

September 13, 2013 by - 3 Comments

10 AAC Intervention Strategies We Can’t Live Without

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...]

Core in the Curriculum

August 31, 2013 by - Leave your thoughts

Core Words and the Curriculum

Core words can easily be incorporated into academic curriculum. There just needs to be systematic planning for core word vocabulary and then of course the joining of fringe words.  One of the best visual explanations of core words is in the now ‘famous’ you tube video Language Stealers (HD). If you have not seen it, it is worth watching for  many reasons but in the context of this post, it perfectly illustrates how you can teach about  Greek and Roman history with core words. Planning for Core Words for the Classroom (& ALL School Activities) Have the core word communication board with you at ALL times– If you (SLP/Educator)  have your core word communication board, you can model and teach the target core words during all lessons. A premise of this approach is that the student has access to their core word vocabulary display on a no-tech communication board or on their... [Read More...]

Another Look at Language Facilitation Strategies to Make AAC Learning Effective

March 18, 2013 by - 2 Comments

Another Look At: Language Facilitation Strategies to Make AAC Intervention Effective

Language Facilitation Strategies The Art of Scaffolding Recasting: A Language Facilitation Strategy F is for Feedback Don’t Miss These Visual Supports & The Chance to PrAACtice Language Facilitation Strategies PrAACtical Teaching Aided Language Input Pivotal Skills for AAC Intervention: Aided Language Input Why We Love Aided Language Input Aided Language Input Demo Learning to Use Aided Language Input Teachers in AACtion- Aided Language Input 5 Ways to Elicit Language Without Asking a Question Don’t Ask: 5 Reasons to De-Emphasize Questions in Your AAC Therapy 5 Tools to Make Aided Language Input Easier F is for Feedback Video  

AACtual Therapy: Running AAC Groups

January 24, 2013 by - 2 Comments

AACtual Therapy: Running AAC Groups

We are just delighted to share the AACtual Therapy of Arizona-based SLP, Deanna Wagner. We’ve known Deanna by reputation for a long while, but got to meet her in person at ISAAC this past summer. She has been involved in the AAC world for over 20 years. Her story as an AAC clinician is an interesting one: “I was lucky enough to attend one of the first university AAC courses, at the University of Wisconsin-Whitewater.  My instructor was Dr. Mary Blake Huer, who was a recent president of USSAAC.  Because we did not have enough courses in the communication disorders program, I also studied in the special education department and received a graduate degree in severe/profound handicaps.  My first job was as AAC evaluator and trainer at Curative Rehabilitation in Wisconsin.  I was lucky enough to meet a number of the inspirational team members who made up the model programs for... [Read More...]

The Communication Book is Ready… Now What?

December 22, 2012 by - Leave your thoughts

The Communication Book is Ready Now What?

The Communication Book is Ready… Now What? The fun begins….  Yes, we really do think that TEACHING a learner to USE the communication book is FUN. We get to participate in lots of meaningful language experiences, we get to be creative, we get to watch language blossom, and we get to be surprised by the communication competence ALL of our learners show us after prAACtice, prAACtice, and for some more prAACtice . The best way to get started with communication book teaching is to begin by trying out different teaching tips, strategies, and resources and find out what works best.   Each communication dyad (communicator & communication partner) is different so the combination of strategies that will work will vary but at the core of the teaching process, there should be fun, motivation, and of course progress. STRATEGIES and CONSIDERATIONS Aided Language Input (ALI)– We can not say enough about... [Read More...]

Vocabulary Learning Materials & AAC Strategies

November 20, 2012 by - 2 Comments

Vocabulary Instruction Materials & AAC Strategies Title

We are super big fans of Teachers Pay Teachers (TPT).   We need the PrAACtical resources that TPT offers.  In addition to paying ridiculously low prices for some great teaching materials and cool classroom resources, there are also many free options.  Check out these free vocabulary resources and have lots of fun.  As always, the materials are only as good as the teaching strategies that go with them. As we check out these awesome vocabulary resources,  we will use the following guiding principles and we will create appropriate communication opportunities for ALL learners to participate in direct vocabulary instruction. Active Participation for Everyone– Make sure all learners can make choices within the activity, respond to questions, add information, request clarification, and even ask for a break if they need it.  To do this we will need one hit message devices, visual supports, individual and group communication displays, choice boards, switches, etc.... [Read More...]

Ideas about Vocabulary Instruction for the Beginning Communicator

November 10, 2012 by - 1 Comment

Ideas About Vocabulary Instruction for the Beginning Communicator

Vocabulary instruction is a topic not often discussed for beginning communicators.  As we work with beginning communicators the primary focus is often vocabulary selection for communication displays.  This is understandable as the beginning communicator has many needs, but that is no excuse for leaving out vocabulary instruction.  Direct vocabulary instruction helps expand broader vocabulary selection options, literacy skills, and world knowledge.  With that in mind, see below for vocabulary instruction philosophies, notes, and activities for the beginning communicator. Please let us know about your favorite vocabulary instruction activities. Vocabulary Instruction for the Beginning Communicator: 5 Philosophies Vocabulary instruction involves a systematic TEACHING process.  Add vocabulary as an activity on the daily schedule and then have a mini-schedule for the specific vocabulary instruction activities for that day. Carole introduced general steps for vocabulary instruction last week.  For the beginning communicator, also apply an errorless learning paradigm. Gradually, add comprehension checks, but... [Read More...]

PrAACtical AAC Supports for Behavior

July 14, 2012 by - Leave your thoughts

PrAACtical AAC Supports for Behavior

Our July Strategy of the Month, PrAActical AAC Supports for Behavior,  is a favorite topic for us, because with a little planning, we can adhere to the old adage that an ‘ounce of prevention is worth a pound of cure’ (as Carole said last week).  We also find that behavior challenges are often one of the main reasons, our students (and colleagues) get stressed about working with children with significant communication impairments.  And since stress for ANYONE does not make for an optimal learning environment, we love to show how effective preventative strategies work. This week we are focusing on ‘setting the stage’ for conventional and appropriate behavior by engineering the physical environment.  We are talking about more than keeping the room neat, clean, and generally organized.  We are talking about arranging the physical environment in a planned and careful way in order can make a huge difference in helping... [Read More...]