347 Search Results for aided language input
July 13, 2013
by Robin Parker -
The Strategy of the Month involves AAC and the ‘older learner’. The ‘older learner’ involves a range of ages (We are ‘older learners’ for way longer than we are children) as well as a wide range of functioning levels. Even with this variation though, we know that ALL older learners can learn. There are challenges with ‘older learners’ that need to be addressed in order to facilitate spontaneous and generative communication and language. The challenges may result from years and years of going to intervention (some of it effective, some not), from perceived failure by the learner and/or the professionals, or may even just be related to that ‘teenager or adult’ independent streak. These challenges can definitely be overcome in order to help develop a functional and robust communication system for ALL learners. Just remember respect the learner as a competent teenager or adult (e.g., think what a typical language... [Read More...]
July 8, 2013
by Robin Parker -
Make a Plan – Schedule a time to ‘talk about the past event (July 4th). The plan can include a ‘talk time’ or a time to collect remnants, photos, or related items from the event. Use a calendar or schedule to plan AAC style. Put Together A ‘Talking’ Photo Album– Gather all the photos from the activity and put together a talking photo album. You can use any talking photo album where you record a voice or use a story creation app that has recorded (digitized) or computer generated speech (synthesized). The process of making the photo album can be the ‘past event’ conversation and/or a review/reading can be the ‘conversation’. For some learners, turning the pages is the beginning of talking about past events while for other learners the pictures will be the opportunity for the conversation. It is helpful to use text and speech as you create the... [Read More...]
June 29, 2013
by Carole Zangari -
People with aphasia are often most successful when a number of different strategies are combined. In this post, we discuss a number of strategies that we can use in our therapy and teach to communication partners. Augmented Input We’ve written so many posts about aided language input that we’re almost embarrassed to bring it up again. Almost. It seems like no matter which age group or clinical population is the subject of our post, that strategy plays a central role. It is the same for people with aphasia with one exception. They benefit from a broader array of input cues, such as gestures, writing, and even pantomime. Augmented input is the term that is used to refer to oral language that is supplemented with pictures, print, gestures, pantomime, and the use of objects in the environment. By using these things as you speak, you enhance the ability of the person... [Read More...]
June 20, 2013
by Carole Zangari -
AACtual Therapist Tanna Neufeld comes through again, putting a prAACtical touch on an activity we all know and love. Tanna has generously shared both her ideas and the communication boards that she uses for this activity. You can download them in our eToolBox or go to the links at the end of this post. Tanna has great intervention tips (love her 80/20 idea!) that are prAACtical and effective for keeping kids engaged and learning. Mr. Potato Head is one of my favorite therapy tools for working with all kids, but especially beginning communicators. This awesome spud is not only a versatile toy-ripe for building, pretending, and interacting-but also a great tool for modeling vocabulary. For those little ones that you can keep engaged beyond the putting in and out of the building stage (tap into that good old fashioned, therapeutic use of self!), this toy really goes the distance. I... [Read More...]
June 13, 2013
by Carole Zangari -
Now that the school year is winding down, some of you have a little more time to read, process, and prepare for next year. We are really excited to share more ideas from Marlene Cummings, one of the most experienced AAC SLPs that we know. Those of you who have been following Marlene’s posts on the AAC implementation will be pleased to see the next part of the Framework for Success that she developed with the AAC Team at Oakland School District. If you missed her first and second posts, go take a peek at them when you can. 5 Things in our “Implementation Toolbox” When we begin the process of implementing AAC it is important to consider our “thinking”. We always want to approach every student, every team and every classroom with as much wisdom and respect as possible. One of my colleagues, Dr. Penny Hatch, from UNC Chapel Hill... [Read More...]
June 4, 2013
by Carole Zangari -
One of the things SLPs frequently do at the start of their therapy sessions is have some casual conversations with their clients to catch up on what happened since their last visit. Whether it is an elementary school student with ASD, a teenager with cerebral palsy, or an older adult with aphasia, we engage in polite conversation to find out what they’ve been up to and perhaps share a bit about our own experiences. Here are some thoughts on making those ‘catch-up conversations’ work from a prAACtical perspective. 1. Possible goal areas: initiate conversation; maintain dialogue on an established topic; redirect conversation to a new topic; respond to non-obligatory communication opportunities; use temporal terms in multi-word utterances; convey a personal narrative with a clear beginning, middle, and end; use regular past tense verbs; ask partner-focused questions 2. Core language targets: it, we, they, do/did, have/had, was/were, not It was (not);... [Read More...]
May 28, 2013
by Robin Parker -
If you know someone with significant speech difficulties, BEGIN AAC NOW…. If you know someone, try something… Doing something, even if it isn’t perfect, is infinitely better than doing nothing at all…. There is no specific order for these suggestions, try what is appropriate and doable for you… A year from now you may wish you started today (K. Lamb)… So begin now at any level.. for someone, a class, a clinic, for a few… Create a Visual Language & AAC Environment: Visual Immersion Program, Meaningful Language Experiences, Importance of Using Visual Supports Speak AAC to the AAC Learner: Use Aided Language Input (ALI), Learning to Use ALI Get Assessment Information: Communication Matrix , AAC Evaluation Genie, Thoughts & Ideas, AAC Assessment Forms, Write & Implement Some AAC Goals: Goals That Matter, AAC in the IEP by Lauren Enders, PrAActical Goals Learn and Use a Core Word Approach: Core Word Communication Board Samples, About Core Words- First... [Read More...]
May 25, 2013
by Robin Parker -
Last month we talked about Core Words, and we shared core word samples, philosophies, and resources. As we have moved into May’s Strategy of the Month, Communication Boards, we now want to share ideas about joining core and fringe words together on communication boards. Core vocabulary are those words used with high frequency and make up about 75-80% of the words we use everyday. Core vocabulary should be a main part of all AAC systems because it allows for most flexibility across most situations. With an emphasis on core words, we also use Fringe Vocabulary 20-25% of the time. Fringe vocabulary are used in a continuum of low-frequency to lower frequency situations (e.g., ‘mountain’: ‘glacier’, ‘crevasse’). Personal vocabulary can also be included under fringe vocabulary and would relate to personal words someone might need for their individual needs, interests, work, school, or even community. So, in the best communication world, AAC users would have access... [Read More...]
May 18, 2013
by Carole Zangari -
Earlier this month, we shared some ideas for making communication boards using color coding and also for creating boards geared to different communicative purposes. Making the communication board according to some basic principles is a good thing, of course, and it takes a decent amount of thought and planning. Even more important, though, is developing an intervention plan so that the augmentative communicator learns how to use the board effectively. Here are some of our thoughts on how to teach someone to use a new communication board. Model It We’ve talked about aided language input so many times that I’m almost embarrassed to mention it. Almost. The truth is, it is a ‘must do’ strategy when we’re first introducing a communication board, book, SGD, or AAC app. Incidental learning is important for just about all of the people with whom we work. It is never the only strategy we use,... [Read More...]
May 11, 2013
by Robin Parker -
When we think of AAC and communication boards or displays, we often think of comprehensive core and fringe words. We think of a board that will represent the most possible communication functions, vocabulary, and generative language. However, there are many other ways to create and use communication boards. There are many other ways because there are many reasons we communicate and sometimes it is best to create a communication board that focuses on a specific communication need. AAC is not one thing but a system of communication supports, and for most AAC users, there should be a multitude of communication options that will aid in robust communication and language needs. All AAC users should have a comprehensive individual communication display whether low tech (communication book) or high-tech (AAC device or App). But…. many AAC users will also benefit from communication boards that support a specific communication purpose. The reason for... [Read More...]