328 Search Results for communication boards
February 26, 2014
by Carole Zangari -
When we did our graduate training, there was little or no mention of Rett Syndrome, a genetic disorder involving a mutation of the MECP2 (Methyl CpG Binding Protein 2) gene on the long arm of the X chromosome. It is a complex disorder and the abilities of those who are affected by it are generally masked by the motor challenges that are a part of Rett. We’ve asked some professionals experienced in Rett and AAC to help us use this space to help us gain a better understanding of the disorder and its implications for AAC intervention. Sally-Ann Garrett (Highly Specialist Speech and Language Therapist; Reg. HCPC; MRCSLPT, Reg. ASLTIP) is one who agreed to do so and we are grateful for her perspective. Sally-Ann is semi-retired now but has worked with girls affected by Rett Syndrome for 30 of her 42 years as an SLT. She lived in Canada for a number... [Read More...]
February 24, 2014
by Robin Parker -
Positive Reinforcement has a lot of power but it is a lot more than making a learner feel good about themselves. Positive reinforcement is the response to a behavior that will make that behavior occur again. In AAC and teaching terms, we are often thinking about a communicative or language behavior. We can also be thinking about a participation behavior that will allow a learner to have more access to meaningful language experiences. We are not usually thinking about ‘good art’ or ‘great work’. By keeping in mind some top positive reinforcement strategies, you will be prepared to have varied individualized strategies that will make it most likely that the communication behaviors you are teaching will spontaneously occur again and again. Power Positive Reinforcement Strategies for AAC Learners: Natural Positive Reinforcers– It is naturally reinforcing to ask for an item and then be given that item. It is naturally reinforcing... [Read More...]
February 13, 2014
by Carole Zangari -
We were in a classroom awhile back, supporting a little fellow in circle time, and it just felt like something was missing. Engaging materials and activities? There seemed to be plenty. Schedule? Nope, those were in plain view. Communication devices? They were all within reach of the children who used them. As we watched the teachers and kids interacting, it seemed like something got forgotten. Then it hit us – song boards! We used to see large visual displays, like this wonderful one made many years ago by a fantastic young clinician, that had fun, interactive elements. We love songboards because they help the children focus and give us added material for building communication opportunities. We’re not sure why songboards aren’t in as many classrooms as they used to be, since they are so helpful in keeping children engaged. – Do you have favorite sources for songboards? Please share so... [Read More...]
December 26, 2013
by Carole Zangari -
We’re so thrilled to have Shareka Bentham back as an AACtual Therapist, this time talking about her journey into high tech AAC. You can see other posts from Shareka here. One of our colleagues completed the AAC evaluation on a client of Shareka’s. While preparations for that evaluation were underway, we were fortunate enough to learn of an AAC device that was no longer needed. The family agreed to donate it to this little fellow, and that seems to have launched a whole chain of prAACtical events. Shareka takes it from here… Sadly, this is not the first step into my career as a rapping superstar, but more a description of my journey from ‘no tech’ to high tech in AAC use. If someone had told me a year ago that I would be showing off my skills on a high tech AAC device, and teaching children, parents, and teachers... [Read More...]
November 11, 2013
by Robin Parker -
It’s definitely time to think about the holidays because they are almost here. Apps are often a great gift for your colleagues or for the SLP working with your child. Here are just a few suggestions that will help the SLP. Please feel free to share others you think should be added to this list. Evaluation Genie – This app is an informal assessment tool that helps with identifying skill areas that relate specifically to the language representation methods commonly found on augmentative communication systems. There are 14 subtests that help with identifying the features for an AAC device that a student would need. The student responses are recorded and easily reportable. ATEval2Go – designed helps guide you through a template for technology considerations so that the SLP can document observations and information in a structured manner. All the documentation can then generate an editable usable report. Additionally, a goal bank can be... [Read More...]
November 2, 2013
by Carole Zangari -
Teaching new words is something SLPs plan for in almost every service delivery setting. This month, we’ll focus on vocabulary instruction for core and extended vocabulary. Thoughts on Teaching Core Vocabulary In Advance Plan ahead. Make a rough plan of the core words you will teach and when you will introduce them to the AAC learner. Make sure there is plenty of variety, especially pronouns, verbs, prepositions, conjunctions, and determiners. Words for talking about time (e.g., now, later), asking questions (e.g., what, where), and negation (e.g., not) are important, too. Here’s a link to our post on A Year of Core and A Year of Core, Unity Style. Ensure that the AAC learner has access to communication aids with an adequate base of core vocabulary. What if the learner doesn’t have an SGD or AAC app that is core language based? If you can update that to something with good core... [Read More...]
September 21, 2013
by Carole Zangari -
Like some of you, we are often met with skepticism when we encourage teams to work on literacy skills with individuals who are still learning the very basics of communication. Recently, we had the opportunity to begin this journey anew, and model a literacy lesson for kindergartners who have no formal communication system, are not answering yes/no questions, and do not consistently select preferred items when offered choices. Why work on literacy with students who are not routinely expressing their basic preferences? Because the longer we wait, the longer it will take to get there. Because it offers wonderful opportunities to build communication, too. Because when other people see us teaching reading and writing, it changes their perception of the student in a positive way. Because they will enjoy it. Because there are mandates for us to address the general education curriculum. Because if we set the bar high and... [Read More...]
August 13, 2013
by Robin Parker -
Today, we are so excited to have our new friends from the awesome blog lunchbuddiesplus sharing how and why they incorporate visual supports into their sessions. In their lunchbuddiesplus group sessions, the focus is on social skills and they find that visual supports make a huge positive impact. So as you get ready for back to school, think about the visual supports that will help make your goals and activities go smoothly. Robin McCallister is a Speech/Language Pathologist working at Mary Munford Elementary School in the Richmond City School district in Richmond, Va. She has 36 years of experience in the public schools. Currently, she spends most of the school day working withchildrenwho experience autism. She especially enjoys the social skills groups known at Mary Munford as “lunch buddies”. Visuals are a big part of social skills coaching and Robin knows that one can never have too many visuals! You are invited... [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 21, 2013
by Carole Zangari -
Though she was not the first of my clients with cerebral palsy who made me think long and hard about safety, Marla was the one who kept me up at night. It was the seventies, and I was a PCA when institutionalization was on the way out and community living was gaining ground. Marla lived on her own in an apartment and, for awhile when I was a college student, I visited her in the morning to get her up and at night to put her to bed. During the day, she could get around reasonably well and call for help if she needed it. But at night, after she was settled in bed, she was pretty much stuck there until someone returned in the morning. She didn’t have the physical skills to use a phone while lying down, and, if there was AT that would have helped, I... [Read More...]