353 Search Results for aided language input
April 10, 2023
by Carole Zangari -
Welcome to the next installment of Vicki Clarke’s AAC Implementation Framework. In today’s post, Vicki focuses on the role of the communication partner, with prAACtical ideas for helping them utilize key support strategies that facilitate AAC learning. New to this series? You find the earlier posts using the links below. Steps to Learning Step 1, Determining the Target Step 2: TRAIN ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: AAC Implementation Framework Step 3: “Take In” In our journey towards teaching autonomous communication, Step 3: “Take In” is dedicated to the partner’s role, which involves modeling the use of AAC to communicate words and messages in real-world situations. The aim of this stage is to help the student learn when and how to communicate using AAC, as well as to develop a clear understanding of the practical application of these skills by watching their partner’s interactions. This process mirrors the way in which infants and toddlers acquire... [Read More...]
February 17, 2020
by Carole Zangari -
Today, we welcome back guest author Dr. Kathy Howery for another wonderful discussion of an important AAC research article. Dr. Howery’s work in AT and special education spans three decades and her research uses phenomenological methods to increase our understanding of the lived experience of people who use AAC. She works with the Ministry of Education low incidence team, and as a consultant to schools and school districts across Alberta focusing primarily on children and youth with complex communication needs. In this post, Dr. Howery reviews an important article describing research on recasting in AAC mediated conversations. Recasts in AAC Mediated Interaction Soto, G., Clarke, M. T., Nelson, K., Starowicz, R., & Savaldi-Harussi, G. (2020). Recast type, repair, and acquisition in AAC mediated interaction. Journal of Child Language, 47, 250-264. https://doi.org/10.1017/S03035000919000436 What this article is about (the focus of the research)? This article focuses its attention on the power of... [Read More...]
December 12, 2019
by Carole Zangari -
How can we reduce the negative impact of significant motor challenges on children who use AAC and are not independently mobile? Today, we conclude Christine Wright-Ott’s series on this topic. Christine is an Occupational Therapist and consultant at The Bridge School in Hillsborough California. She authored the chapter, Mobility, in several editions of the book, Occupational Therapy for Children. Christine lectures at universities and conferences including ATIA, Closing the Gap, ISAAC, ISS, and AAC by the Bay. If you missed the earlier posts in this series you can catch up via the links below. Part 1: From Wheelchair to Walker: The Cascading Benefit of Hands-Free Mobility Part 2: From Wheelchair to Hands-free Walker for Preschool Children with AAC Needs Part 3: How We Do It: A Support Walker Mobility Program for Elementary Students with AAC Needs ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: AAC Strategies, Adaptations for Students in Support Walkers, Assessment & Funding AAC Strategies and... [Read More...]
October 12, 2018
by Carole Zangari -
Most times, the goal of AAC intervention is to help those with complex communication needs be able to express whatever they want at any time. For some individuals, we over-emphasize the tools and strategies they will need to get the things they want, whether it is social engagement (attention), assistance (help), objects, events, or even being able to protest or reject unwanted situations. Michigan-based SLP Rachael Langley works tirelessly to support technologies and services that give access to the full range to communicative functions. When she offered to share her thoughts on this topic with us, we jumped on the chance. Enjoy! :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: Four Functions of Language There are many ways to emphasize AAC use and embed aided language into the day. Sometimes we use a core vocabulary approach to teach specific vocabulary. But we can also approach AAC learning by focusing on a specific function or pragmatic use of language.... [Read More...]
October 11, 2018
by Carole Zangari -
Our AAC Training Series continues today and we remain extremely appreciative that West Virginia based SLP Tabi Jones-Wohleber allows us to share these presentation materials. Today’s training materials center on a topic that will help AAC interventionists strengthen their relationships with AAC learners and provide important language learning opportunities at the same time. This module, Response NOT Required, is all about interactions that engage our learners and invite them into the conversation. The instructional time for Module 8 is about 20 minutes so this can feasibly be shared in a formal or informal sharing session before or after the school day. ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: Model as a MASTER PAL Module 8: Response NOT Required Facilitator Guidelines When I talk about modeling without expectation of a response, I often get quizzical sideways glances. It is not an intuitive way of interacting, especially in an educational environment where responding is inherent in classroom... [Read More...]
June 28, 2018
by Carole Zangari -
We’re so pleased to welcome back Dr. Carol Goossens’, an AAC pioneer who is an internationally-recognized consultant, SLP, and Special Educator from New York. Throughout her career, she has consulted extensively in a variety of classrooms serving the full spectrum of children with special needs. Dr. Goossens’ has presented both nationally and internationally about her collaborative work with teachers, therapists, and families. In today’s post, she shares a treasure trove of ideas on using wearable AAC. Learn more about her approach to using vest displays in this extensive post. :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: Using Vest Displays with Preschoolers on the Autism Spectrum When working with students on the spectrum, we often struggle to gain and maintain their attention, especially during group activities such as Circle Time/Morning Meeting. The songs offered during Circle Time, however, create a great forum for working on a variety of communication skills, e.g., claiming a turn, announcing a song, choosing... [Read More...]
September 22, 2016
by Carole Zangari -
We are so happy to welcome back SLP Karen Natoci who graciously agreed to continue writing about how she uses interactive book reading to build language skills with beginning communicators. You can see her earlier posts in the PrAACtically Reading series here. In this post, she shares activity ideas for two books on apples. You can learn more about Karen and download her materials toward the bottom of the post. Enjoy! ::::::::::::::::::::::::::::::::::::::::::::::::::::::::: Books: Apples by Ken Robbins and Apples for Everyone by Jill Esbaum Adapted and simplified Powerpoint Book Apples by Karen Natoci Core Vocabulary focus: here, in, where Additional Vocabulary focus: Body parts; red, round, yellow, green, COMMUNICATION Matrix (Rowland, 2009) Level: I-VII (all levels!) ————————————————————————————————————————————- It is September and apple time! I chose to feature these books from which to adapt material suitable for students with complex communication needs. I have a simplified power point... [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...]
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.
October 19, 2015
by Carole Zangari -
What better way to celebrate AAC Awareness Month than to share AAC stories from around the world? In this post, we welcome Desirae Pillay, who shares a bit about her daughter, Savannah, and their AAC journey. As the mother of a young adult with ASD and cerebral palsy, Desirae has taken what she has learned about AAC and is using it to help others outside of her family. Desirae began her journey with AAC in 2003 when she could not find a qualified AAC specialist to assist her with her daughter. Her experience and informal learning gained her a job for an AT company. When her daughter’s health needs became pressing, she resigned her job and worked part time as a Disability Consultant for various organisations. Desirae recently returned to work as an AT Advisor, where she trains on a range of topics about communication for people with disabilities. Her passion is for... [Read More...]