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AAC Posts from PrAACtical Week # 37: September 2018

September 9, 2018 by - Leave your thoughts

AAC Posts from PrAACtical Week # 37: September 2018

Well, hello, AAC friends! Thanks for checking in with us during your busy week. Here are some posts that may be of interest. Monday – On Labor Day Tuesday – AAC Link Up Wednesday – Video of the Week: Strategies for Helping Early AAC Users Engage and Interact Thursday – Building AAC Facilitation Skills with Tabi Jones-Wohleber: MASTER PAL Training, Module 3 ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: Still have time for a bit more? Here’s a sampling of past posts for you to browse. PrAACtically Reading with Karen Natoci: Apples AAC Partner Training Strategies AACtual Therapy: From PECS to iPad with Jason Butcher 5 Things We’ve Learned from Our AAC Families Understanding and Supporting Families of AAC Learners

AAC Posts from PrAACtical Week # 36: September 2018

September 2, 2018 by - Leave your thoughts

AAC Posts from PrAACtical Week # 36: September 2018

We’re saying goodbye to summer, and, heading full steam ahead into fall. Here are some posts from our prAACtical week. Monday – PrAACtically September: AAC Resources for a Year of Core Vocabulary Tuesday – AAC Link Up Wednesday – Video of the Week: Addressing the Social, Communication, and Behavioral Needs of  Secondary Students with ASD using Visual Supports Thursday – Building AAC Facilitation Skills with Tabi Jones-Wohleber: MASTER PAL Training, Module 2 ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: If you have time for a bit more browsing, here are some posts you can explore. AAC Printables The Crust of AAC Every Second Counts Goodbye, Summer! A Clinician Prepares for a New  School Year 3 Ways to Use AAC Goals to Strengthen Implementation  

AAC Posts from PrAACtical Week # 35: August 2018

August 26, 2018 by - Leave your thoughts

AAC Posts from PrAACtical Week # 35: August 2018

It’s a beautiful day to catch up on some AAC reading. Here are some posts from our prAACtical week. Monday – Letters from Camp, Day 1 Tuesday – AAC Link Up Wednesday –  Video of the Week: AAC on the Move Thursday – Building AAC Facilitation Skills with Tabi Jones-Wohleber: MASTER PAL Training, Module 1 :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: Still have an appetite for some AAC? Check out this sampling of past posts. SGDs for People with ASD “What Should I Program on the SGD?” Feature Match Chart 5 Features to Look for in SGDs and AAC Apps Making a Back-up for High-tech AAC :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: Join us in January for a full day of preschool AAC! Use the slider on the right side of the graphic for more information. You can also download a PDF of it here.

AAC in Secondary School: Collaborative Teaming for High School Students Who Use AAC

October 11, 2021 by - Leave your thoughts

AAC in Secondary School: Collaborative Teaming for High School Students Who Use AAC

To be effective in supporting students who use AAC during their high school years, professionals have to work together as a collaborative team. Today, AAC SLP Ashley Larisey is back to discuss some of the most common challenges and share solution strategies. Ashley is an SLP at Community High School District 218 in Oak Lawn, Illinois. She is also an Adjunct Clinical Supervisor and Instructor at Saint Xavier University. If you are new to this series, you might want to check out her previous posts in this series here. Be sure to see her video on this topic at the end. :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: Collaborative Teaming for High School Students Who Use AAC Collaborative teaming is one of the most critical components in maximizing student outcomes for learners who use AAC. However, collaboration is not always easy. Whether it be finding the time, fostering a shared vision, or meaningful implementation, teams report... [Read More...]

How We Do It: Navigating Successful Post-Secondary Transitions in a Virtual World

March 22, 2021 by - Leave your thoughts

How We Do It: Navigating Successful Post-Secondary Transitions in a Virtual World

AAC professionals can provide a great deal of support to help students prepare for post-school life. Today, guest authors Meredith Gohsman, Jamie Lawson, Heather Patton, and Melanie Melton team up to share their thoughts on helping students who use AAC move successfully toward this transition. :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: Speech-language pathologists, educators, and other AAC stakeholders all share responsibility in preparing students for successful post-secondary transition. The need to explicitly address post-secondary transition is well-established. Despite benefits of employment for both the employer and employee (McNaughton et al., 2002; McNaughton et al., 2003), individuals using AAC are unemployed at a staggering rate. For individuals using AAC, communication remains a vital component in the workplace (Bryen et al., 2007). Communication interactions and skills are associated with income, as well as job options (Mank et al., 1997; McNaughton & Bryen, 2007; McNaughton & Richardson, 2013). This includes all 5 communicative competencies: Linguistic Competence: Mastery of... [Read More...]

How I Do It – AAC in General Education: Incorporating Peer Modeling

September 5, 2019 by - 1 Comment

Decorative image reading AAC in General Education: Incorporating Peer Modeling

Looking for examples of how AAC is successfully incorporated into inclusive education? Today, we head to upstate New York to learn from AAC SLP Sarah Gregory who shares her experiences in supporting students in general education settings. In this post, Sarah shares her ideas for using peer modeling to support AAC learning. Enjoy!     :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: AAC in General Education: Incorporating Peer Modeling Authentic inclusion of students with Complex Communication Needs (CCN) or non-speaking students is essential and can also be difficult to achieve. One of the most effective strategies I have found is involving all students in AAC learning. Folks in my district started a peer modeling program a few years ago and we found this to be a powerful tool in achieving our goals for academic inclusion and social belonging. In this blog post, I will outline the why and the how of our current peer modeling program.... [Read More...]

PrAACtically Visual: Supports for Self-regulation & Understanding Expectations

July 25, 2019 by - Leave your thoughts

PrAACtically Visual: Supports for Self-regulation & Understanding Expectations

Looking to up your game in creating and using visual supports in your AAC work? Sit tight because the post below has plenty of information and downloadable files to help you out. Today, AAC SLP Tabi Jones-Wohleber is back to continue her series, this time focusing on supports for self-regulation and comprehending expectations for different situations. Tabi has worked in schools and early intervention supporting families, professionals, and individuals with AAC needs in West Virginia and Maryland. Tabi’s prAACtical approach to supporting AAC professionals has enriched the work of many of our readers. If you missed the initial segments in the series, you can get those here. Part 1 Part 2 Visual and Environmental Supports for Self-regulation & Understanding Expectations I hold the position that all behavior is communication.  Attending to what an individual is attempting to communicate through behavior provides insight into why the behavior is occurring.  And to... [Read More...]

PrAACtically Visual: A Visual & Environmental Support Countdown

July 11, 2019 by - Leave your thoughts

PrAACtically Visual: A Visual & Environmental Support Countdown

We’re very excited to welcome back AAC SLP Tabi Jones-Wohleber to these pages. You may remember Tabi from the wonderful AAC training materials she shared (11 full modules) or used her Classroom CORE book.  Maybe you downloaded her All-In-One Visual Support Tool, used some of her great suggestions about AAC therapy with young children, or were lucky enough to attend one of her conference presentations. Her expertise, generosity, clear command of AAC practices, and commitment to ethical service provision have enriched the AAC lives many of our readers.  Today, Tabi launches a new 6-part series on one of our favorite topics: Visual Supports. Let’s get started! :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: Visual and Environmental Supports…4 – 3 – 2 – 1! Visual and environmental supports are the bread-and-butter of many a classroom with students with complex communication (and learning) needs.  They may be presented on paper-based or electronic platforms. Understanding the purpose and process... [Read More...]

Narrative Assessment and People who Use AAC

March 16, 2013 by - Leave your thoughts

Narrative Assessment and People who Use AAC

This month, we’ve been talking about building narrative skills in our AAC clients. We tried to build the case that including narrative language goals in our intervention allows us to help people who use AAC to participate more fully in social exchanges, relay more in-depth information, and achieve greater academic success. But how do we know where to start in narrative intervention? And how do we measure progress? In this post, we share some thoughts on the assessment of narrative language in AAC. Most test batteries that assess narrative language are designed to take a snapshot of what the learner has already mastered in terms of telling personal narratives, story retelling, or scripts. This allows us to look beyond MLU, morphology, and grammar and can be useful in determining whether intervention is needed. Some scholars, however, have noted the limitations of this “one shot” approach, particularly for learners whose communication... [Read More...]

How I Do It: Supporting Teachers of Students with AAC Needs

February 21, 2013 by - 18 Comments

How I Do It: Supporting Teachers of Students with AAC Needs

We couldn’t be happier to have a guest  post by Jane Farrall for our How I Do It series. Jane has worked as a school and adult service based speech pathologist and literacy teacher. She has also worked as an assistive technology specialist and is currently working as an independent consultant in literacy, AAC and Assistive Technology. Jane has been working in the disability and assistive technology field for over 20 years. She has extensive practical experience in both AAC and in teaching children and adults with disabilities to acquire literacy. She has completed a Masters in Special Education focusing on literacy acquisition in children and adults without speech. Jane is a former Chairperson of AGOSCI (Australian Group on Severe Communication Impairment) and is the founder and organiser of the Big Mouth Camp, a camp for school aged students using speech generating devices and their families. You can get more... [Read More...]