597 Search Results for tell me about it
March 12, 2015
by Carole Zangari -
Like many of you, I’m always on the hunt for ways to support beginning communicators who are also learning to read. As SLPs, we have a huge opportunity to advocate for and provide good literacy learning opportunities for individuals with AAC needs. For learners past the preschool age, it can be challenging to find material that engages them and yet respects the fact that they are no longer young children. Last month, we share a handout from a wonderful ATIA presentation that Drs. Hanser and Musselwhite did on this topic (you can see that post here). Today, I’m sharing the thoughts of Erin Sheldon, whose work in inclusive education for students with significant disabilities and support of families with Angelman Syndrome (AS) is known to many of you. Erin’s work is directly informed by her daughter Maggie, who has AS and is fully included in her general education classroom. A... [Read More...]
March 10, 2015
by Carole Zangari -
It’s green where we live, but even our friends who’ve been battling snow and ice for far too long (!) have been seeing bits of color…IF you count the rainbows and gold-filled pots in their therapy rooms, offices, and classrooms. St. Patrick’s Day can be a fun, playful holiday to celebrate, and there are plenty of thematic materials around to build language and literacy skills. For some learners, acquiring holiday-related vocabulary. like shamrock and leprachaun, makes sense. But for most of the AAC learners with whom we work, the priorities are elsewhere. That’s one reason that I’m delighted to share Karen Natoci’s PrAACtically Reading for March. As always, Karen is incredibly generous in sharing both information and materials (such as her lesson plan and PowerPoint story). What I love most about her post, though, is that it honors the excitement and traditions of the holiday while keeping focused on the goal of building core... [Read More...]
March 5, 2015
by Carole Zangari -
It’s funny where life takes you. A former student of mine was unhappy as an attorney, but found deep satisfaction in becoming an SLP. Another one enjoyed her work as an SLP, but reached even more lives by founding a company for low tech communication and literacy materials. As SLP students, we might not have considered the role that people with AAC needs would play on our caseloads. And with over 90% of school-based SLPs serving kids with autism, my guess is that many who are now supporting nonverbal or minimally verbal students had no intention of specializing in AAC. And yet, there they are: a language lifeline for students who cannot communicate effectively through speech. I am so grateful to today’s guest author, Sara Barnhill, for sharing her own experience in becoming an AAC service provider. Sara is an SLP who has has worked at Children’s Hospital of Richmond at... [Read More...]
February 16, 2015
by Carole Zangari -
If you are among those who believe that AAC is a 24/7 proposition, then, like us, you may be looking for ways that we SLPs can better support our clients in the community. Like the rest of us, our AAC clients want and need to be active participants in their healthcare, and we can play an important role in helping them build the receptive and expressive communication skills to be more successful in that. In today’s post, we hear from Dr. Rachel Menzies (Email: r.menzies@dundee.ac.uk) from the AAC Research Group in the School of Computing at the University of Dundee. Dr. Menzies shares ways in which her team is developing social narratives around visiting the dentist. I’ve never been a fan of going to the dentist, but I am lucky. I have the cognitive capacity and understanding to consider the consequences of NOT going to the dentist and to regulate my emotions when I... [Read More...]
February 3, 2015
by Carole Zangari -
The recent ATIA 2015 Conference in Orlando served as validation that core vocabulary is now a widely accepted practice in supporting language development with AAC learners. Presentation after presentation discussed the rationale, research support, and strategies for implementation. In 2013, we suggested that one way to help strengthen learners’ abilities with core words is to take a different set of 12-20 core words each month and focus on them for a few weeks. How? By modeling those words, making resource materials (like word cards with the symbols), creating activities in which those words figure prominently, posting them in the classroom/therapy room, reading books that have heavy use of these words, sharing them with families, write stories using them, etc. In this post, we share some sample sentences to model for our February 2013 and 2014 core words. The target words for this month are in CAPS. 2013 Year of Core again... [Read More...]
February 2, 2015
by Carole Zangari -
The ATIA 2015 Conference was one of the best ever, with strong presentations, a vibrant exhibit area, lots of fun social events, and great networking opportunities. There were lots of highlights, but here are a few prAACtical ‘finds’ that might interest you. Spanish version of Word Power: The language options for AAC devices and apps keeps getting better and better! I love that you can purchase the Spanish pageset/voices, then configure Word Power so that the user can toggle back and forth between English and Spanish user profiles. Once configured, your client can independently go from English to Spanish words, phrases, grammar, and voices (and vice versa). This will help our prAACtical friends who speak English in school and Spanish at home. I explored it on the Nova Chat from Saltillo but there is also a Spanish add-on to the TouchChat app. Book Bridge: We’re all looking for better ways to make... [Read More...]
January 29, 2015
by Carole Zangari -
At the CARD 2015 conference earlier this month, I had some great conversations with professionals who wanted to integrate more AAC into their work with beginning communicators. One of the issues that came up was this: What about kids who keep using their AAC to say the same thing over and over? Here are some of the things we discussed. For beginning communicators, repetition is part of exploration. And exploration is part of language learning. Extinguish repetition and we have effectively shut down a tool for language development. Turning off the device, taking it away, or turning the volume controls to silent is NOT an option. (Whew! I can’t tell you how happy I was to hear consensus on that point!) No feeling person would tape the mouth of a speaking child to keep them quiet, and this is the AAC counterpart. Silencing a person by restricting access to their... [Read More...]
January 26, 2015
by Carole Zangari -
One of the coolest things about 2014 was that it seemed like the field of AAC reached a tipping point regarding the idea of aided language input. There are some differences in terminology (e.g., aided language stimulation, aided modeling), but the Big Idea is this: To teach AAC, be a speaker of AAC. Learners need competent language models, and if we’re not using the AAC ourselves, chances are that no one else is easier. If you don’t think that’s a problem, try learning a foreign language from a teacher who doesn’t speak it to you. Not the most enjoyable, effective, or efficient way to learn. I had such a great visit to schools in Oakland, Michigan this fall, and one of the (many) highlights was being in classrooms where teachers and SLPs are taking this to heart. True, they have some great AT leadership and had lots of training, but... [Read More...]
December 4, 2014
by Carole Zangari -
Communication is a birthright. No agency or person should be permitted to restrict someone’s access to expression or dictate how communication should occur. Computerized functions for creating messages, emails, and texts are literally lifesaving for people like Mike. Please lend your support by telling CMS how important these things are before Saturday, December 6. You can learn more about the issues from our previous post and visit the public comment section to add your voice here. Thanks to Michael Phillips and the Florida Alliance for Assistive Services and Technology for this helpful video. https://www.youtube.com/watch?v=8oi1mK4RqjQ&feature=youtu.be
November 25, 2014
by Carole Zangari -
I had the pleasure of meeting Karen Natoci Florka last month when I visited Michigan and am delighted that she was willing to introduce us to the Shared Community of Practice from the team at The Communication Matrix. Karen is an SLP who has served students aged 3-26 with various physical, sensory and intellectual challenges at Wing Lake Developmental Center (Detroit area) since 2001. She is a part time lecturer at Wayne State University where she teaches a course entitled “Communication Acquisition and Educational Interventions for Students with Moderate to Severe Impairments.” She is part of the Communication Matrix Charter group. Click on the image below to learn more. The Communication Matrix is growing into a Shared Community of Practice! I remember the first few weeks in my new job at a wonderful, magical, school for children with complex communication needs. It was time for my first evaluation. These amazing students were challenging! They seemed... [Read More...]