Last month, it was such a great honor to host Dr. Pat Mirenda at the UM-NSU Center for Autism and Related Disabilities (CARD). As some of you know, she was the presenter at our annual Issues in Autism Conference, and also was kind enough to record a shorter version of the presentation for the CARD eLearning site, CARD VINE. You can view that presentation below, and get the handout for it here.
All around the world, students with AAC needs are increasingly afforded the tools and supports that they need to build effective communication skills. Today, we travel to England to peek into a classroom at the Milestone School in Gloucestershire. One thing that I just love about this video is that the adults honor and model multiple modes of communication. AAC devices are wonderful, but we can’t get so focused on them that we forget the important role that gestures, vocalizations and manual signs can play. Take a look. Direct Link to Video: https://www.youtube.com/watch?v=HygplCyZtoA
To wrap up Autism Awareness and Acceptance Month, we turn to the Autism Internet Modules, created by the National Professional Development Center on Autism Spectrum Disorders. Ellen Franzone introduces us to a comprehensive look at SGDs and their application with people who have ASD. You may have to register to access the site, but the information is worth the extra effort. Also, don’t miss the downloadable resources, such as this SGD Implementation Checklist. Direct Link: http://www.autisminternetmodules.org/mod_intro.php?mod_id=35 Franzone, E., & Collet-Klingenberg, L. (2010). Speech generating devices for children and youth with autism spectrum disorders. Madison: The University of Wisconsin, The National Professional Development Center on Autism Spectrum Disorders, Waisman Center.
If you work in educational settings, there’s a good possibility and you and and your colleagues have had many conversations around the topic of progress monitoring. Progress monitoring in an approach to assessing student performance and evaluating the effectiveness of instruction. How does that apply to students who use AAC and other AT? Today, we hear from Elizabeth Panek on that very topic. Thanks to the Pennsylvania Department of Education and PaTTAn for making this available.
“But my student can speak. Why would we use AAC?” We often get this question from our fellow SLPs, particularly those who work with students who have autism. From the question alone, it seems like AAC is not needed, and would be a step backward for this particular student. But what happens when we dig a little deeper? The last time this question was posed to me, it was about Marcella, an 8 year old with ASD. As the conversation progressed, we learned more about Marcella’s communication profile. Independently, she uses 2-3 word sentences to ask for things she wants (e.g., “Want that popsicle.” “More Dora”) and single words to protest (“No!”). With prompting Marcella uses 1-2 words for greeting (e.g., “Hi Tony”), labelling (e.g., “Dora book”), answer questions, (e.g., “here,” “sunny”) and a few other social purposes. So, what’s the problem? For starters, Marcella is capable of more. In... [Read More...]
To kick off Autism Awareness and Acceptance month, we turn to a video on AAC and ASD. Thanks to Michael McSheehan and the Institute on Disability at the University of New Hampshire for this helpful video. https://vimeo.com/album/2645578/video/97834273
There is so much to love about this wonderful video from Lindy McDaniel, preschool teacher and author of the fabulous blog, The Considerate Classroom. It is such fun to watch her introduce little Lilly to a new communication aid and assist her in getting comfortable with expanded vocabulary options. From the way she engages with her student, to her use of aided language input, to her skill in behavior management, to the way that she supports the student in interacting with unfamiliar partners, this is a video to savor. Enjoy!
Educational specialist Susan Norwell and OT Judy Lariviere provide a wealth of information on going beyond yes/no and choicemaking to build real communication in girls affected by Rett Syndrome. Thanks to the Rett Syndrome organization for making this video available.
We love seeing AAC in action, especially when we get the chance to peek into a therapy session. Take a look!
How can we integrate technology into the instruction of students with vision impairments and multiple disabilities? Nathalie de Wit, Lead Teacher at the Perkins School for the Blind Lower School has lots of ideas. Alternate: http://www.pathstoliteracy.org/resources/assistive-technology-ideas-students-multiple-disabilities-and-visual-impairments