339 Search Results for aided language input

Another Look at Language Facilitation Strategies to Make AAC Learning Effective

March 18, 2013 by - 2 Comments

Another Look At: Language Facilitation Strategies to Make AAC Intervention Effective

Language Facilitation Strategies The Art of Scaffolding Recasting: A Language Facilitation Strategy F is for Feedback Don’t Miss These Visual Supports & The Chance to PrAACtice Language Facilitation Strategies PrAACtical Teaching Aided Language Input Pivotal Skills for AAC Intervention: Aided Language Input Why We Love Aided Language Input Aided Language Input Demo Learning to Use Aided Language Input Teachers in AACtion- Aided Language Input 5 Ways to Elicit Language Without Asking a Question Don’t Ask: 5 Reasons to De-Emphasize Questions in Your AAC Therapy 5 Tools to Make Aided Language Input Easier F is for Feedback Video  

Why We Love AAC Language Experience Activities

December 21, 2012 by - 3 Comments

We love hearing the ways in which SLPs are using language experience activities in their therapy. That’s why we woke to big smiles today in hearing the story of a clinician who was having fun teaching the word ALL with goldfish crackers. Her little AAC friends could ask for a cracker and get one, or ask for ALL and get a pre-packaged portion. The power of contrast works in our favor in times like these. And it could easily be done with puzzle pieces or Lego blocks or any number of things. We can highlight it when we ALL leave the room or play a game as a group. Families can get in on the action, too. They can check to see if they have ALL the items from a list in the shopping cart or if they’ve put away ALL the groceries or laundry. Repetition with variety: another of... [Read More...]

10 Things to Do in Using Focused Language Stimulation in AAC Vocabulary Teaching

November 8, 2012 by - Leave your thoughts

10 Things to Do in Using Focused Language Stimulation in AAC Vocabulary Teaching

All this month we are talking about considerations in teaching new words to people who use AAC. We’ve talked about the role of focused aided language stimulation and wanted to follow that up with a few more ideas for implementing this strategy. Select the new (target) word to teach giving consideration to Tier 2 words that fit with their language or curriculum goals. Pronounce it. Provide a student-friendly definition Use aided language input: Model the word on the device if it is stored in there OR use the device to explain the new word in a student-friendly way. Find ways to use it throughout the day (and beyond). Hearing the word in various contexts is a great way to deepen the learner’s understanding. Have the AAC learners say it using their AAC (e.g., spelling it out on SGD) or natural speech. Segment it. (E.g., “One of our new words is... [Read More...]

Tell Me About It: Focused Language Stimulation In AAC Vocabulary Teaching

November 7, 2012 by - 2 Comments

Tell Me About It: Focused Language Stimulation In AAC Vocabulary Teaching

Earlier this month, we introduced a general sequence of how we conceptualize semantic instruction. We promised to elaborate on that. There are two things that I really love about this approach to to vocabulary teaching. The first is that is honors a principle that we know to be true: providing repetition with variety not only helps us reach learners with different strengths, but also gives our AAC learners much-needed practice. The other thing that makes this really work for us is that assessment has an active role but not a central one. Testing takes a backseat to teaching. As we all know, getting accurate assessment information from people who are learning their AAC systems is a huge challenge. Often, our AAC friends don’t have decent test-taking skills so we’re not really testing what we think we’re testing. Just last week I got to see Kristofer, an adorable little fellow who... [Read More...]

PrAACtical Suggestions: 5 Ways to Elicit Language Without Asking a Direct Question

June 26, 2012 by - Leave your thoughts

PrAACtical Suggestions: 5 Ways to Elicit Language Without Asking a Direct Question

SLPs love to talk, of course, but sometimes that works against us. Over-prompting. Jumping in to repeat the last question. Re-phrasing the previous comment. Nature abhors a vacuum and sometimes we just can’t stop ourselves. What makes us fun at parties, though, can make it difficult for our AAC friends to become active, assertive communicators. Too much verbiage on our part can really slow down the journey toward communicative independence. We know better. We really do. But sometimes we need a little help to remind ourselves. And, so, a few reminders to us all… 1. Make the expectations clear using visual supports and aided language input. 2. Create a motivating context in which the learner needs to communicate in order to get his/her own agenda met.  3. Pause. Look expectantly at the communicator. Pause some more. Look even more expectant. 4. Keep pausing. Use a gesture for emphasis (e.g., cup... [Read More...]

The Art of Scaffolding as a Language Facilitation Strategy

June 23, 2012 by - Leave your thoughts

The Art of Scaffolding

“The best thing about being a teacher  is it matters. The hardest thing is that it matters every day. All the time.” Todd Whitaker (Just substitute SLP’s for teachers since SLP’s are teachers of communication and language) As June ends and we finish up with our Strategy of the Month: Language Facilitation Strategies,  we do not want to move on without talking about scaffolding.  We often use scaffolding without even knowing we are doing it,  but for speech-language pathologists, we need to know the name of each strategy we use because that allows us to make the most of everything we say and do when teaching communication and language.  Also, when we know what we are doing, we can teach it to communication partners and thus set the stage for language learning at home, in school, and in the community. What is it? Scaffolding is a verbal and visual strategy... [Read More...]


June 9, 2012 by - 5 Comments


“Strategies Are The Secret To Learning” Tony Robbins There are many ways to teach speech and language but we think it is important to remember that the goal should be to teach spontaneous language. So all the strategies we discuss will be part of a responsive conversational style and be real or authentic to  conversation. They will be for the facilitator (most often the adult) to use.  There should be a purpose or strategy applied to each and every thing we communicate or ‘say’ when teaching language.  This extra ‘dose’ of language facilitation is what transitions ordinary talking or language stimulation to specific language teaching/ or speech-language intervention. At the beginning of the month, we introduced language facilitation strategies by talking about aided language input, which is an authentic way of adding visual language and AAC modeling to the conversation. This week we are talking about RECASTS. Recasts serve to add or... [Read More...]

Language Facilitation Strategies

June 2, 2012 by - Leave your thoughts

Language Facilitation Strategies

Well, it’s Week 4 of the new semester and, in our AAC classes, we’ve been talking a lot about how language is represented and organized in communication boards/books, SGDs, and AAC apps. We’ve talked about the pro’s and con’s of representing language in various ways, and discussed the options for how to set up displays so that people can easily access the words they need. At this point, we know how to choose appropriate symbols, select appropriate vocabulary, and arrange it in an appropriate format. In short, we know how to put language ‘in.’ Now comes the hard part: Getting it out. How do we get people to actually use the language that’s been so carefully stored in the no tech, low tech, and high tech AAC tools? Our June Strategy of the Month is about techniques for language facilitation. If you’re an SLP well-versed in language therapy with speaking children,... [Read More...]

Throwback Thursday: AAC & Play

July 14, 2022 by - Leave your thoughts

Throwback Thursday: AAC & Play

It’s time for a little fun! Check out these past posts on AAC, play, and gaming. AAC in Secondary School: Using Games to Support AAC Learning for Older Students From Solitary Play to Interaction: 5 Things to Try With Kids Who Love Their iPad Games Let’s Play! Using Switch-accessible iPad Games for AAC Learning PrAACtical Resources: Structured Play Groups Building Sentence Length through Conversational Routines & Games 5 Quick and Easy Games That Build AAC Skills 5 Adapted Play Resources for Children with Motor Impairment PrAACtical Play: Creating Communication Opportunities with Favorite Toys Video of the Week: Aided Language Input During Play Video of the Week: AAC & Board Games

When Does an AAC Learner Need More Than Modeling?

July 11, 2022 by - 3 Comments

When Does an AAC Learner Need More Than Modeling?

As the philosophy of AAC immersion and the strategy of aided language input have gained acceptance, there is an emerging school of thought that these two things are sufficient for people with complex communication needs to learn to express themselves with AAC. While it is true that some individuals become proficient in their AAC and language use without explicit instruction, there is a large population of AAC learners who need additional support to achieve their potential and/or reach their goals. In this post, we share some guiding questions to help these individuals and their teams determine whether formal instruction with well-chosen language goals and implementation of specific intervention strategies is needed. Is the AAC user and/or other stakeholders comfortable with their rate of AAC and language learning? Has the individual plateaued in their language growth? Is there a gap between what they understand and what they can express? How do... [Read More...]