61 Search Results for descriptive
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...]
September 20, 2018
by Carole Zangari -
Our AAC Training Series continues today and we are incredibly grateful to Tabi Jones-Wohleber for sharing these presentation materials with us. Today’s training materials center on a topic that is near and dear to my prAACtical heart: Using statements more often than questions. The instructional time for Module 5 is about 90-120 minutes which allows time for discussion and practice. ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: Model as a MASTER PAL Module 5: Statements More Than Questions Facilitator Guidelines STATEMENTS MORE THAN QUESTIONS Questions are necessary to help us learn about the things, people, and activities in our environment and beyond. However, interactions heavily weighted with questions do not often yield the quality exchanges required to build relationships, gain understanding, foster autonomous communication or facilitate initiation. This module explores the power of statements (aka nondirective language and descriptive teaching) in shaping meaningful engagement for learning and socially interacting. It includes interactive activities, video links, lots... [Read More...]
April 29, 2018
by Carole Zangari -
It’s almost time to say goodbye to April and all of the wonderful autism awareness and acceptance activities. Before you head out to your busy week, take a look at some of our past posts. Monday – How I Do It: Building Friendship Skills with Peer-A-Mids Tuesday – AAC Link Up Wednesday – Video of the Week: From Referential to Descriptive Teaching with AAC Learners Thursday – PrAACtically May: AAC Resources for A Year of Core Vocabulary Words Still have time for a little more? Here are a handful of posts to get you started. Vocabulary Activities: 5 Sites for Learning with Avatars PrAACtically Reading with Karen Natoci – The Family Book Using Metaphors to Support Vocabulary Teaching AAC In the High School Classroom – Where Core Vocabulary Meets Life Skills How I Do It: A Year of Core Words in AACtion
January 25, 2018
by Carole Zangari -
Reading together with AAC learners can be a great activity for building engagement, language, and literacy skills. Like any other activity, though, it won’t be very helpful in doing that unless we use effective strategies. Today, we share an online module that will help with the basics of interactive book reading. Part of Project CONNECT, The Center to Mobilize Early Childhood Knowledge, which offers full courses for a fee and a limited set of modules (like the one we are sharing today) at no charge. This is a great starting place for anyone looking to better understand how to use shared reading as a way to build communication skills. From there, we can guide families, paraprofessionals, and professionals who work with AAC learners to utilize additional strategies, such as aided language input and descriptive talking, to support those who use some form of augmentative communication. Enjoy learning more about Dialogic... [Read More...]
January 21, 2018
by Carole Zangari -
Happy Sunday, AAC friends! Looking for tips to hone your AAC therapy and instruction? We shaerd quite a few on the blog this week. Monday – 10 Tips for Starting AAC Therapy with Little Ones Wednesday – Video of the Week: Supporting Emergent AAC Learners in Inclusive Education Through Descriptive Teaching Thursday – Building Linguistic Competence in AAC Learners: 3 Areas to Consider Targeting And if you are thirsty for more, check out some past posts on activities and materials for AAC therapy and instruction. Magic Moments with Verb Circus PrAACtical Ways to Make Decisions about Thematic Therapy Materials Why We Love AAC Language Experience Activities Vocabulary Activities: 5 Sites About Learning with Avatars AAC Intervention: 5 Activities with PrAACtical Potential
January 18, 2018
by Carole Zangari -
For several years, those who specialize in supporting AAC learners have stressed the need to develop AAC systems and programming that go beyond the communicative function of requesting in order to target the ability to protest, reject, comment, etc. This has been an important trend that will empower users of AAC to express themselves in much fuller ways. What other things should we be targeting in order to help our clients and students become more linguistically competent? Here are some ideas for goal areas to consider. Temporal Markers: While no one can overstate the importance of talking about our current needs, interests, observations, and preferences, we have to be careful not to get stuck in the moment. It is also important for our AAC learners to develop the language skills to be able to talk about things that already happened or that will/might be happening. Why? Among other things, this... [Read More...]
June 5, 2017
by Carole Zangari -
Looking for a quick, easy-to-read resource to supplement your AAC trainings with colleagues and families? In today’s post we share a flipbook-style handout that might come in handy. It covers basic tips under these headings: AAC Near Me (See me, see my AAC) Speak AAC (Aided language input) Speaking Style (Descriptive talking) Expectations (Setting the bar high) Support (AAC facilitation strategies) FAQs (Q & A about implementation) Top 10 Tips You can download the file here. Edited: This was translated into Spanish as part of the Hablando PráctiCAAmente project, coordinated by Deanna Wagner. Dianna Angeles was the translator and Claudia Marimón assisted with the editing. You can access the Spanish edition here. Enjoy!
July 27, 2016
by Carole Zangari -
Do you have a love-hate relationships with formal testing? Are you required to use normed tests with your minimally verbal clients? Looking for recommendations on which tests to use? AAC specialist Vicki Clarke has you covered! Like many of you, I’ve had mixed feeling when it comes to using normed assessment instruments with my AAC learners, particularly when we needed to modify the test materials or administration procedures in order for them to be able to participate and respond. If the client can’t point to pictures, give a verbal response, or sit through an entire test, we have no choice but to adapt how the test is administered. As we all know, when we adapt test materials (e.g., putting the test items on an eye gaze board) or procedures (e.g., partner-assisted scanning), we lose the ability to use the normative data. We can, though, compare our learners to themselves at... [Read More...]
May 16, 2016
by Carole Zangari -
Looking for ideas on how to strengthen language learning by students with AAC needs in the classroom? Here are some presentation handouts that may spur your thinking. Start Talking in Class: Helping Students Using AAC Devices by Gail M. Van Tatenhove Incorporating AAC Use into the Classroom by Karen Vinson and Eleanor Thompson Aided Language Stimulation and the Descriptive Teaching Model by Gail M. Van Tatenhove Communication Peeled and Cored for the Classroom by Jennifer M. Ro and Amy Thomsen Score with Core: Implementing Core Vocabulary in the Classroom by Janet S. Lehr