585 Search Results for tell me about it
October 28, 2012
by Carole Zangari -
We mean well. We really do. But sometimes the things we say or do, and even the things we DON’T say/do have a negative impact on our long-range goal of improving AAC outcomes. Here are some of the things we’ve observed that can discourage AAC use. Recommending AAC without giving stakeholders a solid, evidence-based rationale creates a shaky foundation. People aren’t going to put forth effort to implement something they don’t believe in, and they won’t believe in it until we make a compelling, well-supported argument. ‘Rules that aren’t understood are the first to be broken.’ It’s easy to forget that, in some ways, the AAC user is learning a whole new language. What would it take US to learn a new language? Well, for starters, we’d want to be immersed into an environment with competent speakers of that language. Hearing the language that we’re trying to learn makes... [Read More...]
October 23, 2012
by Carole Zangari -
It’s hard for most of us to imagine the experience of having had language all your life and suddenly losing it. Here are some ideas for apps that may be useful in your therapy with people with aphasia. Scene and Heard from tBox Apps and Scene Speak from Good Karma Apps: We’d love to see more people with significant language deficits use visual scene displays to communicate. Lingraphica’s Small Talk Series and their TalkPath apps: Worth exploring these apps as they were designed expressly for this clinical population. Tactus Language TherAPPy apps: Looking for apps that will help your patient develop and practice language and writing skills? Tactus has several to explore. Pictello from AssistiveWare: There is great power in storytelling and one of the things missed most by people with acquired communication disorders is their ability to connect with friends and family. This app has great potential for sharing... [Read More...]
October 15, 2012
by Robin Parker -
Fire Safety Week is over now but the need to learn fire safety strategies is NOT. If you missed these great fire safety resources, here they are to help you prepare for an fire emergency The 3 P’s to Keep Your Kid Safe During an Emergency Sensory Breaks & Learning Activities Firefighters are being Educated in Auburn On-Line Fire Safety Games for Kids How To Teach and Present Information, Lesson Plans, and Visual Supports for children and adults with Intellectual Disabilities For Teachers and SLPS Fire Rescue– an app for children that teaches the basics of fire safety through games, mazes, puzzles, matching, and more Apples 4 Teacher- kids fire prevention activities and information
October 9, 2012
by Carole Zangari -
Visual supports are not just for people with behavioral challenges. In this post, we share some ideas of using visual schedules and other supports to enhance comprehension and language learning. Let’s look put this into a clinical context. Marvin is a high school student with intellectual disabilities and cerebral palsy who is learning to use a high tech SGD. He is a personable young man who engages easily and comes to each session with a ‘ready to learn’ mindset. Most of Marvin’s goals revolve on learning to build sentences using core words. Although he has very limited literacy skills, he really, really wants to learn word prediction. This presented a bit of a dilemma, as I typically don’t begin to teach word prediction until spelling skills are approaching the third grade level. Marvin has some terrific splinter skills but his overall spelling skills are probably around the mid-first grade level.... [Read More...]
October 8, 2012
by Robin Parker -
It is National Fire Protection Week October 7-13, 2012. Check Out These 5 Great Tips, Tricks, and Teaching Ideas: Sensory Breaks & Learning Activities Firefighters are being Educated in Auburn On-Line Fire Safety Games for Kids How To Teach and Present Information, Lesson Plans, and Visual Supports for children and adults with Intellectual Disabilities For Teachers and SLPS
October 8, 2012
by Carole Zangari -
Questions are more like assessment than they are like instruction. Don’t believe us? Look at the questions these therapists posed and see if you didn’t feel like you were being quizzed. What’s your name? Where do you live? Do you know your address? How old are you? When’s your birthday? What school do you go to? What’s your teacher’s name? What’s that called? What do we do with that? Can you tell me more about it? Just to be clear, we think data-based decision-making always plays an important role in good therapy. However, assessment is assessment. Assessment helps us figure out what to teach and how to teach it. But it should look and sound very different than instruction. So when the SLP tells us she is going to teach a new skill by asking a question, we start to tense up. Here’s why we’re de-emphasizing questions in our AAC... [Read More...]
October 6, 2012
by Carole Zangari -
Since October is AAC Awareness Month, we wanted to focus on a topic that applies to everyone. No matter what age group or client population you work with, no matter what the service delivery setting is, you probably find yourself needing to build acceptance for implementation of AAC tools and strategies. So this month we’ve decided to share strategies for helping others see things the AAC way. We’ll talk about strategies for attitudinal, knowledge, and access barriers. To get us started, we consider a medical scenario in which Catherine visits her doctor, complaining of a sore throat. To determine the treatment, the physician first tries to identify the cause of Catherine’s discomfort and looks for the most common causes of sore throat. Allergies, infection, vocal abuse. Each cause triggers different treatment options for considerations. Antibiotics for allergies? Not likely to be effective. Antihistimines for vocal abuse? Nope. Knowing the root... [Read More...]
October 4, 2012
by Carole Zangari -
Although the field of AAC emerged only in the last few decades, the notion of communicating in alternative ways is centuries old. In classical times, the use of manual communication by deaf individuals was referred to by Plato and documented in Europe during the Middle Ages. In North America, American Indian Hand Talk evolved over generations to allow cross-cultural communication between speakers of diverse languages. As a clinical/educational field, AAC has been described as evolving through a “bottom-up” mechanism. Individuals with congenital conditions that prevented the development of intelligible speech invented their own communication systems long before teachers, therapists, and clinicians formalized instruction in alternative modes of expression. AAC users growing up in the forties and fifties tell of communicating through grunts, vocalizations, “air writing,” and eye movements, which, though effective in some contexts, were maddening in their limitations. Individuals who were fortunate enough to have access to habilitative and... [Read More...]
October 2, 2012
by Carole Zangari -
If you’ve been following our blog, you know that we have mixed feelings about the AAC app revolution. More specifically, we’ve had concerns about the decision-making process around app selection, the paucity of apps that allow for children to learn true generative language, and a few other things. We continue to advocate for AAC app selection to occur within the context of a feature match process that gives appropriate attention to the full range of AAC options. In this mega-post we’ve included our most recent update of free and lite versions of AAC apps for iOS and Android plus a variety of additional resources related to AAC app selection. Tools to Use In Making Decisions About AAC Apps Feature match form developed by Jessica Gosnell at Boston Children’s Hospital Feature match checklist created by Scott Marfilius and Kelly Fonner Our supplemental rubric covering language and communication features, RELAAACs Places to... [Read More...]
September 7, 2012
by Carole Zangari -
It’s been a depressing week for us. Too many exchanges with SLPs who should know how to ‘do’ this intervention and don’t. Too many conversations with parents who have not been able to access decent AAC services. Too many delays in getting devices in the hands of clients. We’ll get back to being positive and solution-oriented, but first we need to wallow in the misery of it a bit. The case for improved services to individuals with little or no functional speech is perhaps best made by those whose voices we cannot hear in a traditional sense. Below is a sampling of quotations from scholarly and personal writings of and by users of AAC. Michael Twice a week my academic pursuits were interrupted. I was sent out of the classroom and wheeled down to the other end of the building where I was put into a small, airless room to await... [Read More...]