687 Search Results for communication book
September 9, 2013
by Robin Parker -
Reading and writing are modalities of language (just like listening & talking). The more we integrate literacy into language learning the more opportunities for prAACtice and learning. Think of all the ways to prAACtice core words with reading and writing (e.g., “read again”, “write about that”, “that is good”, “He was bad”, “tell me more”, “I know”, etc…). With this in mind, we love encouraging a love of literacy for ALL of our students. Here are some top tips we have learned from the most reluctant reader/writers, to beginning reader/writers, to even the more proficient readers/writers. It is such a great pleasure to watch students begin to love literacy as much as we do. Use high interest books– Find books with super high interest pictures and/or text. For some learners, it helps to create your own books with personal interest photos and/or topics. One (very) reluctant reader we know, loved... [Read More...]
September 7, 2013
by Carole Zangari -
Most of our conversations with SLPs about teaching literacy to individuals with AAC needs revolve around the ‘How’s.” “How can I possibly teach reading and writing? I don’t have enough time with her to teach language and communication!” “How am I going to teach reading to someone who can’t sound out words? Or writing to someone who can barely use a pencil or keyboard?” In general, SLPs WANT to teach literacy skills. They understand the importance of this skill set and how it can level the playing field for people with communication difficulties. They know that reading and writing are inherently linked to speaking and listening. They know that literacy is a powerful key that unlocks many, many doors. And yet, getting from there to the point of actually teaching clients with AAC needs to read and write is not something we do enough of. This month, we’ll look at ways... [Read More...]
August 28, 2013
by Robin Parker -
We continue to work with core words and if you have been following our ‘Year of Core Words’, here are some ways to use the September words for preparing, playing, & reading about ‘back to school’, making new friends, cooking and eating in the fall, and for general fall/autumn activities. Create opportunities throughout the day and add some aided language modeling (ALI), repetition with variety, and meaningful language experiences, you will expand communication, language, and core word vocabulary quickly. September Core Word PrAACtice Almost almost done he almost fell they look almost the same the book was almost my favorite Calltelephone call call me now call name softly let’s call her name loud Listen listen bell listen for the music the girl needs to listen I try to listen and learn Name same name name is not that her name is pretty that name is the same but spelled differen Nice nice and soft... [Read More...]
August 16, 2013
by Robin Parker -
These are some ‘non-traditional’ but really fun apps and activities that can be used to help improve writing, choice making, & AAC skills for all levels of writers. These apps allow you to create meaningful language experiences through the process of creating the written documents, by talking about & printing out the finished product, as well as by using writing specific reinforcement so that the learner knows they are really a writer (“wow, you are an author”, “great writing”, “awesome using many different words”, “excellent poetry”, etc.). Have fun and write. Type Drawing– TypeDrawing allows you to enter text or choose from a text word bank to draw lines or pictures. The text is repeated each time you begin drawing or touch and drag on the screen with your finger. We used this to make text pictures and then sent the pictures as notes to friends, birthday cards to a... [Read More...]
August 12, 2013
by Carole Zangari -
Looking for ways to engage older learners with age appropriate materials? Searching for fresh ideas for AAC and language practice? Tellagami (“tell-uh-gah-mee”) is a free iOS app that allows you to create short animations, save them to your device, post to Facebook, and share them by email, SMS text, or Twitter. Best part about it, in this busy SLP’s opinion? Super easy to learn and use! The animations are called ‘Gami’s’ and are short and fun to make. The app has a good amount of flexibility and you are only limited by your imagination. Here are some ideas for putting it to use in your AAC work. 1. Choice making: The AAC learner can work collaboratively with a peer to create a Gami. In doing so, he/she can make selections of things like the gender of the character, hair, clothes, and the background. 2. Peer interactions: Many of our AAC... [Read More...]
August 5, 2013
by Robin Parker -
PrAACtical Thinking Free Text-based AAC Apps for the iPad PrAACtical Questions: Can Students Take Their AAC Device Home? PrAACtical AAC Learning & July 4th: Get Ready Get Set Go 4 Free July 4th Apps to SPARK Commenting 30 Posts You May Have Missed in June 4+AAC Tips for Talking About July 4th AFTER the Festivities PrAACtically Ready to Read Did You Know: AADMD Offers Specialty Webinars Visual Schedule Myths Live On..& On Getting to Yes Working with Worksheets Apps to Prepare, Learn, & Talk About Summer Vacations Modify a Battery-Operated Toy To Make It Accessible By Switches 5 Great Ways To Help People with AAC Needs Develop Inner Speech What’s the Connection: Core Vocabulary and Visual Schedules Random App of Kindness Giveaway: Talk About Food Create Your Own Style PECS Book 5 Things to Consider About Assigning ‘Homework’ to Your AAC Clients 8Friday Fun: 8 AAC Activities that are Fast... [Read More...]
August 3, 2013
by Carole Zangari -
Here in the US, August is Back-to-School month. Throughout this month, we’ll try to post ideas and resources to help make the transition back to school a smooth and successful one. One of the most important things for students who use AAC is having their SLPs, teachers, and families on the same page. They each have a different but very intense relationship with the student’s AAC system. Here are some prAACtical thoughts on getting everyone on the same page. 1. Develop a communication profile of the student: In the initial weeks, try to get a baseline of how the student is communicating at the start of the year. For beginning communicators, we track things like their communicative intents (WHY they are communicating), modalities (HOW they are communicating), and the frequency of their communication. We’ve written about one of our favorite tools for this, the Communication Matrix. 2. Share what you know:... [Read More...]
August 2, 2013
by Robin Parker -
Commenting is for everyone, even if they are beginning communicators and even if they need to learn. If you are teaching commenting to a learner who does not yet have this communication function, there has to be ‘buy in’ or interest through another communication function that is already known. So, for a learner who can ask for things they want or say ‘no’ to things they ‘don’t want’, you may need to form routines where they ask for something, comment, then can ask (and receive) again. Once the routine is established, you can add some more teaching and language facilitation strategies. We have written about commenting before but when we saw this cool photo on Facebook, we just had to mention commenting again. Commenting to the Max Go Ape! 10 Commenting Communication Temptations More Ways to Teach Commenting Make it Meaningful to the Learner – Just talking about things may... [Read More...]
August 1, 2013
by Carole Zangari -
AAC technology is awesome. It really is. But it isn’t always ‘the answer.’ Here are a few things we try to keep in mind. 1. It’s not always the most efficient way for someone to communicate. Vocalizations, word approximations, gestures, and manual signs may be quicker and easier. 2. You always need a back-up. Another device, an app, a communication board, a PODD book, a print-out of the main SGD screens. Something. 3. It may not be the preferred means of communication with family and close friends. It’s not up to us to make that call. 4. The ‘latest thing’ isn’t always the best. Some of our prAACtical friends still lament the loss of the built-in printer on the Liberator. For them, the smaller, sleeker design of replacement devices weren’t worth the trade-off. 5. We generally don’t maximize the devices/apps we have. In some situations, there are useful features that... [Read More...]
July 27, 2013
by Carole Zangari -
One of the biggest challenges that SLPs face is how to help the communicator use new skills outside the therapy room. Whether the client is someone who stutters, has voice problems, or any other speech-language difficulty, the question is the same: How can we get the client to use skills that were learned and practiced in a therapeutic situation to use those same skills at home, in school, and in the community? It’s an issue with all learners, but for adolescents and adults, we seem to be playing ‘catch up’ all the time. Plus, they are encountering greater numbers of less familiar communication partners and have to fend for themselves more often, making skill generalization even more of a critical topic. Much has been written about problems of generalization by using loose training, and varying the instructional setting, partners, instructions, prompts, and materials. In our way of thinking, it starts... [Read More...]