675 Search Results for communication book
March 6, 2013
by Robin Parker -
Subscribe to a blog with an AAC focus– Spectronics Blogs, Uncommon Sense, Jane Farrall Consulting, PrAACtical AAC Program a one hit message device and use it for a new reason– 101+ Things to do with a Big Mac or Other Single Message Communication Devices Follow an AAC topic Pinterest board– PrAACtical AAC, AAC by Katie Ahern, AT/AAC/Adapt/Modify/Accessibility/Accommodations, AT for Communication, AAC by Constantly Speaking, Communication-AAC Print out and hang up or give someone an AAC Awareness Image– 10 Commandments of AAC Devices, AAC It’s as Easy as 1,2,3 Register for a free AAC professional development webinar from Ablenet Print out an AAC Poster– AAC Boot Camp-Getting AAC Users to Communicate, The Periodic Table of AAC, Learn about technology and apps for AAC and learning from Pinterest– Lauren Enders Pinterest Boards, Tech in Special Education Print out song visual supports Read a Tar Heel Reader Book with an AAC learner... [Read More...]
February 14, 2013
by Carole Zangari -
We are delighted to have Shareka Bentham back to share another post about the AACtual therapy she provides to little ones in Barbados. Last month, we followed her along to the zoo where her little friends got to generalize the language skills developed in therapy sessions. In this post, Shareka discusses her approach to something we all struggle with: selecting vocabulary that will both fun and functional. One of my biggest challenges in AAC is choosing good vocabulary targets, and working on vocabulary instruction for early communicators. By ‘good’ I mean targets which are functional for their everyday settings, representative, and most of all fun for children who are not only beginning communicators, but also beginning AAC users. I have become the AAC ‘specialist’ at a school for children with complex communication needs, so I generally have to cater to the communicative needs of children from the pre-communication to... [Read More...]
February 9, 2013
by Robin Parker -
This month’s communication and language strategy goes beyond requesting into conversation. Beginning (and more advanced) communicators can be introduced to conversations through scripts. Scripts for teaching the art of conversation can help give the language to initiate, maintain, extend, and terminate social and conversational exchanges. Scripts can be used to talk about special interests, to participate in activities, and much more. When we teach scripts in a way a learner ‘learns’, the script shows the guidelines, boundaries, and organization of conversations. The communication and language goal is conversation. The strategy to teach conversation is scripts. Scripts are not that foreign to the conversational situation. We all may use scripts at times. Think about your ‘small talk’ scripts or your scripts that help you in unfamiliar or difficult conversations. If learners have difficulty knowing how to participate in conversation, a script can capitalize on strengths like memory and doing well with... [Read More...]
January 31, 2013
by Carole Zangari -
We couldn’t be happier that one of our first AACtual Therapists is Tanna Neufeld, a south Floridian on loan to the Pacific Northwest. Tanna was with us as a graduate student many years ago, and went on to build a fantastic reputation in our community for her excellent clinical skills. It was South Florida’s loss when she left last year and moved across the continent. (I know at least a few people scheming of ways to get her back.) Tanna is now working at the Children’s Therapy Center in Seattle. Tanna blogs at SNEAK Outside the Box and My Blind Side. You can read more about her at the end of this post, in which Tanna talks about using bubbles in her AAC therapy sessions. AAC Breakthroughs with Bubbles! When I first started using core vocabulary boards with my kids, I didn’t really know where to start. It was really... [Read More...]
January 30, 2013
by Robin Parker -
January is (was) a fairly crazy and busy month for us. After a late back to school week, the CARD Conference, the Dan Marino Foundation WalkAbout Autism, and ATIA Conference (hope to see you there), we got a bit of a late start on a few things. To stay ahead of ourselves, we want to end January by being ready for February…… For February, we have a calendar for incorporating AAC into everyday activities (it goes with yesterday’s post 28 things to do). Feel free to print out and share and use anyway you want to promote PrAACtical AAC. A PDF version (free) can be found at our Teachers Pay Teachers site. Our new Strategy of the Month (on Saturday) will focus on Communication & Language Beyond Requesting. There are no pre-requisites to learning and being immersed in ALL of the reasons to communicate (communication functions). For some learners, it... [Read More...]
January 28, 2013
by Robin Parker -
We are extremely proud to be part of the Dan Marino Foundation WalkAbout Autism, which is a large South Florida event. It is a true collaboration between the community, volunteers, sponsors, donors, walk partners, and the Miami Dolphins. The Walkabout helps raise money for organizations that provide programs and services for individuals with autism and other developmental disabilities. It also promotes a sense of community collaboration and awareness about autism spectrum disorder and developmental disabilities. We are writing about the WalkAbout, not as a plea for money (although read about the WalkAbout and donate if you are so inclined), but instead to tell you how we continue to try to integrate AAC & visual strategies into community events. We are so grateful to Dan & Claire Marino and their family and Jeff & Rachel Ireland and their family for continuing to dedicate their time and effort for this amazing event. This past weekend was the 3rd WalkAbout Autism. It was a... [Read More...]
January 26, 2013
by Carole Zangari -
This month we’ve been talking about requesting and choicemaking, specifically how to teach it. Today, we’ll put it into a clinical context by talking about a hypothetical session that targets this skill, but also highlights other strategies. As you read about the materials, preparation, and script, look for how they incorporate strategies such as building specific communication opportunities {CO}, aided language input {ALI}, and expansions {EX}. The clinician also builds in repetition with variety so that there is sufficient opportunities for teaching and practice using multiple modes of communication. In this scenario, you’ll meet Jenna, a 5 year old with significant language difficulties secondary to Cri du Chat syndrome. Jenna’s communication system includes about a dozen manual signs (SIGN), 20-25 word approximations (SPEECH), a few gestures (GEST), some manual communication boards (COMM BD), and an iPad with a full-featured AAC app (iPAD). She also uses movement (MOVEMT), vocalizations (VOC), and... [Read More...]
January 17, 2013
by Carole Zangari -
Nothing makes us happier than hearing AAC success stories. It’s thrilling to hear of folks who are using AAC tools and strategies to communicate effectively. We love hearing how their language develops and the positive changes that makes in their lives. It also makes us curious as to what made ‘this’ story a success story. One of our goals for the new year was to give PrAACtical AAC followers a look into the experiences of professionals outside their own communities. Last week, we introduced AACtual Therapy, a series of guest posts by SLPs who are willing to give us a peek into their AAC therapy sessions. Today, we introduce How I Do It, a series in which we invite SLPs to share how they tackle common issues, tasks, or problems. We’re excited to launch the series with a post from Lauren Enders, a clinician who supports the AAC community beyond... [Read More...]
January 16, 2013
by Robin Parker -
Thematic language therapy can be part of a meaningful language experience. This is true for everyone but especially helpful for learners with social communication/language difficulties. The theme of a session or theme of a month (or semester) can help a learner understand the relationship of individual activities to a larger main idea. For some learners it is easier to understand the details than to understand the ‘big picture’. By adding well thought out thematic features in intervention, the learner can then have many opportunities to relate the component parts of a theme to a main topic. Another aspect and benefit of thematic language learning has to do with word, concept, & vocabulary access. If a theme is used in a variety (or ALL) activities, there is a greater chance that the learner will be using similar words and concepts in talking, listening, reading and writing. By using all language modalities, vocabulary, word... [Read More...]
January 12, 2013
by Carole Zangari -
Choicemaking and requesting may be the most frequently targeted areas for beginning communicators who are starting out with their AAC systems. That makes sense for some learners because making choices is a very concrete focus for interaction and is loaded with motivational power. It seems pretty straightforward but, like anything else we do clinically, there are lots of decisions and choices to be made as we delve deeper into the process. How can we craft an AAC system that targets requesting for now, but also supports core language learning? For communicators who are at the earliest stages of making requests with AAC symbols, the strategy we discussed earlier this month or simple choice boards are a good starting point. But unless we quickly address where this is all going, the client will be strictly limited in their language learning. There are many ways to do this. Here is one approach.... [Read More...]