781 Search Results for praactical teaching
December 26, 2013
by Carole Zangari -
We’re so thrilled to have Shareka Bentham back as an AACtual Therapist, this time talking about her journey into high tech AAC. You can see other posts from Shareka here. One of our colleagues completed the AAC evaluation on a client of Shareka’s. While preparations for that evaluation were underway, we were fortunate enough to learn of an AAC device that was no longer needed. The family agreed to donate it to this little fellow, and that seems to have launched a whole chain of prAACtical events. Shareka takes it from here… Sadly, this is not the first step into my career as a rapping superstar, but more a description of my journey from ‘no tech’ to high tech in AAC use. If someone had told me a year ago that I would be showing off my skills on a high tech AAC device, and teaching children, parents, and teachers... [Read More...]
December 24, 2013
by Robin Parker -
Use social narratives to explain happy upcoming events, stressful upcoming events, and out of the routine type events. Not only do social narratives help with understanding, but they can also help with ways to talk about activities and events. Use Aided Language Input (ALI) to model. It will show that even when there is a lot going on, AAC is still important and a high priority. Give out some AAC related presents to educators, professionals, families, and AAC users. Create the visual supports for holiday songs and poems. Or use a single step or sequential message device to record the songs, so everyone can sing together. You can even program the songs into high tech devices and have quite the good singing voice. Provide frequent communication opportunities for the AAC user to make choices, give opinions, rate activities and events, vent, ask questions, tell, and share information. Make talking photo... [Read More...]
December 22, 2013
by Robin Parker -
Awesome video from Kreed’s World on teaching short conversations. Look at the great example of the language facilitation strategy: repetition with variety. Also, look at the meaningful language experience for Kreed (and his communication partner) as the conversation was authentic and based on Kreed’s interest.
December 19, 2013
by Robin Parker -
The Strategy of the Month for December is about Pre-Intentional and Beginning Communication. We knew this topic meant a lot to us because these learners are often overlooked or given up on just when they need help the most. We didn’t realize how important it was to us, until we started ’rounding up’ our past posts and found so many. We are fortunate to have worked with many pre-intentional and beginning communicators because they often teach us the most, and we love learning. Presuming Competence 3 Responses to Programs that Make Kids “Prove Worthiness” Prior to Providing Access to AAC Does AAC Benefit Individuals with Profound & Multiple Disabilities Strategy of the Month Strategy of the Month: Supporting Pre-Intentional Communicators Breaking Through with Pre-Intentional & Beginning Communicators of All Ages Supporting Pre-Intentional Communicators Teaching Basic Requests Making it Work: The PrAACtical Side of Therapy to Teach Requests Literacy Lessons for... [Read More...]
December 14, 2013
by Robin Parker -
We are thinking a lot about emerging-intentional and beginning communicators. Even within these categories it seems there are sub-categories. We have a subset of learners who seem difficult to engage. They do not often respond to communication initiations by others. They can be content looking at small items or through self-stimulatory behaviors. These learners can get “communication” overlooked in class, in intervention, and at home because they can be quiet and subdued a lot of the time. They can be prompted through activities and events without difficulty but they often do not get to be communication initiators. And without a lot of practice initiating, it is hard to improve. You may hear or think these things about the learner: She does not like anything He is in his “own world” He does not care what he gets It seems like she can not hear She does not look at what... [Read More...]
December 11, 2013
by Carole Zangari -
Visual supports are good teaching for ANY child, but particularly if there are issues with language processing. Check out this great example from The Teaching Channel. Direct Link: https://www.teachingchannel.org/videos/visual-cues-in-the-classroom
December 5, 2013
by Robin Parker -
Strategy of the Month Thoughts on Teaching Core Vocabulary Teaching Core Vocabulary with Direct Instruction Strategies New Word Teaching: A Look Inside Some PrAACtical Therapy Sessions Core Words, Direct Vocabulary Instruction, & the Beginning Communicator PrAActical Thinking Fun Friday- 5 Tips for Talking About Halloween After it is Over 31 Posts You May Have Missed in October A PrAACtical Literacy Activity for Beginning Communicators Writing Goals for AAC Learners Fun Friday: Holiday Shopping with a Purpose 10 Apps to Gift to An SLP Hockey Lessons Watch it Wednesday: Using Routines to Promote Interactions by the Watson Institute Throwback Thursday: Say This, Not That to Reinforce Vocabulary Learning Fast FAACt Friday: AAC’s 1st Appearance in the Professional Literature How Do You Teach Others to Implement AAC Facilitation Skills? Watch it Wednesday: Time Timers At the Very Beginning: Working with Pre-Intentional Communicators Display Stand for Visual Supports or Books PrAACtical Thoughts on... [Read More...]
December 2, 2013
by Robin Parker -
This may be the time of year you are thinking of adding AAC apps to your assessment collection or are planning on getting one for an individual learner or for a group of learners. As you consider which app or apps to purchase, here are some feature considerations as well as some options for learning about the apps. **For any individual learner, a specific AAC evaluation by a qualified speech-language pathologist is always highly recommended. Language Features Core word approach to language learning Functional language approach to language learning Visual scene approach to language learning Pre-made communication displays or create your own Communication Functions (requesting, Choicemaking, commenting, complaining, etc.) Sentence building options Options for morphological learning Allows for full communication including requests, saying no, greetings,ventings, and sharing of information Comprehensive language learning Small Talk Single or sequenced messages Technical Features Customization level Platform Options (iOS, Android, Computer) Digitized (recorded) vs... [Read More...]
November 30, 2013
by Robin Parker -
Direct vocabulary instruction is important for all level learners. The beginning communicator needs to learn core word vocabulary from USING the words and one of the best ways to learn how to USE core words, is to receive specific direct instruction with many opportunities for active participation. 6 Essential Philosophies & Strategies Vocabulary instruction involves a systematic TEACHING process. Add vocabulary or Words as an activity on the daily schedule and then have a mini-schedule for the specific vocabulary instruction activities for that day. Initially, apply an errorless learning paradigm. Then, gradually, add comprehension checks, but do not wait for ‘proof’ of comprehension before adding new words because we often notice that the beginning communicator will demonstrate comprehension during ‘unexpected opportunities- or when you are least expecting it. Once learners become familiar with some of the specific vocabulary activities, then have some choice making opportunities as to which ‘word activities’... [Read More...]
November 26, 2013
by Carole Zangari -
Teaching language can be a sticky business. The concepts can be quite abstract, and that’s a challenge for many AAC learners. It can take some real thought to figure out how to simplify complexity. Beyond that, we have to teach in a way that helps learners retain the new information. Here are some of the things we think about when we’re running the our mental checklist of teaching options. 1. Graphic Organizers: There are so many ways to use graphic organizers to help simplify complex concepts. Use them to show relationships between things, sequences, and component parts. 2. Use a Story: Social narratives are somewhat like social stories, but don’t adhere to the same strict design parameters as a true social story. The TASN project in Kansas has almost 150 of them on a variety of topics on their website. You can check them out here. Most are in .doc,... [Read More...]