794 Search Results for praactical teaching
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...]
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...]
July 26, 2013
by Robin Parker -
Get ready to increase your AAC knowledge in a fun and fast way. Read, watch, share, & learn: Learn about Ablenet’s updated AAC app: Sounding Board- Bigger and Better. Read past AAC Newsletters: Augmentative Communication, Augmentative Communication News (ACN). Check out Talk About Food app and enter to win it. Learn about Literacy and AAC by checking out Jane Farrall’s blog or 101 Ideas for Literacy & AAC. Watch a recorded Ablenet webinar on a variety of PrAACtical AAC topics presented by AAC leaders. Read Think Inclusive’s– 7 Ways to Use a Sequential Message AAC Device in the Inclusive (or any ) Classroom Join an active AAC friendly facebook group such as Speak For Yourself, Raising and Teaching Individuals with Severe Disabilities, Proloquo2go Professionals, or any other you know of. Learn about AAC (and other) strategies to help prevent wandering: Big Red Safety Tool Kit, Social Stories
July 22, 2013
by Robin Parker -
Because it seems there has been a lot of emphasis on core words and visual schedules over the past couple of months, we wanted to highlight a particular resource titled: Visual Schedules to Expose & Reinforce Core Vocabulary by (the great) Gail Van Tatenhove. This resource can be found on the Minspeak website which shares excellent (& free) comprehensive AAC information for everyone. You can search by categories and get fact sheets, communication boards, curriculum supports and more. AAC users, families, & caregivers Teachers and therapists Academicians & students Teaching Plans & Materials Pixon Project Resources Try out some of the ideas from the Visual Schedule/Core Word Resource or something else and let us know what you think.
July 20, 2013
by Robin Parker -
Self Advocacy comes in many shapes and forms for all learners. We all need to have a level of self advocacy skills to have a positive self-esteem, to continue a path of life long learning, and to defend and protect ourselves in situations that potentially can be harmful. The teaching of self advocacy begins with learning to request and protest but goes way beyond that for ALL learners. For those with AAC needs, specific strategies and direct instruction are often necessary to make self advocacy a comprehensive and robust skill. Self advocacy skills are a priority for older learners so for our Strategy of the Month, we will discuss some ways to help develop self advocacy skills beyond the requesting and protesting levels. We hope to build strong self advocacy skills for ALL learners. Rating Scales– Teach the use of rating scales to help AAC learners give their opinions on... [Read More...]
July 12, 2013
by Carole Zangari -
We wanted to be sure that none of our prAACtical friends missed this series of great posts by Kate Ahern of Ahern TEC (Technology, Education, and Consulting). Kate’s content is informed by her direct instruction with students, but also by her experience in consulting with families and educational teams, teaching workshops, and presenting at conferences. Her popular blog, Teaching Learners with Multiple Special Needs, is one of our ‘Go – To’ sites for solid content about technology, instruction, and communication for people with significant special needs. We loved the series that Kate did on the concept of teaching yes/no. It explores the complexity of yes/no and provides information on the various communicative functions that are served. The Yes/No Series Part 1 Part 2 Part 3 Part 4 Part 5 Part 6 Hope you take a few minutes to explore these posts. There is great information for AAC newbies and seasoned... [Read More...]
July 11, 2013
by Robin Parker -
There are many myths about visual schedules for learners with special needs. Those myths multiply for older learners as well as for learners who are thought to have higher or lower skills. It is amusing to us (in a not really funny way) that these myths don’t typically extend to the SLP’s, educators, or other professionals and THEIR schedules/day planners. We have heard a lot of visual schedule myths in the last couple of weeks, which means the topic may need some re-visiting. Here are some TRUTHS about visual schedules. Please share if these myths come up in your area. Visual Schedules Increase INDEPENDENCE– Independence is supported when you can follow a visual schedule and do not need another person with you to tell you the steps to complete a day or a task. Independence is also facilitated when you can check for yourself when an event is happening rather than... [Read More...]
June 29, 2013
by Carole Zangari -
People with aphasia are often most successful when a number of different strategies are combined. In this post, we discuss a number of strategies that we can use in our therapy and teach to communication partners. Augmented Input We’ve written so many posts about aided language input that we’re almost embarrassed to bring it up again. Almost. It seems like no matter which age group or clinical population is the subject of our post, that strategy plays a central role. It is the same for people with aphasia with one exception. They benefit from a broader array of input cues, such as gestures, writing, and even pantomime. Augmented input is the term that is used to refer to oral language that is supplemented with pictures, print, gestures, pantomime, and the use of objects in the environment. By using these things as you speak, you enhance the ability of the person... [Read More...]
June 28, 2013
by Carole Zangari -
Marlene Cummings is back to share some thoughts on creating communication-friendly environments. As an AAC consultant to the Oakland Schools, Marlene gets to support AAC implementation in a variety of classrooms with all types of learners. You can read her earlier posts here and here. ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: 5 Things to Consider in the “Communication Environment” The first thing we want to ask: Is language being represented visibly? We in AAC are often known by our “stuff”. Because we need to represent language visibly and love technology, we typically have a lot of “stuff”. I, for one, currently have a large storage unit holding 30+ years of “stuff” waiting to be distributed to all my new teams since I am no longer in the classroom. Let’s start by looking around our instructional environment. It is our intention to model the use of language being represented visibly and to provide the vocabulary and opportunities for... [Read More...]
June 26, 2013
by Carole Zangari -
We’re wrapping up Aphasia Month with another fine post from Dr. Kristy Weissling. You can see her earlier posts here and here. In this post, Kristy shares her thoughts on how SLPs can use AAC supports to help individuals with aphasia compensate for their language difficulties. In 2010, my colleague, Carrie Prentice, and I talked about the role of both remediation and compensation in the speech rehabilitation programs of people with aphasia. At that time, we were trying to emphasize that at any particular time in the rehabilitation process, from acute care to outpatient rehabilitation, all possible alternatives should be balanced to create an individualized treatment program. Both restorative and compensatory mechanisms are available to therapist throughout this process. We proposed the work of Dixon, Garrett, and Backman (2008) to formulate a framework for discussing compensation. Six mechanisms of compensation were identified in their chapter on principles of compensation in... [Read More...]