794 Search Results for praactical teaching
January 7, 2013
by Carole Zangari -
Getting to conferences to hear about new developments in AAC is always re-energizing. Here are some of the handouts from ASHA’s 2012 Convention in Atlanta. Edwin and Esther Prentke AAC Distinguished Lecture: Education, Empowerment, and Employment of People Who Use AAC by Jennifer Lowe Using AAC Device-Generated Data to Develop Therapy Sessions by Russell Cross Analyzing Language Development Physically Impaired Children Using AAC Devices by Moniks Ortloff, Paul Andres, Meher Banajee, and Gail Van Tatenhove Teaching Children to Produce Novel Multi-Symbol Questions/Statements via AAC Apps by Jennifer Kent-Walsh, Cathy Binger, Pamela Resnick, and Carolyn Buchanan The App Revolution: Where Are We in the Evolution? by Elizabeth (Libby) Rush and Celeste Helling
January 4, 2013
by Carole Zangari -
We are so excited to see the expanded web presence by SLPs who are blogging, running groups on Facebook, sharing resources on Pinterest, and maintaining online stores on TeachersPayTeachers. We’ve been thinking about how to connect with some of these creative professionals, both to extend our own professional learning networks and also to broaden the reach of our AAC message. Recently, when an opportunity to forge a few connections presented itself, we decided to collaborate with a few new SLP friends. Periodically, we will be featuring the materials of a fellow SLP who typically writes for colleagues serving primarily children with high incidence disabilities. They post great ideas and materials for students with articulation and phonological difficulties, fluency problems, and language disorders. We hope to put a prAACtical spin on their great ideas. In our inaugural post of this type, we hope to inspire some Magic Moments with fellow SLP Jocelyn... [Read More...]
January 3, 2013
by Robin Parker -
Duct tape just keeps getting better. For full transparency and disclosure, we get nothing and receive nothing from the makers or licenses of any brand of duct tape. We only buy it (although sometimes it might be on sale). We have written about duct tape as a prAACtical behavior strategy, but since that time, the popularity of duct tape as a crafting tool has increased. We are excited not because of the crafting opportunities but instead because we see many more patterns of duct tape in the stores. Any plain duct tape will work as a visual organization tool, but we love that we can add a thematic component to our organization system. Keep in mind, the main point of using duct tape is as a visual organization support. It helps ‘set the stage’ for goal focused interaction and meaningful language experiences. It visually shows expectations. We want learners to... [Read More...]
December 30, 2012
by Carole Zangari -
Over the past few months, we’ve been advocating for a multi-stage process for vocabulary teaching that begins with focused (aided) language stimulation and explicit instruction. The approach we described then moves into engaging practice activities while we continue to provide exposure and opportunities for retrieval, with periodic comprehension checks. This cycle allows SLPs to make use of research-based strategies in their semantic intervention and get the best outcomes for their AAC learners. So, when we came across this video about how to use ‘Sharing Time’ to build vocabulary, we knew we wanted to share it. It describes a classroom activity that could also be adapted for therapy groups in which students take turns bringing in an time from home to share with the class. We love the visual support that helps the students know what to talk about. It is a great reminder that visual supports are part of good... [Read More...]
December 28, 2012
by Carole Zangari -
1. Start therapy as soon as you see the client: Savvy SLPs don’t waste a single second of therapy time. As soon as she saw 4 year-old Jonah in the waiting room, Chloe Clinician started sprinkling him with practice opportunities. They used vocalizations and gestures to greet other people. He ‘signed in’ at the front desk using a sheet she made up for Jonah to trace the first letter of his name. She blocked the door with her foot until he told her to ‘open’ and delayed his access to the beloved elevator button until he asked to go ‘up.’ By the time Jonah got to his therapy room, he had practiced skills in 5 different areas. This makes a clinical supervisor’s heart sing! 2. Speak AAC whenever you talk to the client. We’ve been shouting this from the virtual rooftops for quite awhile, but for those who missed it,... [Read More...]
December 22, 2012
by Robin Parker -
The Communication Book is Ready… Now What? The fun begins…. Yes, we really do think that TEACHING a learner to USE the communication book is FUN. We get to participate in lots of meaningful language experiences, we get to be creative, we get to watch language blossom, and we get to be surprised by the communication competence ALL of our learners show us after prAACtice, prAACtice, and for some more prAACtice . The best way to get started with communication book teaching is to begin by trying out different teaching tips, strategies, and resources and find out what works best. Each communication dyad (communicator & communication partner) is different so the combination of strategies that will work will vary but at the core of the teaching process, there should be fun, motivation, and of course progress. STRATEGIES and CONSIDERATIONS Aided Language Input (ALI)– We can not say enough about... [Read More...]
December 21, 2012
by Carole Zangari -
We love hearing the ways in which SLPs are using language experience activities in their therapy. That’s why we woke to big smiles today in hearing the story of a clinician who was having fun teaching the word ALL with goldfish crackers. Her little AAC friends could ask for a cracker and get one, or ask for ALL and get a pre-packaged portion. The power of contrast works in our favor in times like these. And it could easily be done with puzzle pieces or Lego blocks or any number of things. We can highlight it when we ALL leave the room or play a game as a group. Families can get in on the action, too. They can check to see if they have ALL the items from a list in the shopping cart or if they’ve put away ALL the groceries or laundry. Repetition with variety: another of... [Read More...]
December 18, 2012
by Carole Zangari -
5 Great Sites for AAC Vocabulary Practice Complete Vocabulary Instruction Ideas & Activities Vocabulary Learning Materials & AAC Strategies Explicitly Speaking: Vocabulary Teaching in AAC Choosing a Focus for Vocabulary Instruction Building Word Consciousness: Vocabulary Instruction in AAC Vocabulary Learning Using Infographics Say THIS, NOT THAT to Reinforce Vocabulary Learning How to Use Magnets to Promote Language Development Vocabulary Activities: 5 Sites for Learning with Avatars What Makes a Good Vocabulary Teaching Activity? 4 Things to Look For Ideas about Vocabulary Instruction for the Beginning Communicator 10 Things to Do in Using Focused Language Stimulation in AAC Vocabulary Teaching Tell Me About It: Focused Language Stimulation In AAC Vocabulary Teaching Vocabulary Instruction In AAC
December 10, 2012
by Carole Zangari -
The joys of being able to read and write should be made available to everyone. No matter what the type or extent of disabling condition, it is now known that we can be effective in teaching real literacy skills. While not every learner gets to the same point in the journey, all augmentative communicators have the right to high expectations and quality instruction. There are lots of wonderful literacy support programs that have emerged in the past decade. Here are five to to take a (second) look at. Bookshare: An accessible book service available without charge to US students who have disabilities that impede their ability to use print effectively. Schools and other organizations can also register. This video says, um raps, it all. Some of our favorite people with AAC needs grew up in an era where they had no legal right to attend public school or did attend... [Read More...]
December 5, 2012
by Robin Parker -
The topic of communication books was introduced this month. We will continue to think about the multitude of decisions to make as we design individual communication books. Obviously, content is the most important issue, but we are often reminded that function and form must go together. Carole gave some great examples of reasons to make the books appealing and personal. I had a situation this week that illustrated this concept perfectly. We continue to learn from the ‘learners’ that we are teaching. I know a little girl with autism who most people think does not care about her peers or how things look. She uses some natural speech and a no-tech communication book. She uses the communication book during her speech-language therapy sessions but only inconsistently outside of the therapy room. She has not expressed interest in taking the communication book with her and although she has some specific visual... [Read More...]