367 Search Results for complex communication
April 18, 2022
by Carole Zangari -
It doesn’t get as much attention as other disabilities in the AAC community, but some people with complex communication needs can trace the cause of their disability to Hypoxic Ischemic Encephalopathy (HIE). April is HIE Awareness Month so today we’re sharing information and resources for those who want to learn more. Let’s start by breaking down the term HIE. Hypoxic = lack of oxygen Ischemic = restricted blood flow Encephalopathy = affecting the brain Whether diagnosed as newborns or later in development, this form of brain injury is frequently associated with other conditions, such as cerebral palsy, seizure disorders, limited hearing and vision, feeding difficulties, and developmental challenges. There are many causes of HIE, including uterine ruptures and placental issues, near drowning, cardiac arrest, and other things that interrupt oxygen flow to the brain. By some estimates, 75-80% survive HIE, 50-70% experience seizures, and 40-50% develop a permanent developmental disability.... [Read More...]
April 7, 2022
by Carole Zangari -
We’re ending the week with some wonderful resources shared by AAC expert, Lauren Enders. In her continuation of the Goal Writing series, she reviews some important tools that can help in determining which skills to target when writing goals for AAC learners. You can see other posts in this series using the links below. AAC Goal Writing with Lauren Enders 5 Common Challenges Laying a Solid Foundation :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: In the first post of this series, you learned that you are in good company if you find AAC goal writing to be intimidating. Thankfully, you were also assured that despite the learning curve, you CAN write meaningful goals for AAC learners given the right tips, tools, and guidance. In the second post, you learned how the Four Communicative Competencies (Linguistic, Operational, Social, and Strategic) (Light et al., 1989, Light & McNaughton, 2014)) plus Psychosocial or Emotional Competency (Light & McNaughton, 2014, Blackstone... [Read More...]
March 24, 2022
by Carole Zangari -
If you like learning from AAC professionals who support individuals with complex communication needs in schools, clinics, online, and elsewhere, read on! We’re reaching back in the archives again on this Throwback Thursday to hear about their experiences, perspectives, suggestions, and materials. You can see the previous post on this topic here. How I Do It Angela Adams Starting AAC with Teens & Young Adults Conversation Practice with Teens and Young Adults Katie Bernadkin Building Friendship Skills with Peer-A-Mids Rebecca Bright Helping Clients Who Use AAC Connect with their Grandchildren Karen Natoci Florka Connecting with Colleagues in a Shared Community of Practice Carole Zangari Preparing AAC Learners for Their First SGD Rachael Langley PODD in the Classroom: Portable, Wearable, & Comfortable PODD in the Classroom – Quick Tips for Teams Georgia Karavias Using an App to Create AAC Materials & Visual Supports Laura Tarver Using PODD books and Aided Language... [Read More...]
March 21, 2022
by Carole Zangari -
Language experience surveys are versatile tools with considerable applicability to AAC learning. These involve creating an informal survey based on a single question that was selected specifically to support communicative development. They can be used to give AAC learners more opportunities to learn from others in focused and specific ways. They also offer ample opportunities to practice emerging skills and generalize those skills from the therapy space or classroom to real-world contexts. You can learn more about them here. How can we use language experience surveys in our AAC work? Here are a few ideas. Introduce new words or concepts: We often precede direct instruction on a new word or concept with experiences that provide exposure to those. Using a language experience survey can be a powerful way to introduce AAC learners to a new vocabulary word in ways that are engaging, enjoyable, and memorable. Examples: “Can you tell me... [Read More...]
March 7, 2022
by Carole Zangari -
Professionals who teach people with complex communication needs to express themselves with AAC frequently ask about the evidence base for AAC devices and apps. Evidence-based practice (EBP) has three basic pillars: Clinical expertise, external and internal evidence, and the perspectives of clients and caregivers. We have good evidence for the effectiveness of SGDs and AAC apps as a general category of communication tools, rooted in a strong array of research studies, a great deal of clinical expertise, and extensive experiences of consumers and families. As in many areas of clinical practice, though, more work still needs to be done. It’s not as easy to get this sort of research evidence as it may seem. A medical device like a speaking valve may have an evidence base tied to a specific brand and model of the equipment because there isn’t a great deal of variability in what it is expected to... [Read More...]
January 6, 2022
by Carole Zangari -
Social narratives are an empirically supported intervention that can be helpful in supporting people with AAC needs. They are commonly used to help individuals with autism understand and deal with challenging situations such as fire drills, birthday parties, and trips to the dentist. All types of social narratives can be written in text alone or include pictures and illustrations. Social Stories are a particular kind of social narrative that have a specific set of guidelines for their development and use. The originator of Social Stories, Carol Gray, defines Social Stories this way: “A Social Story accurately describes a context, skill, achievement, or concept according to 10 defining criteria. These criteria guide Story research, development, and implementation to ensure an overall patient and supportive quality, and a format, ‘voice’, content, and learning experience that is descriptive, meaningful, respectful, and physically, socially, and emotionally safe for the Story audience (a child, adolescent,... [Read More...]
January 5, 2022
by Carole Zangari -
Processing our feelings and emotional states can be tricky even without the presence of a disability. But when the individual has complex communication needs, some additional supports can be beneficial. Today, we feature a recorded webinar, presented by Akila Vaidyanathan and hosted by Avaz, on this topic. Many thanks to Akila and Avaz for creating this helpful video and making it available to us all. Enjoy! Direct Link to Video – https://www.youtube.com/watch?v=I_tyl67tKhg&ab_channel=Avaz%2CInc
December 22, 2021
by Carole Zangari -
What is available for people with complex communication needs who are literate and want a text-based AAC app? In today’s featured video, AT Specialists Terri Rosen and Elizabeth Barry, from the Pacer Center, give us an idea of the issues and options. You can access their handouts here. Slide handout Resource List Many thanks to Terri, Elizabeth, and the Pacer Center for this helpful information. Direct Link to Video – https://www.youtube.com/watch?v=8LEUNQk5cuo&t=2593s&ab_channel=SimonPacer
December 13, 2021
by Carole Zangari -
“We use core boards in our classroom to ensure everyone has access to basic communication but our students need more language. I keep hearing that students with complex communication needs should have access to ‘robust’ systems but I’m not sure what that really means.” Many classrooms now use a universal system for core vocabulary so that all students have access to a basic set of words. This buys them some time to consider what the specific needs of their students are and plan a comprehensive assessment that will lead to individualized communication aids. As they approach that next step, the team is often looking to develop a more comprehensive AAC system that addresses the student’s current needs and abilities but also sets the stage for further growth and development of communication skills. What makes an AAC system robust? Multiple Components: An ‘AAC system’ is comprised of different elements that work... [Read More...]
December 1, 2021
by Carole Zangari -
How can we help students who have complex communication needs be successful in the classroom? In today’s featured video, AAC expert Gail Van Tatenhove helps us think through various classroom practices and consider their implications for students who use AAC. The video is part of the Power AAC initiative at PaTTAN. Many thanks to their wonderful AT Team and to Gail for this wonderful presentation. Direct Link to Video – https://www.pattan.net/videos/poweraac-module-2-assess-classroom-practices