839 Search Results for core vocabulary

14 Valentine’s Day Activities: Love, Literacy, & Learning

February 12, 2013 by - Leave your thoughts

14 Valentine's Day Activities

14 Valentine’s Day Activities for Love, Literacy, & Learning  Valentine’s Day is a theme that seems to take precedent in February.  When we use this theme, we like to focus on it before, during, and after February 14th because then there is a lot of opportunity to talk about it before, during, & after the holiday.  This is like conversation which involves so much more than talking about the ‘here & now’. For the Computer: Use Heart Generators                 http://www.cryptogram.com/hearts/ http://acme.com/heartmaker/ http://www.bobarmadillo.com/sluggyv-day/ Use Word Clouds Taxedo Wordle Image Chef Practice Valentine’s Day Spelling Words Research Valentine’s Day & Write Key Fringe Vocabulary Create sentences with core words using multiple hearts Write word poems using heart generators Have students take turns telling you or another student what to write on the hearts Apps Special Valentine Day Apps First Words Valentines– Free-  learn and spell key Valentine’s Day vocabulary. Nice errorless learning... [Read More...]

Beyond Requesting: Thoughts on Teaching Information Transfer

February 2, 2013 by - 2 Comments

Beyond Requesting: Thoughts on Teaching Information Transfer

Although it has been close to 25 years since Dr. Janice Light’s hallmark paper on communicative competence in AAC discussed four main purposes of communication, many AAC systems are still heavily populated with messages for basic wants and needs. The other areas – information transfer, social closeness, social etiquette – are often underrepresented in AAC systems. We scratched the surface of how to teach basic requesting last month, and now we’re ready to talk about communicating for other reasons. In this post, we’ll talk about some of the clinical issues in teaching communication for the purpose of information transfer. A big reason that we express ourselves is to share information that others want or need. It may not seem like a high priority until we realize how often we need to do this to function in our daily lives. Here are some examples, both positive and negative, from our work... [Read More...]

“Can I ask you a question?” Using Language Experience Surveys

January 23, 2013 by - 3 Comments

Want to give your AAC learners more frequent opportunities to interact with others? We love using Language Experience Surveys for this purpose. The concept is a simple one. Once you have a language goal in mind, craft a survey with a key question that the communicator can use as a conversation starter. After some instruction and practice, they can then ask people the question. You’ll need to create visual supports for the survey so that the communicator can use it as a cue and show to the interaction partners. In some surveys, the partners then use the visual support to record their responses. Putting the visual support on a clipboard works well in some situations. The simplest way to do this is with a forced-choice question with a list of response options. The survey could be about favorite TV shows or places to visit, for example, and show different options.... [Read More...]

PrAACtical Thoughts on Thematic Language Therapy: Part 2

January 16, 2013 by - Leave your thoughts

PrAACtical Thoughts on Thematic Language Therapy

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...]

5 Resources for Your AAC Therapy Designed by Teachers & SLPs

January 15, 2013 by - Leave your thoughts

Resources for Your AAC Therapy Designed by Teachers & SLPs

2012 was certainly the year that saw an explosion of SLPs and teachers authoring materials that they offer for sale. TeachersPayTeachers (TpT) is one of several sites that became popular this year and is credited with giving a huge boost to the movement. Here are some of prAACtical interest.   Kate Ahern’s Core Word Boards: This set of communication boards can be a big timesaver for anyone who wants to implement a core word approach and needs help in getting set up with some initial materials. (17 pp) Fun for Learning’s visual support with a Star Wars Theme. Use this (or one of her other thematic kits) to customize picture schedules and supports based on the learner’s area of interest. (Free) Working on semantics? This PowerPoint template for making vocabulary teaching supports from Jerilyn can be used to provide practice. (Free) Teaching interrogatives is something that most of us don’t... [Read More...]

5 AAC Handouts from the 2012 ASHA Convention

November 30, 2012 by - Leave your thoughts

5 AAC Handouts from the 2012 ASHA Convention

Maybe you didn’t get to the ASHA Convention this year. Or maybe you did, but couldn’t get to all the sessions you had hoped to attend. In either case, we’ve linked to handouts from a number of AAC presentations. Enjoy! AAC in the Common Core State Standards? Karen Erickson, Penny Hatch, Allison Dennis, & Marlene Cummings have your back. This is a project to watch! Janice Light’s presentation on Building Communicative Competence with Individuals who Require AAC: From Research to Effective Practice AAC for Adults With Acquired Neurological Conditions: Today & Tomorrow by David Beukelman, Susan Fager, Julia King, & Karen Hux Analyzing Language Development of Physically Impaired Children Using AAC Devices by Monika Ortloff, Paul Andres, Meher Banajee, & Gail Van Tatenhove Presentation by Cathy Binger and Jennifer Kent Walsh on Selecting Skills to Teach AAC Communication Partners  

5 PrAACtical Uses for Flashcard Apps

October 30, 2012 by - 2 Comments

5 PrAACtical Uses for Flashcard Apps

We love AAC intervention that begins and ends with a context that is meaningful to the learner. Not only is contextually relevant therapy more engaging and fun for the learner (thus, easier on the clinician!) but it promotes generalization to real-world contexts. So we’ve never been terribly fond of therapy that uses flash cards, or, more recently, the digital versions on iOS or Android devices. It’s a shame, really. There are a lot of those kinds of apps, and many of them have great graphics. That got us to starting thinking: What could we use them for that improves real communication and AAC learning? PrAACtical Uses for Flashcard Apps Make a Mini Schedule: Lots of people with AAC needs use paper-based picture schedules that depict the activities they do throughout the day. A flashcard app could be used in conjunction with those to show the steps or parts of an... [Read More...]

Beyond ‘Good’ and ‘Nothing’

August 27, 2012 by - Leave your thoughts

Beyond 'Good' and 'Nothing'

  “How was school?” (Good) “What did you do?” (Nothing) This scenario plays out in many cars and kitchens in the after school hours and it can be hard to know who is more frustrated: the kids for being asked or the parents for not getting satisfactory answers. And still, we repeat the process day after day. Of course, we want to know the fine details of what happened and how our children felt, but in some cases, we’d settle for ANY school-related conversation at all. I’ll be the first to admit that it took me way too long to get the hang of how to get information about my children’s school days, and it seemed like just when I did, pow! They were pre-teens and then teenagers. New rule book. Here are some ‘lessons learned’ along the way about those afterschool conversations and some suggestions for parents of the kids... [Read More...]

Magic Moments: AAC Intervention with BrainPOP

June 13, 2012 by - Leave your thoughts

Magic Moments: AAC Intervention with BrainPOP

There’s so much to love about BrainPOP. Geared for students in 4th-12th grades. Solid curricular content. Engaging animation and really fun educational games. Aligned with Common Core. Searchable by learning standard, subject, or grade level. Built-in assessment. Evidence-based. Web-based and app versions. Closed captioned videos. English and Spanish editions. Additional resources for educators. A simplified version for younger learners. And lots of it for free! – I’ve just scratched the surface of this wonderful site, which has been around since 1999, and is growing in depth and breadth. It’s perfect for some of the older students with whom we work and has a lot of potential for AAC learning. – Magic Moments: Ideas for AAC Intervention with BrainPOP 1. Navigation: Even some of our older students are still learning to find their way around complex AAC systems. The engaging content in the BrainPop videos create a fun context for activities... [Read More...]

Magic Moments with Toca Store

May 21, 2012 by - 2 Comments

Magic Moments with Toca Store

It’s no coincidence that some of our favorite apps to use with AAC kids don’t rely on good receptive language in order to be successful and have fun. Count us among the fans of Toca Boca for their creative play-based apps with great graphics and lots of repetition with variety. In this post, we share some Magic Moments for using Toca Store as a communication-building experience.– 1. Core Word Practice: Lots of opportunities for practice with familiar nouns (e.g., banana, doll), common verbs (e.g., get, see, want) and modifiers (colors, some, little). 2. Negation: This is another fun app to use when teaching a child to use language appropriate for negation, protests, and rejection. We like teaching that under low stress conditions like this at first to build their skills. Once they get the hang of it, then we help them use it under more natural conditions. That way we can... [Read More...]