Sunday: Video of the Week – Core Vocabulary in Activity-based Intervention Tuesday: Teach Me Tuesday – Dynavox V/VMax Wednesday: Now It’s Your Turn Thursday: AAC Assessment Forms Friday: The Faces of AAC – Paula and Brian
“I don’t want to go now. I’m tired.” “Can you be quiet? I don’t feel well.” “My ear is throbbing.” “I have a such a headache.” “Don’t take me in the car. My stomach’s upset.” Imagine not being able to manage these symptoms or even say these things to get someone to help you. Good SLPs get input from families during the goal-setting process. Often, families indicate that they want their son/daughter to be able to let them know when they are sick or in pain. This makes sense, of course, but it isn’t an easy skill set to build. Here are some things that have worked for us. Make sure the right vocabulary is there: Body parts, feelings, words related to injury or illness, modifiers to tell how much, locatives to tell where. How can we expect AAC learners to communicate when they are unwell if we don’t provide... [Read More...]
From Bielsko, Poland, to Denver, USA, we are continuing to share the Faces of AAC. Today, we meet SLP Gretchen Storm, who works in the public school system and has a private practice. Gretchen enjoys collaborating with parents, children, teachers, other healthcare providers, siblings and peers in strategies and facilitating communication through speech generating devices. In this post, Gretchen introduces us to Zach. :::::::::::::::::::::::::::::::::::::::::::::::::::::::::: Zach is an 11 year old who uses a Tobii I-12 eye gaze communication device to communicate. He previously used a switch scanning method on a VMax from Dynavox. Zach recently switched to an eye gaze device. Though he loves to use his arms and hands whenever possible, his motor control of them is not ideal for the consistent switch access needed for switch scanning. He was switched to an eye gaze system which could also serve as a switch scanning device if in the future he demonstrates improved... [Read More...]
We’re back again with another Research Tuesday post, a series organized by Rachel Wynn of Gray Matter Therapy, in which bloggers are encouraged to write about a research article that they’ve read recently. (You may also know Rachel from her amazing work in advocating for ethical services in skilled nursing facilities.) For our September post, we look at a study done with babies to see how they like different AAC symbols. SLPs frequently assume that children with AAC needs better understand and prefer photos to other forms of picture symbols used in AAC. In this article, we look at the work of special educator Alexandra DaFonte whose work gives us some insight into this issue. In this study, she sought to determine if typically developing infants at 6, 9, and 12 months of age responded to two types of graphic symbols used in AAC: actual photographs and Picture Communication Symbols... [Read More...]
There is something about fall that puts us in the mood for cooking. Today, we are honored to learn from an AAC pioneer, Dr. Carol Goossens,’ who is an SLP and special educator based in the New York City area. She has consulted extensively in a variety of classrooms serving the full spectrum of children with special needs. Carol has presented both nationally and internationally about her collaborative work with teachers, therapists and families. She is known for her ability to seamlessly integrate technology in the classroom and for developing innovative ways to help children learn …while having fun doing it! In this post, she shares one of her latest projects, making animated recipes for using in cooking activities in the classroom. Cooking appears to be motivating for most children … the magic of putting together ingredients that ultimately become something delicious to eat. Teachers, speech-language pathologists (SLPs) and occupational therapists (OTs) often use food preparation activities... [Read More...]
Sunday: Video of the Week – Is It the Right Device? Monday: Speak AAC Tuesday: Calling All PrAACtical Advocates Wednesday: 5 AAC-related Assessment Tools You Should Know About Thursday: How I Do It – Using PODD Books and Aided Language Displays with Young Learners with ASD Friday: Fast FAACt Friday: Core Words
What do we know about the best ways to provide communication support to individuals with severe and profound multiple disabilities (PMLD)? PMLD is a term that generally refers to people who experience profound cognitive limitations in addition to sensory and/or physical disabilities. Many of these individuals have complex medical histories and chronic health concerns. Often, the communication difficulties experienced by individuals with PMLD cause them to be isolated and excluded from many social and educational opportunities. Despite their many challenges, there is evidence to suggest that AAC supports can help these children develop their communication skills. Not much is known, however, about how to structure the AAC intervention to maximize learning. In this study, Harding and her colleagues sought to reduce isolation and promote personal autonomy by providing AAC supports to two children with PMLD. As other researchers have demonstrated the positive impact of AAC on people with PMLD, this... [Read More...]
We had a lot of fun with the post “You Might Be an AAC Therapist If,” especially in reading all the contributions from our prAACtical friends. Along those same lines, here are some questions that we’ve asked ourselves a few (dozen) times. Are these AAC devices/apps EVER going to be able to use context to know the tense and pronounce the word ‘read’ correctly? (Followed by an exasperated gesture) How is it that the student with disabilities can remember passwords that the nondisabled adults cannot? (Followed by a glance toward our ‘Presume Competence’ poster) Did he/she really just spell that out instead of using core words? (Followed by a low growl) Why is that device coming home from school fully charged? (Followed by a rise in blood pressure) Did I remember to turn off the laminator? (Followed by a face palm) How about you? What AAC-related questions do you ask yourself?
Today we are revisiting some of Robin’s most popular posts. 30 Ways to Celebrate Autism Awareness Month AAC Must-Have’s for the Classroom and Therapy Room The First 12: Getting Started with Core Words Literacy For Everyone with Adapted Books Beyond Requesting: Using Scripts to Teach Conversation AAC Goals That Matter Creating Communication Boards: There are Lot of Apps for That! Join Together: Core and Fringe Vocabulary Beyond Requesting: Let’s Chat with Peers Begin AAC Now: 10 Things to Do
What do we know about the best ways to provide communication support to individuals with severe and profound multiple disabilities (PMLD)? PMLD is a term that generally refers to people who experience profound cognitive limitations in addition to sensory and/or physical disabilities. Many of these individuals have complex medical histories and chronic health concerns. Often, the communication difficulties experienced by individuals with PMLD cause them to be isolated and excluded from many social and educational opportunities. Despite their many challenges, there is evidence to suggest that AAC supports can help these children develop their communication skills. Not much is known, however, about how to structure the AAC intervention to maximize learning. In this study, Harding and her colleagues sought to reduce isolation and promote personal autonomy by providing AAC supports to two children with PMLD. As other researchers have demonstrated the positive impact of AAC on people with PMLD,... [Read More...]