June 22, 2020
by Carole Zangari -
It is hard to overstate the role of aided language input and other forms of AAC modeling when interacting with those who are still developing their language and communication skills. Seeing and hearing others use AAC is important for many reasons. Some AAC users pick up language and AAC skills just through that kind of exposure. Most, however, benefit from explicit instruction on specific skills, such as creating longer and more complex sentences, using morphological endings to change the form of the word, or expanding the range of words they use. They also need support to move from using these skills only during therapy/instruction to using them in a range of functional contexts. Here are some things to add to our intervention to strengthen their AAC learning. Think Aloud Strategy: Narrate the steps of finding what you want to say in their AAC system as you create your message (e..g.,... [Read More...]
Filed under: Featured Posts, PrAACtical Thinking
Tagged With: carryover, generalization, Language Experiences & Activities, Language facilitation strategies, loose training
October 22, 2015
by Carole Zangari -
With her SLP, Marissa conjugates verbs and includes function words to make the sentence grammatically correct (e.g., “She is going home with me”). With others, she tends to use her AAC more telegraphically (e.g., “She go home me”). In therapy, Marcus uses his AAC to create 3-4 word sentences. In the classroom, he communicates mostly in single word utterances. Sound familiar? Marcus and Marissa have both learned skills in therapy sessions that they are not using in their daily lives. Data from their therapy sessions show that these students have mastered the target language skills, so the SLP is understandably disappointed when they revert back to using less sophisticated utterances in the classroom. Problems with carryover and skill generalization are not unique to AAC. Ask any SLP who does articulation therapy or teaches kids who stutter how to speak more fluently. Getting them to use the skills demonstrated in... [Read More...]
Filed under: PrAACtical Thinking
Tagged With: carryover, classroom, generalization
December 19, 2012
by Carole Zangari -
Sometimes it’s hard to know how best to help families of AAC learners. There can be a dynamic tension between the things we would like them to do to maximize the AAC learning process and what they can realistically accomplish given the competing demands of their busy lives. We really believe that having families do more AAC at home will enhance the communication learning, though I’m not really sure that we have evidence to back up that belief. Nevertheless, we push for it. Nicely, of course. But we push. On a good day, it all works out. Or, at least it seems to. But does it really? Here are some things we’ve been thinking about. Each family has their own culture. Some families are highly structured, others are more spontaneous, and a few are downright chaotic. Whatever their nature, it is who they are and how they operate. We have... [Read More...]
Filed under: PrAACtical Thinking
Tagged With: carryover, expectation, families, family culture, homeword, mutual respect, parents, relationships