Tag Archive: cause-effect

AAC Posts from PrAACtical Week #34: August 2019

August 25, 2019 by - Leave your thoughts

Decorative image with title: AAC Posts from PrAACtical Week #34: August 2019

Happy Sunday, AAC friends. It’s been quite a week here, and if your week was just as crazy then you might have missed some of these posts. Monday – TELL ME About It: AAC Literacy Kits Tuesday – AAC Link Up Wednesday – Video of the Week: A Look at PODD Books ::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: While you’re here, take a look at some of these posts from the archives. Write to Talk with Dr. Caroline Musselwhite Sound/Music Cause and Effect Apps for Engaging AAC Learners Beyond the Basics: Thoughts On Effective Language Instruction for AAC Learners When Materials Aren’t Effective in AAC Teaching: 5 Things to Try When Students are Reluctant to Use AAC: 5 Things to Try  

Filed under: ,

Tagged With: , ,

More Ideas for Supporting Pre-Intentional Communicators

December 28, 2013 by - 4 Comments

This month, we’ve been talking about how to support individuals who are at the earliest levels of communication: the perlocutionary or pre-intentional stage. Although everyone goes through a stage at which behavior is considered communicative only because the partner perceives it that way, some individuals linger there for months or years. What steps can SLPs take in order to help these children and adults have meaningful interactions and build more effective communication skills? Here are some prAACtical thoughts on the matter. Prepare for Skepticism Some people in the client’s life may not believe that there is real potential for communication growth. This is particularly true for learners who are a bit older. When children reach the late elementary school and are still at the pre-intentional stage, there is a tendency to fear that ‘real’ communication is beyond the learner’s grasp. In our view, that is rarely the case. VERY rarely.... [Read More...]

Filed under:

Tagged With: , , , ,