Tag Archive: intervention strategies

Thoughts on Practice in AAC Instruction

October 14, 2019 by - 1 Comment

Decorative image with text: Thoughts on Practice in AAC Instruction

In therapy, Matthew made sentences with many of the vocabulary words he learned 4 months ago. He hasn’t generalized that skill to the classroom yet, largely because it is still quite effortful for him to find the new words and use them to build sentences. With more experience and a lot of practice, this is sure to improve. Teesha is learning how to use 2-switch step scanning with her speech-generating device to share her thoughts and make requests. Because she’s relatively new at this, it takes a lot of effort to express herself with the AAC system. Her team is confident that this will eventually become easier and faster for Teesha, but that will only come with a lot of practice. Mallory has a lot to say, and, at times, she can hardly contain her enthusiasm for sharing her thoughts and ideas. Often, though, she spends a minute or more... [Read More...]

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Throwback Thursday: AAC Instructional Strategies

January 31, 2019 by - Leave your thoughts

Throwback Thursday: AAC Instructional Strategies

Engaging activities and materials are important in AAC instruction, but the real magic happens when we implement appropriate intervention strategies with fidelity and on a consistent basis. For Throwback Thursday, we raided the archives to revisit some previous posts on several key intervention strategies. Aided Language Input: How Much Language Should We Model? Aided Language Input in AACtion “I’m Using Aided Language Input. Now what??” From Referential to Descriptive Teaching with AAC Learners Recasting: A Language Facilitation Strategy F is for Feedback

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Video of the Week: Language Development Across the School Day

January 16, 2019 by - Leave your thoughts

Video of the Week: Language Development Across the School Day

How can we support the language development of AAC learners throughout the school day? In today’s featured video, Erin Sheldon examines ways in which we can facilitate early concept development, build background knowledge, and support vocabulary learning. Many thanks to Kathy Howery and the Edmonton Regional Learning Consortium for making this archived webinar available.   You can learn more from Erin here. Direct Link to Video: https://www.youtube.com/watch?v=6ILegvpt9bw

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Video of the Week: Strategies for Helping Early AAC Users Engage and Interact

September 5, 2018 by - Leave your thoughts

Video of the Week: Strategies for Helping Early AAC Users Engage and Interact

“He has an AAC device but he doesn’t use it much.” “I have great toys but she doesn’t seem to like any of them.” “How can I build language if he doesn’t want to interact with me?” “The only time she uses her SGD is to ask for things.” Connecting with clients who are beginning to use AAC and helping them use their communication tools is a challenge in some clinical and educational settings. Today, we revisit a session from CoughDrop’s 2nd Annual AAC in the Cloud conference held last spring, to get some prAACtical advice about building engagement and interaction. In our featured video, SLP Chana Feinstein of All Kinds of Voices provides concrete suggestions that will help our beginning communicators want to communicate and use their AAC devices for a variety of purposes. We are grateful to CoughDrop for hosting this wonderful conference and allowing us all to... [Read More...]

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Video of the Week: From Referential to Descriptive Teaching with AAC Learners

April 25, 2018 by - Leave your thoughts

Video of the Week: From Referential to Descriptive Teaching with AAC Learners

When working with AAC learners, how can we best model and elicit target communication behaviors? In today’s featured video, SLP Deborah Witkowski provides an overview of the ways that we can shift our approach from one that prioritizes activity-specific words, to one that emphasizes high-frequency words. If you are looking to  grow your skills in implementing AAC, this video will provide lots of helpful information. Many thanks to the Colorado Department of Education’s Southwest AT and AAC project (SWAAAC) for making this available. Direct Link to Video – https://www.youtube.com/watch?v=R70CfxnD4yY

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AACtual Therapy-AAC Intervention for Beginning Communicators: Presume Competence and Be the Fun

June 29, 2017 by - Leave your thoughts

AACtual Therapy-AAC Intervention for Beginning Communicators: Presume Competence and Be the Fun

Today we learn from a veteran AAC SLP, Lindsey Paden Cargill, who has been working in the field of SLP for 12 years and is passionate about service provision and research in the area of AAC for individuals with developmental disabilities. In addition to her caseload, she is also the Therapy Manager at a private therapy and education center in Columbus, Ohio called Bridgeway Academy. Lindsey is currently collaborating with The Ohio State University on several AAC-related research studies including an immersive AAC classroom and a parent-training course. AAC Intervention Strategies for Beginning Communicators: Presume Competence and Be the Fun In the last ten years providing energetic, creative and data-driven AAC language therapy has become my passion… or maybe obsession. My mission statement is for anyone interacting with a new AAC user to “presume competence and be the fun.” To accomplish my goals I have to prioritize several things: providing a... [Read More...]

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5 Thoughts on Using Scripts in AAC Therapy

September 7, 2015 by - 3 Comments

5 Thoughts on Using Scripts in AAC Therapy

As we all know, it’s a big leap from having an AAC system to being able to use it functionally. For many of our prAACtical friends, one of the areas in which they struggle is conversation. It is no easy thing to have even a brief social interaction. We’ve written before about the use of scripting, a powerful strategy that we can use to help learners build conversational skills.` Scripts provide structure. As clinicians and educators, we understand that many of our learners do best when there is a clear beginning, middle, and end to an activity. For many people learning to use AAC, conversation is a VERY challenging thing because it can be quite amorphous. Scripting gives the learner practice getting comfortable with some of the skills that they need to use in conversation by adding the element of structure. The script has a clear starting point (e.g., “Look... [Read More...]

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PrAACtical Thoughts on Supporting Reluctant Communicators

November 25, 2013 by - 8 Comments

PrAACtical Thoughts on Supporting Reluctant Communicators

As any experienced AAC professional will tell you, people who are learning to use AAC systems don’t produce as much verbal output as their speaking peers. And, every once in awhile, we run into an AAC learner who communicates VERY infrequently even though they are capable of doing more. They’re often described as shy (perhaps) or stubborn (cringe! shudder! clench teeth!), but, in our view, their reluctance to communicate is probably related to a few other things. We generally don’t like to do things that are difficult for us, particularly if the pay-off is not in proportion to the effort, or if there are insufficient supports. If the learner has had a history of being unsuccessful or associates communication with a high level of effort, it makes sense that they are not rushing to interact with us. It doesn’t always pay to rush things. Sometimes we get better outcomes by building... [Read More...]

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10 AAC Intervention Strategies We Can’t Live Without

September 13, 2013 by - 2 Comments

10 AAC Intervention Strategies We Can’t Live Without

It’s a new semester for us and we’re having lots of conversations with student clinicians about teaching strategies. Here are some of the things they’re putting in their AAC toolkits. Making language visible: Use visual supports to give information, explain, set boundaries, and make expectations clear. Aided language input and focused language stimulation: Teach AAC by speaking AAC. Communication temptations: Make the client want to communicate to get his/her own agenda met Expansions and extensions: The language facilitation strategies we all studied in our language intervention classes work in AAC, too! Repetition with variety: Working on the same thing in different ways is a sure way to build learning and keep treidthings fresh Contrastive examples: Teach through the power of clear examples, both positive AND negative  Backward and forward chaining: Great for teaching things that have multiple steps, like sending emails or posting to Facebook Structure: Creating structure helps learner better... [Read More...]

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