Transcript of CDCI Assistive Technology Tryout Center, Communication Connection! The conference call in number for...
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- CDCI Assistive Technology Tryout Center, Communication
Connection! The conference call in number for today is Phone number
1-888-850-4523 Passcode is:859908
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- MAUREEN NEVERS, M.S. CCC-SLP VERMONT ITEAM MAY 18, 2011 Let me
show you! Using modeling to teach language and communication skills
Vermont ITeam
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- Todays Agenda 1. Modeling defined 2. 5 STEPS Planning Process
1. Targets 2. Teaching 3. Tasks and Tools 4. Testing 5. Team 3.
References and Resources
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- Be alarmed There is also strong neuropsychological evidence
that very young children with complex communication needs require
early intervention, and that the consistency and quality of the
instruction they receive is likely to have a lasting impact on the
level of linguistic and communicative competence they will
ultimately achieve. Even so, few people are ringing loud the alarm
bells. Augmentative Communication News: September 2006 Volume 18,
No 3
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- What is Modeling? Modeling is an instructional strategy where
you show someone how to do something so that they can do it in the
future.
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- What is Modeling? As a strategy for learning language, modeling
occurs when the partner communicates with the person in natural
contexts using the modes and materials that the person is expected
to use.
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- What is Modeling? Modeling is a valuable teaching and learning
strategy that is is important for learning language at any age or
stage, but is critical for beginning communicators.
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- Modeling is key to intervention Despite their diversity, the
research reports summarized in this article all have a common
threadall studies investigate the use of aided AAC modeling as a
key component of AAC instruction. Drager, 2010
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- Other Names Associated with Modeling Aided-language stimulation
Non-directive language Augmented Input System for Augmenting
Language (SAL) Aided Language Modeling Aided AAC Modeling Total
Communication
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- Why do communicators need models? Benefits of new forms are not
obvious No natural models to observe and imitate Telling doesnt
work Language learning requires ongoing support
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- Dont just tell, show We just cant tell beginning communicators
how to interact... using AAC We need to show them how to use the
modes of communication and demonstrate that using AAC works and can
work for them. Augmentative Communication News: September 2006
Volume 18, No 3
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- Why is Modeling important? Partners input is consistent with
the expected output Shows the person how the system can be used
Sends message that the AAC system is an acceptable form of
communication Facilitates comprehension by providing additional
visual information Demonstrates appropriate interaction skills
Provides opportunities for learning new language concepts
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- Benefits of Modeling Provides opportunities to observe the
functional uses of the AAC system Helps identify strengths and
limitations of the system Sensitizes facilitators to difficulties
in using the AAC approach Requires facilitators to become competent
users of AAC Makes communicative interactions naturally slower,
allowing more time for processing the language Ensures language
input will is relevant to the context and needs of
communicator
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- Targets Teaching Tasks & Tools TestingTeam Learning
outcomes, standards Instructional methods, formats Activities,
themes, topics, materials Formal and Informal Assessment Personnel
supports and services
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- Targets What are the goals or outcomes that I am hoping to
achieve?
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- Potential Partner Goals 1. Set the stage for production of
language using AAC. 2. Provide support for individuals who have
difficulty understanding spoken language to increase their
participation across activities and interactions. 3. Assist in
eliciting target language forms (e.g. teach specific vocabulary,
syntactic structures, or communicative functions). 4. Elicit target
behavior as part of a prompt hierarchy.
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- Potential Communicators Goals 1. Learn meaning of vocabulary 2.
Increase use of morphological markers 3. Expand syntactic
structures 4. Increase communicative functions 5. Follow routines
can be applied to nearly any individualized language or
communication goal
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- We arent great partners... Research shows that the partners of
people with complex communication needs tend to ask predominantly
yes/no questions, interrupt, take the majority of conversational
turns, provide few opportunities for communication, and focus on
the technology rather than the individual. Augmentative
Communication News: September 2006 Volume 18, No 3
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- Teaching What are the instructional methods and approaches
associated with this strategy?
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- Modeling Partner use of communication modes/materials Partner
represents: own words communicators words instructors words others
words words related to the current situation.
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- Modeling challenges Limited AAC system Balancing use of AAC
modes during interactions Understanding the demands on the
communicator Determining the amount of support needed Skilled
trainers for partners
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- Partners Role/Responsibilities Modeling requires that the
partner: Understand what modeling is Understand the support
necessary for the communicator Know the target to model Be
competent in using the AAC system Provide multiple opportunities
for learning Be flexible for application in natural contexts
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- Dont just tell, show If a facilitator with competent
communication skills cannot effectively communicate using a
communication display, then we cannot reasonably expect the
augmented speaker to develop communication competency with that
display Elder and Goossens, 1994
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- Communicators Role/Responsibilities Modeling requires that the
communicator: Pay attention Retain an image of the model to
reproduce later Have multiple opportunities to practice the modeled
behavior Be motivated (internally or externally) to imitate the
behavior Make the effort to reproduce the model
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- Modeling Notes Communicators need to experience models of their
language Aided language communication does not naturally occur, so
we have to create this environment Language is not learned through
straight imitation, but through broad experiences of concepts,
vocabulary and applications. Give logical feedback for
communicators attempts Focus on the interaction, having a
conversation as opposed to working on the system Talk in short
sentences while pointing to targets
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- Modeling Guidelines Application is genuine, natural, meaningful
Partners are trained and supported Partners practice, with and
without the communicator Supports are accessible, available
Supports contain sufficient quantity of symbols representing range
of functions Models are at and above students current expressive
skills - Model one more stage of language for the child Partners
point to one or more symbols per utterance Communicator is not
required to use the support Partners comment, wonder, observe,
notice
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- Partner Modeling Strategies Teach partners to become effective
facilitators by using strategies such as: Responding to the childs
point of focus Using aided AAC modeling Using expectant delay
Asking open-ended questions Use cuing hierarchy
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- What are the types of modeling? 1. Language Immersion 2.
Comprehension 3. Production 4. Prompt
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- Modeling as a Language Immersion Approach Goal: setting the
stage for production of language using AAC rather than eliciting it
Measured by: increase in persons use of AAC modes and speech. Focus
is on activities and interactions, not instruction Modeling and
scaffolding occur throughout the day In natural contexts With
multiple partners who are competent users of the language Learners
experience people interacting with them Learners observe people as
they interact with one another. Total immersion is ideal, but
partial immersion is possible
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- Large Group Reading and Modeling in Classroom
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- Get Ready for Outside Language - Preschool
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- Modeling to Support Comprehension Goal: provide support for
individuals who have difficulty understanding spoken language to
increase their participation across daily activities and
interactions Measured by: increase in comprehension and
participation, possibly decrease in frustration or challenging
behaviors Trained facilitators use AAC paired with speech Examples:
speak + point to icons on device speak + sign speak + point to
symbol + point to its referent Examples: Visual scene displays
(VSDs) Visual supports, such as calendards, schedules Written
scripts
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- Modeling with a High Tech Device Grocery Store
http://www.youtube.com/watch?v=zE297KJ4p4U Schedule on iPad
http://www.youtube.com/watch?v=hhrNPRvXLJ8&feature=related
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- Modeling to Support Specific Language Target Production Goal:
elicit target language forms (e.g. teach specific vocabulary,
syntactic structures, or communicative functions) Measured by:
child successfully uses targeted language forms in expanding
contexts Skilled clinician models the language target while
speaking May combine with scaffolding strategies Helpful for young
children or early communicators who are learning language and using
AAC for expression.
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- Navigating to cut after model
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- Modeling as Part of a Prompting Hierarchy Goal: elicit target
behavior Measured by: number of times child produces the target
behavior and under what circumstances Adult/teacher models are
commonly used as part of a prompt hierarchy to elicit specific
behaviors Visual (point to), verbal (say) and tactile (touch arm)
prompts are also often part of prompt hierarchies Carryover and
maintenance are also important factors to track
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- YouTube Video Mom with Book Goal: elicit target behavior
Measured by: number of times child produces the target behavior and
under what circumstances Adult/teacher models are commonly used as
part of a prompt hierarchy to elicit specific behaviors Visual
(point to), verbal (say) and tactile (touch arm) prompts are also
often part of prompt hierarchies Carryover and maintenance are also
important factors to track
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- Scaffolding and Response Strategies Response strategies are
modeling techniques that are specifically employed after the user
has communicated a message. Scaffolding is helps us determine what
we model.
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- Scaffolded Response Strategies imitate Partner repeats message
that was expressed by the communicator repeat Partner repeats
message that was expressed in another form (e.g. person standing at
the door, partner says go and out with Core) expand Partner adds to
message (e.g. person says want, partner expands to want this)
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- Scaffolded Response Strategies connect Partner adds a
connecting word (e.g. because, and, then, so, but) to encourage
person to continue. correct Partner repeats message using the
correct grammar or marker (e.g. person says that want, partner
models want that)
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- Tasks What are the activities that will provide an appropriate
context for learning?
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- Modeling should occur During meaningful exchanges In natural
environments Across contexts and activities Again, and again, and
again
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- Tools What materials and supports will be necessary?
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- Modeling Materials No-tech Speaking only Low-tech Paper-based
tools Pair with speech Mid-tech Recordable devices High-tech Speech
generating devices Personal digital electronic devices (e.g.
iPad)
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- No-tech Modeling Adult: Tell me about Wilbur Student:small
Adult: Yes, he is small
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- Low Tech Book for Modeling
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- Modeling with a Low Tech Board
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- Modeling with Low Tech Materials Emergency prep lesson
http://www.youtube.com/watch?v=0-jL0wTJF2k&feature=related
Saying help
http://www.youtube.com/watch?v=Cq7nfiBIrzA&feature=related
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- Modeling with a High Tech Device
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- Grocery Store http://www.youtube.com/watch?v=zE297KJ4p4U
Schedule on iPad
http://www.youtube.com/watch?v=hhrNPRvXLJ8&feature=related
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- Modeling Materials It may be necessary to have separate or
supplemental displays for the adults to use so that they have
access to the greater volume of vocabulary
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- Modeling Materials The only pre-requisite for modeling is that
the communicators AAC supports have to be available. See the child,
see the device See the communicator, see their voice
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- Change is purposeful Being an effective communication partner
or AAC facilitator is not intuitive. It often requires one to
change long-established, unconscious ways of communicating.
Augmentative Communication News: September 2006 Volume 18, No
3
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- Testing How will I evaluate the students progress towards the
identified outcomes?
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- Measuring Communicator Outcomes increase in persons use of AAC
modes and speech. increase in comprehension and participation,
possibly decrease in frustration or challenging behaviors child
successfully uses targeted language forms in expanding contexts
number of times child produces the target behavior and under what
circumstances
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- Outcomes of Modeling In addition to changing partner behaviors,
Drager and her colleagues found that instruction in modeling
resulted in increases in: communicative turn-taking use of
communicative functions lengths of utterances semantic diversity
syntactic complexity Drager, 2010
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- Team What are the resources and supports that the Team will
need to implement this intervention?
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- Opportunity is purposeful While we know modeling is an
important, if not key, instructional strategy, we also know that
modeling does not flow naturally from environmental exposure and
daily social interactions. Rather, it must be orchestrated
Augmentative Communication News: September 2006 Volume 18, No
3
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- The reality Few guidelines for how to model Few people trained
to model Most people dont model Communicators have a deficit of
appropriate input Communicators have few opportunities for rich
communication experiences
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- Partner Instruction Model 1. Pretest and solicit the partners
commitment to learning the targeted strategy. 2. Describe the
strategy. 3. Demonstrate use of the strategy. 4. Provide verbal
practice of the strategy steps 5. Practice implementing the
strategy in controlled contexts (i.e., in role plays with the first
author). 6. Practice implementing the strategy in natural contexts
(i.e., book reading with the children). 7. Complete posttest and
solicit the partners commitment to long-term implementation of the
strategy. 8. Demonstrate generalized use of the strategy. Binger,
2010
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- Planning to Model The Instructor models (shows or uses) the
communication display: targeted word(s) or language targets:
________________ ____________________________________________ for:
a specific length of time ____________ a specific activity
____________ specific event/occurrence ____________ a defined
quantity of models ____________
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- Resources and References Binger, C. (2010) Teaching Educational
Assistants to Facilitate the Multisymbol Message Productions of
Young Students Who Require Augmentative and Alternative
Communication American Journal of Speech-Language Pathology Vol. 19
108120 Drager, K. (2009) Aided Modeling Interventions for Children
With Autism Spectrum Disorders Who Require AAC Perspectives on
Augmentative and Alternative Communication 18 114-120. Goossens,
C., Crain, S., & Elder, P. (1992). Engineering the preschool
envir onment for interactive, symbolic communication. Birmingham,
Southea st Augmentative Communication Conference Publications.
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- Resources and References Augmentative Communication News:
September 2006 Volume 18, No 3 Description: Modeling is the target
topic of this issue of the ACN newsletter. This 11-page document is
an excellent resource on this topic, and is available for anyone to
download from the link below. Web address:
http://www.augcominc.com/newsletters/?fuseaction=newsletters&V=18&C=CAN
Teaching Strategies - Modeling in Everyday Activities Multi-page
handout on how to use model.
www.rockybay.org.au/download.cfm?DownloadFile=DDB0B2BF-1372