Post on 03-Aug-2020
How should a communication system be organized
and how can I teach my child how to use it?
http://bit.ly/ParentTraining4
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Making Meaningful Contributions to the World
Our purpose is for all students to make meaningful
contributions to the world.
● The way we do that is through authentic,
challenging problems for deeper learning.
● We have many instructional and assessment
approaches to get us to authentic and deeper
learning including PL, PBL, PBA.
● We provide equitable learning opportunities that
lead to deeper learning for all students using a
multi-tiered system of supports.
Important Disclaimer
★ This purpose of this presentation is to provide information about current
evidence-based practices with augmentative and alternative communication.
★ Consult with your child’s educational team for specific questions.
The Ultimate Language Goal
Say…
Whatever
Whenever
However
To whomever!
Extend Your Learning: http://bit.ly/ashasnug
Not being able to speak
is not the same
as not having anything to say.
Types of
AAC
https://nhws.us/communication-aac-speech-therapy-2/
What Is AAC?
Augmentative:
used along with spoken
words
Alternative:
used when spoken words
are missing or people can’t
understand themhttp://www.spectronics.com.au/blog/tools-and-resources/aac-in-classrooms/
Myth 1: AAC will hinder verbal speech
development.
Myth 2: Young children are not ready for AAC
and will not require AAC until school age.
Myth 3: Individuals with cognitive challenges
are not able to learn to use AAC.
What are some common AAC myths?
From ASHA:
http://bit.ly/ASHAAACmyths
When teaching language with AAC, what words do you use?
How do you decide?
What is Core Vocabulary?
• English has over 1 million words.
• An adult may use as many as 15,000+ words.
• Studies show that, approximately, the 350 most frequently used
words account for 80% of the actual words spoken.
• The same relationship is a feature of all spoken languages.
Adapted from content created by Bruce R. Baker from the
The Pittsburgh AAC Language Seminar Series
Research:
http://bit.ly/corevocabresearch
Most AAC is now designed
with an emphasis on
Core Vocabulary!
• Most nouns are usually considered fringe words. These are words like “giraffe”, “volcano”, and “Lincoln” that are needed in specific situations.
• Having access to fringe words is essential for clear and specific communication, but each individual fringe word is not used that often.
What is Fringe Vocabulary?
Core vs Fringe
● It
● Do
● Need
● Put
● Turn
● Out
● Apple
● Cup
● Scissors
● Turkey
● Table
● Chair
● Sun
● Baby
● Cat
● Armadillo
● Rug
● Window
● Go
● Want
● Like
● More
● Drink
● Help
Activity -
Using just these
words,
how many sentences
can you make?
Now, how many
sentences can you make?
80/20 Rule
If verbal speech is produced
at a ratio of approximately
80% core and 20% fringe,
then we should teach and
model using this same ratio.
Lead with modeling core on the AAC and speaking the fringe.
Motor
Planning for AAC
Motor Planning = Consistent Environment
Would it be easier or
harder for you to
work if the letters on
your keyboard were
in a different place
tomorrow?
Pop quiz!
Imagine your speed and accuracy are being assessed.
Type Your Name. Ready, Set, Go!
Same Pop Quiz!
Speed and accuracy are being assessed!
Ready, Set, Go!
Activity: What are some other
examples of activities that rely on
motor memory?
The Key to Building Motor Plans is
Meaningful Repetition
Meaningful Repetition
Meaningful Repetition
Meaningful Repetition
Meaningful Repetition
Perfect Practice Makes Permanent
Consistently practicing a motor plan eventually
becomes a motor memory.
Verbal Speech Uses Motor Memory
Your tongue, lips, and jaw move
in unique ways to put together
sounds and words. This is what
makes verbal speech possible.
We don’t consciously think about
where our tongue, lips, and jaw
move each time.
This increases efficiency and
speed and decreases effort.
Each Unique Motor Plan = One Relationship
Practiced motor plans eventually
become automatic!
If you change the motor plans,
students have to
RE-LEARN.
Research: http://bit.ly/motormemorysgdresearch
What Does This Mean For AAC?
Don’t Move
the
Words...
Unless You Absolutely
Have To!
What If We Want To Add/Move
Vocabulary?
When teams decide to add
or move vocabulary, it is
suggested that one person is
designated to make changes
so words don’t accidentally
end up in different places.
Teach Words By Having Meaningful
Experiences
AAC is not a Seek N’ Find
activity.
Instead, students need to
repeatedly see the word being
used in various ways and in
different environments to
understand what it means.
HOW?
How do
people first
learn
language?
Input vs. Output
“Often familiar and unfamiliar communication partners use an oral language system
with an individual learning an AAC-based language. In a sense, this dichotomy
requires the AAC user to ‘code switch’ between a verbally symbolic language
system and a visually symbolic language system.” (Dodd & Gorey, 2014)
Word
sounds Input Output
Oral Language User
Word
sounds
What’s the
best way to
learn a
second
language?
Go where
people speak
the language!
Users of AAC hear spoken
words but are expected to
respond in visual symbols.AAC User
Word
sounds Input Output
What is Partner-Augmented Input?
Partner-augmented input (PAI), also referred to as natural aided language, aided
language modeling, or aided language stimulation, is a strategy for teaching
children and adults to use AAC. “Augmented input can be broadly defined as an
umbrella term for systematic modeling input from two or more modalities, one of
which must include the learner’s AAC system” (Allen, Schlosser, Brock, & Shane,
2017, p.157).
Copied and pasted directly from http://www.talcaac.com/PAI.pdf
AAC User
Input Output
In other words,
YOU use the AAC!
Response
not required!
Inspire,
don’t require!
Model language by using
one to two words beyond
what your child uses.
Model one
step
above.Research:
http://bit.ly/pairesearch
How does
modeling relate to
motor planning and
motor memory?
It Gets Easier...
You can’t focus on what you want to say if you are focused on “where is the icon?” and/or “how will I say it?”
With practice, you become more automatic!
Feel free to print this out
and post them around your
house as a reminder of
what to model.
Created by Peggy Fees, SLP
http://bit.ly/coreplay
Cheat Sheets on What
To Model
Practice Activity: Mealtime
1. Using slow, clearly articulated speech, model
the phrase “It is good” on the AAC.
2. Using slow, clearly articulated speech, model
the phrase “I want some” on the AAC.
3. Using slow, clearly articulated speech, model
the question “Do you want more?” on the AAC.
Practice With A Partner
Practice Activity! Playtime
1. You’re playing with cars. What could you
say and model on the AAC?
2. You are playing Uno. It is your turn. What
could you say and model on the AAC?
3. You are blowing bubbles. You have the
wand in your hand, poised to blow. What
could you say and model on the AAC?
Practice With A Partner
Review SMoRRES
S -- SLOW
Mo -- MODEL (Self and Parallel)
R -- RESPECT and REFLECT
R -- REPEAT
E -- EXPAND
S -- STOP
SMoRRES Strategy
S -- Slow rate
Mo -- Model
R -- Respect & Reflect
R -- Repeat
E -- Expand
S -- Stop Extend Your Learning: http://www.talcaac.com/Ingredients.pdf
ScheduleWhen can you build in more opportunities to
model using core vocabulary?
Get up for school
Get dressed for school AAC
Have breakfast
Gather school items
Wait for bus AAC
Get on bus
Morning Home Schedule
Get up for school AAC
Get dressed for school AAC
Have breakfast AAC
Gather school items AAC
Wait for bus AAC
Get on bus AAC
Morning Home Schedule
How can you make using AAC a habit?