Transcript of Please visit the app store to download “Alexicom AAC” a free app for use during this...
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- Please visit the app store to download Alexicom AAC a free app
for use during this presentation. TOP O THE MORNIN TO YA
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- LAMP & WORDS FOR LIFE IMPLEMENTING AAC STRATEGIES IN THE
CLASSROOM Andrea Dalton MA CCC-SLP Kate Morris MA CCC-SLP With
Special Guest Doreen Devitt MA CCC-SLP
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- What is LAMP What is Words for Life Breakout: Communicate
w/core vocabulary Review Language & Communicative Functions
Discuss challenges in the classroom Examples of classroom use
Breakout: Make a plan! Questions & Problem Solving
OVERVIEW
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- AAC in Action
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- WHAT IS LAMP? The approach: Language Acquisition through Motor
Planning The device: iPad The app: LAMP Words for Life Accessing
each word on the device with a consistent, unique motor pattern
provides a means for developing independent communication.
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- MOTOR PLANS FOR COMMUNICATION FOR SPEECH FOR WRITTEN
COMMUNICATION
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- WITHOUT A MOTOR PATTERN, USER MUST RELY ON SYMBOLS
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- PARENTS Relying on symbols can restrict vocabulary by providing
fewer opportunities for generalization.
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- WHAT IS LAMP: WORDS FOR LIFE?
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- MASKING: TARGET VOCABULARY WHILE MAINTAINING MOTOR PATTERN
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- PERCENTAGE OF CORE WORDS VS. FRINGE Queen: We are the ____, my
friend, and well keep on fighting til the end. Billy Joel: Sing us
a song, youre the _____ man. Big Bird & company: Can you tell
me how to get, how to get to ______ ______? CORE WORDS; UNITY
SEQUENCED 84; LAMP WORDS FOR LIFE 84
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- CORE WORDS ALLOW FOR MORE INTERACTIONS WITH A SMALLER
DEVELOPING VOCABULARY Queen: We are the people, my friend, and well
keep on fighting til the end. Billy Joel: Sing us a song, youre the
music man. Big Bird & company: Can you tell me how to get, how
to get to that place?
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- SOME FRINGE VOCABULARY IS NECESSARY Example: Goldfish 1.More
goldfish. 2.I want goldfish. 3.Get the goldfish. 4.Where are the
goldfish? 5.He took my goldfish! 6.Have some goldfish. 7.Do you
like goldfish? 8.No more goldfish.
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- CORE & FRINGE VOCABULARY The same vocabulary should be
consistently available in all settings and needs to include a
combination of core words and nouns.
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- BREAKOUT: EXERCISE YOUR VOCABULARY
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- BREAKOUT: EXERCISE YOUR CORE VOCABULARY
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- Implementing AAC Strategies in the Classroom
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- What does language look like using an AAC?
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- Tools to facilitate choice and participation (not language)
Choice boards Menus iPads/Interactive computer games Visual
schedules Adapted books and songs AAC should support functional
communication across all environments. It should be flexible,
recognizable and dynamic. The language elicited through AAC should
be the same language you are trying to elicit in verbal
students.
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- What is functional communication? Functional communication
allows someone the ability to access their environment for a
variety of different purposes to interact socially, meet their own
needs/desires, and gain and share information. There is an intent
evident and it is effective.
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- What are the different functions of language? Handout:
Pragmatic Functions of Language Social Directive Asking
questions/Seeking Information Naming/Labeling Requesting Rejecting
Commenting/Negating
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- What functions can you identify in this scenario?
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- Seems easy enough
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- What are the challenges? Behavior management Focus on other
goals of the activity (handwriting, math, STAR, etc.) or IEP goals
Feeling incompetent, juggling multiple modes of communication
(verbal, sign, pictures, other devices) Feels unnatural and takes
effort: contrived interactions We have adapted to atypical
expectations Anything weve missed?
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- Something to think about Kids with atypical or delayed language
development need a reason to communicate and often motivation to
interact with others. Adults working with children with atypical
language development need ideas for facilitating language and
interaction AND motivation to use them. More on this later
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- If children need a reason to communicate, lets give them one!
Handout: Tricks of the Trade
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- Tricks of the Trade BREAK OUT 1. Look through the ideas listed
on the handout. These are techniques commonly used to elicit
different language functions. 2. Pat yourself on the back for all
the techniques you are already using in your classroom. 3. Consider
the students who might use LAMP. Which technique could you start
using or use more of when you return to your class?
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- Thinking ahead Options Comprehensive Autism Planning System
(CAPS) Shawn Henry & Brenda Smith Myles Consider all activities
of the day and think about how the student will communicate within
each activity, specifically what language he/she will use. Lets
Talk Look at one activity, area of the classroom, or routine and
think about how you can target different functions of language.
Tips included at the bottom of the page as reminders for creating
successful communication exchanges.
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- BREAK OUT 1. Choose a planning sheet (CAPS or Lets Talk) 2.
Consider target words. Use first 5-20 Core words 3. Think about
what functions of language you would like to target 4. If using
CAPS 1. Write out target activities 2. Fill in Communication Social
Skills 3. Fill out Method 5. If using Lets Talk 1. Choose an
activity to plan (Where do you want to focus first?) 2. Fill out
target one, two and three word phrases in Core Bank 3. Consider
functions of language you would like to target 4. Use Tricks of the
Trade to fill out what you will do and say 6. Share with partner
and/or group
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- Sample Target Activities Daily Activities/Routines Teacher work
Snack/lunch Bathroom/Washing hands Group Social Play/Games Sensory
Cars, blocks, trains, potato head, etc. Books Gen Ed. Participation
Specials Morning meeting Desk work Read to self Down time
Transitions Entering class Getting ready to leave Community
Activities Employment
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- Is that it? Your student has motivation to communicate through
child choice, natural reinforcement, reinforced attempts, and
plenty of opportunities to show off known skills. Your student has
a reason to communicate because you have so many ideas! You have a
plan. What is your motivation?
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- Lets do this! Natural reinforcers: Students language improves.
Effective communication reduces frustration. Its fun! If you find
that you need more: Choose one technique as the Technique of the
Week FUNctional Fridays: Use golf click counter to track the number
of times paras/teachers elicit language during the day. Number of
daily clicks gets averaged over one month. Highest number earns an
incentive. Use a white board to highlight Success of the Week Other
ideas?