Applying AAC Strategies Everett Public Schools Discovery Ridge Barb Lark, SLP, ATP 3/24, 4/7,...
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Transcript of Applying AAC Strategies Everett Public Schools Discovery Ridge Barb Lark, SLP, ATP 3/24, 4/7,...
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Applying AAC Strategies
Everett Public Schools Discovery Ridge
Barb Lark, SLP, ATP3/24, 4/7, 4/21/09
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Class Agenda Night 1
How to get the most out of online participation Sharing the same AAC lingo
Definition of AAC Components of AAC
Continuum of Communication for AAC users Who uses AAC
Ultimate goal – start with the end in mind Assignment
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Class Agenda Night 2
Purposes of Communication ala Janice Light and Beukelman & Mirenda
Vocabulary, Vocabulary, Vocabulary Strategies, Strategies, Strategies Assignment
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Class Agenda Night 3
Finally, AAC Systems Low tech Mid tech High tech
Strategies, strategies, strategies
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So many different needs, so little time… A lot of different participants in this class A lot of different students represented
Cerebral palsy - dysarthria Cognitive delays Apraxia of speech Autism
Cover some basics about AAC tonight Hopefully give you some different things to
think about Focus on strategies the following nights, built
on this framework
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Definition of AAC
An area of research, clinical and educational practice. AAC involves attempts to study and when necessary compensate for temporary or permanent impairments, activity limitations, and participation restrictions of persons with severe disorders of speech-language production and/or comprehension, including spoken and written modes of communication. (ASHA Div. 12, 2005)
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Important aspects of AAC
Augmentative Alternative Compensate Participation
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How might we apply that definition specific to our educational setting? What functional activities should students
participate in while at school? Greet people they know; meet people they
don’t know Make choices Tell what they know; indicate when they don’t
understand Protest, refuse, negate, negotiate Ask for things; ask for help Share feelings; express health needs
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How might we apply that definition specific to our educational setting? What functional activities should students
participate in while at school? Joke around; make people laugh; compliment
others, accept compliments Ask questions to gain information, share what
is learned Give directions; ask for clarification Gain attention, establish identity Organize oneself This is not an exhaustive list
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When you look at this list, how would you prioritize these activities for yourself?
Greet people you know; meet people you don’t know
Make choices Tell what you know;
indicate when you don’t understand
Protest, refuse, negate, negotiate
Ask for things; ask for help Share feelings, health
needs
Joke around; make people laugh; compliment others, accept compliments
Ask questions to gain information, share what is learned
Give directions; ask for clarification
Gain attention, establish identity
Organize oneself
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Let’s think about some common activities in our classrooms Activities What communication do
you need to participate in each activity?
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The ultimate goal of AAC is…
Not to find a technical solution to communication problems
To enable individuals to Efficiently and effectively engage in a variety
of interactions, and Participate in activities of their choice
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AAC has 4 primary components Symbols Aids Techniques Strategies
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Symbols
Different symbol types for different AAC users: Graphic (words, numbers, pictures, objects) Auditory (spoken word) Textured or tactile symbols (objects or learned
tactile/textures symbols signs gestures facial expressions
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Aids
A device or system used to either transmit or receive messages Why are we talking about receiving messages
too, rather than just “expressing”? Aids = Devices – but they don’t need to be
electronic to be considered a device Some examples of Aids?
Electronic Non-electronic
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Techniques
Techniques = the way messages are transmitted Direct selection
Pointing, touching, exchanging Joystick use Head pointing, eye gaze, eye pointing
Scanning Single switch auto scan 2 switch step scanning
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Strategies
Refers to the ways messages are conveyed, by the most effective and efficient means possible Enhance message timing Support grammatical formulation Enhance rate of communication
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A special note to SLPs:
When you are looking at recommending a device for a specific user, you will need to look at these 4 components to support your recommendation. Symbols (what type and why, including need
for spelling) Aids (often, no, always need non-electronic
along with electronic) Techniques (i.e. physical access) Strategies (rate enhancement, message
timing, grammar strategies)
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Continuum of AAC Independence
A continuum, not discrete categories. No pre-requisites for AAC use
Can’t assume why a person is at a level – need to rule out possible contributing factors
Knowing a student’s general functioning level on the continuum helps you determine appropriate goals.
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Continuum of Communication IndependenceEmergent Context Dependent Independent
Patricia Dowden, Ph.D., CCC-Sp(L) http://depts.washington.edu/augcomm/
Has no reliable means of symbolic communication.
Probably:Uses non-symbolic methods
May:have severe sensori-motor impairments, be very young, hasn’t received appropriate AAC technologies, techniques or strategies.
Can talk to some people about some things.
Many partners = need for additional training
Many contexts = need for additional vocabulary*.
May not have received appropriate training, strategies, technology
Can communicate anything to anyone.
Can interact with familiar and unfamiliar partners on any topic.
Has strong literacy skills, so can use spelling.
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What does this continuum mean in terms of selecting appropriate intervention goals?
Emergent Communicator: identify that 1st method of symbolic
communication Context Dependent Communicator:
expand vocabulary and partners and contexts
Independent Communicator: Use their goals and desires for improved
communication
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RememberThe ultimate goal of AAC is… Not to find a technical solution to
communication problems To enable individuals to
Efficiently and effectively engage in a variety of interactions, and
Participate in activities of their choice
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Communication is not "independent" if.. utterances can only be understood by some people, or... other people have to preprogram all vocabulary in a device, or... he cannot spell well enough to compose novel utterances, or... she is given no opportunity to communicate what she wants to say, or... his communication system doesn't match his motor skills making it difficult to
control, or... her communication system doesn't match her communication needs, or... there are partners who influence communication through cueing, or... he has hidden vision impairments making it hard to see the symbols, or... she has a hidden hearing impairment making it difficult to hear what is said,
or... he has been given insufficient training and time to learn to use his AAC
system, or... she has no access to a communication system at times, or... he cannot see the display on his system in some light conditions, or... no one believes she has anything worth listening to....etc
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A case for communication independence This was best articulated by Bob Williams, former
U.S. Deputy Assistant Secretary, and himself an AAC user.
"Every person, regardless of the severity of his/her disabilities, has the right…to communicate with others, express everyday preferences and exercise at least some control over his or her daily life. Each individual, therefore, should be given the chance, training, technology, respect and encouragement to do so." Vermont Communication Resource Guide (2002)
Sources: http://www.state.vt.us/dmh/ddscommunicationresourceguide.pdf and http://biz.yahoo.com/bw/020508/82364_2.html
And http://depts.washington.edu/augcomm/03_cimodel/commind1_intro.htm
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Assignment -
Think about a student you work with now, or have worked with in the past. Where do you think that student is on the continuum of communication independence? Why? Come prepared to share at our next class.
To learn more about this continuum, visit Pat Dowden’s (UW) website: http://depts.washington.edu/augcomm/03_cimodel/commind1_intro.htm