MOVING BEYOND REQUESTING: DEVELOPING COMMUNICATIVE COMPETENCE- DAY 2 Jayna Greenfield, Assistive...
-
Upload
lambert-morrison -
Category
Documents
-
view
212 -
download
0
Transcript of MOVING BEYOND REQUESTING: DEVELOPING COMMUNICATIVE COMPETENCE- DAY 2 Jayna Greenfield, Assistive...
MOVING BEYOND REQUESTING:DEVELOPING COMMUNICATIVE COMPETENCE- DAY 2
Jayna Greenfield, Assistive Technology Consultant
ARIN IU 28
April 24, 2013
Today’s Schedule
Opening activity Briefly review last session’s big ideas Case Studies More on Core Strategies for teaching core and
examples Planning/ Work time
Opening Activity: 4 Corners
Which song best describes your feelings towards AAC/ Core Vocabulary?
About Today: Our Rules
Maintain Confidentiality Respect Others’ Perspectives Keep What’s Most Important (CHILDREN)
our First Priority
Presume Competence
Viewing students through the lens of a disability label may increase the likelihood of misjudging capabilities and barring some students from opportunities to learn what other students their age are learning.(Jorgensen, McSheehan & Sonnenmeier, 2007)
And…Make the Least Dangerous Assumption
“…educational decisions ought to be based on assumptions, which if incorrect will have the least dangerous effect…we should assume that poor performance is due to instructional inadequacy rather than to student deficits…”
(Anne Donnellan Ph.D, University of San Diego)
Since last time… Yay!!!!
What you want to learn about today…survey says:
Apps to help with core vocabulary, AAC apps, more materials and ideas to teach core vocabulary
Core vocabularyPerhaps see more examples of therapy sessions
using core vocab on a static overlay board without voice output
iPad appsI would like to learn about group lessons for Life
skills students.implementing assistive techMore ideas for use in the classroom, use in the
regular education classroom, good apps to useMore about how to teach core vocabulary
Let’s Review!
is the Vision?
The PA Statewide Initiative for Students with Complex Support Needs (SCSN): When students with disabilities are provided with
appropriate instruction and supports, they can learn grade-level academic knowledge & skills and
communicate in ways that are commensurate with their same age peers without disabilities. Comes about from PA’s Partnership in the National Center State
Collaborative Grant (federally funded) which was proposed to develop a comprehensive assessment system.
“Imagine educational practices in which learners with significant disabilities have the same learner outcomes as students without disabilities.”- Kleinert & Kearnes, 2001
WHAT
Communication is:
The exchange of ideas A two-way process, consisting of:
Sender (Expressive Communication) Receiver (Receptive Communication)
Intentional- to convey a message Verbal or nonverbal
What we ALL communicate:
Reject what we don’t want Ask for what we do want Comment on what we see Tell stories Complain Ask questions Answer questions More…
What is “Communicative Competence?”
“Being able to meet the changing demands and to fulfill one’s communication goals across the lifespan.”
Communicative Competence should accomplish four main purposes: Expressing wants and needs Developing social closeness Exchanging information Fulfilling social etiquette routines
(Light, 1997)
Our purposes for communicating change over time:
WANTS
&
NEEDS
Social Interactions
& etiquette
Sharing Information Sharing
InformationSharing Information
Social
Interactions
& etiquette
J. Cumley, 2001
Based on J. Light, 1988, 1997, 2005
Social
Interactions
& etiq
uette
WANTS
&
NEEDS
WANTS & NEEDS
What bridges the gap for our students with Complex Support Needs?
What they
Know/think/feel What they can express
AAC
What is AAC?
Augmentative and Alternative Communication Includes all forms of communication (other than oral speech) that are used to express thoughts, needs, wants, and ideas.
(ASHA, 2011)
Augmentative - to support what is already there.Alternative – replacement for the lack of verbalcommunication.
What are our responsibilities in AAC?
MAKE opportunities for its use. BE a communication partner. TEACH the system. MODEL use of the system. SET high expectations.
A device/tool is only as
good as the people behind it.
Remember…
Also, remember…
A device/ tool is only as good as the language that is in it!
Vocabulary Selection
Gail VanTatenhove
Something to think about…
You’re not an equalmember of society,
if you don’t have words to communicate
like everyone else!
2 Kinds of Vocabulary: Core Versus Fringe
“Core vocabulary is composed of high frequency words that are very versatile. In contrast, fringe vocabulary is composed of words that occur infrequently and lack versatility.”
Core vocabulary consists primarily of pronouns, verbs, question words, prepositions, articles, etc.
Fringe vocabulary consists primarily of nouns.
-www.aaclanguagelab.com
Kinds of Core Words
Content/ Lexical Core Words “MEATY” Examples: eat, drink, go, more, trouble
Functional/ Grammatical Core Words “THUMBTACK”- holds others together Examples: is, of, to, with, by, for
Did you know……
Most people have 20,000- 25,000 words in their vocabulary
The most frequently occurring words =80% of the actual words spoken
78 – 80% of the words we use dailycome from a set of fewer than 350 -400 words (core words)
These same (core) words are consistent from age 4- through adult!
The 50 most frequently occurring wordsaccount for 40-50 % of total words said,while the 100 most frequently occurring= 60% of what is said
-VanTatenhove, 2004
One implication…
If you give kids 50 good lexical core words, they can say about 50-60%
of what everyoneelse says!
WOW!!!
Everyday conversation example….
Hi. How are you today?
I’m good. How are you?
Not good. I feel like I am getting sick.
Second Implication:What does this mean for AAC?
Our priority for vocabulary selection should focus on the small set of high frequency words, not on the large set of infrequently used words.
GIVES US MORE BANG FOR OUR BUCK!
Aha!
Other implications…Without Core Words:
A person is at risk: Linguistically
Can’t develop language like speaking peers Limited reasons to communicate Perpetually a responder, not an initiator May maintain context-dependent communication instead of
developing into an independent/ generative communicator Academically
Real participation requires language Need “meaty” and “thumbtack” words for learning literacy
(The top words needed for reading are CORE words!!!!) Personally/ Socially
Need good communication skills for a healthy, safe, and happy life
VanTatenhove, 2013
Typical Childhood Development The first 20 words a child says are primarily
nouns From 12-18 months, nouns are mostly being
used, but it doesn’t last long! By 24 months, children use 150-300 core words. By 26 months, 80% of what children say is core.
Gail says that it is “okay to start AAC intervention with a child under 18 months with a small set of nouns. But, don’t do nouns exclusively, and don’t stay there indefinitely.” -VanTatenhove, 2013
Core Vocabulary is Life Saving!
To lighten the mood…
What do you call adinosaur with an extensive core
vocabulary?
VanTatenhove, 2013
A Thesaurus
!
Case Studies
OFFERING FEEDBACK
1. START WITH POSITIVE
2. ADD ANY SUGGESTIONS OR NEW IDEAS
3. END WITH A POSITIVE
Be thinking of strategies and tools that are working well for this teacher/therapist!!
Any ideas you can offer to add to the existing activity to increase language input or output? Things you have tried that have worked?
To offer suggestions, use this language: “I wonder if…” “Have you ever tried…” “I wonder what would happen if you….”
Moving on….
Where do we go from here?
General Rules of Thumb
Nouns are still important, but often over emphasized. (Emphasis should be on core words.)
Use 4 core words to 1 noun. For student with a moderate to severe learning
impairment, may need more nouns. (Ex. 1 core word to 4 nouns.) But, DON’T eliminate core!
Core will help you meet state standards that ask you to DEFINE, DESCRIBE, DISCUSS, EXPLAIN, etc.
Can easily be integrated into activity-based instruction, and included in student IEPs.
Choosing Symbols
Challenge: Core words are not easy to represent (or teach) because they are not “picture producers”!
Your teaching of the symbol will be crucial! Minspeak- system that uses icons, with each icon
meaning more than one thing. (It’s called semantic impaction.) On PRC devices.
Other types of symbols: Mayer-Johnson (Boardmaker software) SymbolStix (Crick software) Pixons
Comparing Symbols
Rules of Thumb…for designing manual boards/books:
Choose the symbol set that makes the most sense. (Ex. readily available, is on device of other students in your class, etc.)
Be consistent with your symbols. Give core vocabulary words from ALL
word groups. Use the core words across ALL activities! Organize core words for easy access.
Types of AAC Tools & Displays High Tech- Dynamic Display AAC
iPads with robust AAC apps (Proloquo2Go, TouchChat HD, LAMP Words for Life)
Dedicated communication devices (PRC Accent, NovaChat) Low Tech- Speech Generating Devices
GoTalk 20+ or 32+, TechSpeak 32 No Tech- Manual Boards or Books
Single Sheet Design- get core words on 1 display/page (Should have 50 words) (Evidence says this is the easiest to use!)
Multiple Simultaneous Design- turn a section of the board to get some new core words
Multiple Sequential Designs- turn pages to get more core words
Examples- High Tech
Examples- Low & No Tech
Your Approach can be Multi-Modal! Voice, gesture, board, device, app:
Acknowledge all attempts to communicate!
Design a stable, single sheet design AAC system for Core Vocabulary, as a strategy of “first choice.”
Move towards the use of whatever design promotes independent communication in more settings and with more trained partners.
The Baker Formula
MotivationPhysical Effort + Cognitive Effort + Time
“If the motivation to communicate a message is greater than the physical effort, cognitive effort, and time required to produce it, then communication will
occur. If not, no message will be generated.”-Bruce Baker
To have a good system… you need a supportive classroom!
Make sure your other students know the rules: This student is not the class “pet” or “baby” How/When to touch device and student How much to help to give this student…make sure
they know to give him a chance to answer! (Teach them “wait time” too!)
Make sure your assistants know this too!
Note: When your student with AAC “speaks” inappropriately…do not take the device away. Use another punishment, just like you would for your
speaking students.
Also, do AAC Awareness Activities Have your other students try using a
manual communication board to communicate.
Celebrate October as AAC Awareness month.
Read/Show the book: “How Katie Got a Voice (and a cool new nickname),” by Pat Mervine of SpeakingofSpeech.com.
Teaching Core Vocabulary in an Activity
Get Ready!1. Pick a target classroom board with enough,
but not too much core vocabulary (50 word)2. Customize board if necessary – can use
velcro3. Customize boards for each student, if
needed (May need to expand beyond 50 words)
4. Coordinate use of manual boards with SGDs and Apps- make sure the core words are available to all.
Teaching Core Vocabulary in an Activity
Get Set!1. Choose your target activities- start with 1-2
per day. Repeat 3-4 times/ week.2. Aim for a minimum of 3 target words for
students to say. (You will be modeling more!)3. Allow for more TIME to complete the activity.
Example- craft/art activity will likely take twice as long!
4. Think through the activity. How are you going to organize, and what barriers can you set up? What core words will you be targeting?
Teaching Core Vocabulary in an Activity
Go!1. Introduce new words using AIDED LANGUAGE
STIMULATION (Strategy of modeling language by pointing to key words on the communication aide).
2. Teach the new words with explicit instruction activities.
3. Elaborate on new word meanings with engaging practice activities.
4. Provide repeated exposure to the new words on an ongoing basis.
5. Check for understanding, and reteach as necessary.
Introducing words through:Aided Language Input
Teach New Words with ExplicitInstruction Activities
Gail’s Art Activity: Take Notes
Let’s Practice!
More Resources for Instructional Activities:
Lessons and Power Point Books from aaclanguagelab.com/resources
A Year of Core Words from PraacticalAAC.org Handout: Implementation in the Classroom from
aaclanguagelab.com PRC Language Lab Apps: Core Words, Directing
Activities, Simple Sentences, Plurals TarHeelReader.org books Minspeak.org books Minspeak.org script cards Dolche Words- how do you normally teach those
words?“Teach for a lifetime, not an activity.”-Gail VanTatenhove
Other Instructional Ideas:
Calendar Time: TODAY IS Music: PLAY AGAIN, TURN UP, TURN DOWN Play: YOUR TURN, MY TURN, PUT IN, PUT HERE Reading: BAD, GOOD Selecting Lunch Choices: I WANT THIS/THAT, DIFFERENT Art Activities- Put items in clear boxes, and label with a
describing word (LONG, SHORT, SOFT, ROUND, BIG, LITTLE). If no words describe, use THIS/THAT.
Label the Classroom with Core Words (instead of Nouns) Door- OPEN CLOSE, GO IN, GO OUT, STOP Toy Area- PUT IN, PUT AWAY Fine Motor- MAKE, PUT HERE, BIG, LITTLE
More Ideas…to get you thinking! Request for more than things:
Requests for a person: SIT BESIDE, GO WITH, HELP ME Request an action: I WANT GO/STOP/ ALL DONE, WHAT DO
NEXT Request location: WHERE PUT, PUT HERE
Visual Schedule: GO, DO/ DID When seeking information from student, try to avoid
Wh- questions that will require specific word answers, like, “Where did you go?” Instead ask questions that can be answered with core words, like, “What did you do there? How did you feel?”
Elaborate by modeling good core words, “You ate good food. I bet you had fun there.”
Continued…
As Class Helper: Give Instructions to Others: COME, WAIT, GIVE, GO
QUIET, LOUD Student summarizes a story with Core Words. Student gives repeated line in story with Core Words.
Social: Attention Getters: COME HERE, HEY YOU Starters: I HAVE SOMETHING TO TELL YOU Interjections: GO ON, TELL ME MORE May need a chat board, or use an SGD to help with the
social situations. Include Hello/Goodbye, Please/Thank You, Sorry
Still a Need for “Personal Core”
Personal Core- nouns that are important to the student, and that they would need to use on a consistent basis.
Organization- Could have these words in tabs at the top of the core board. Or could have these in a binder with core board on left side of every page, and nouns on right hand side.
Final Tips!
Try to target 1-3 core words in everything you do with your student.
Try always having a core board with you when interacting with your student.
Nearly ANY activity can be used! Expect that it will take MORE time than
before to do the activity. Start gradually with 1-2 activities per day. Develop a lesson plan (Or use ideas online),
but make sure to have materials ready!
Our Goal…
To foster a student into becoming an….
Independent,Competent
CommunicatorEventually, you student will move past“learning to communicate” and be able
to “communicate to learn!”
Advice to Teachers from AAC Users
Planning & Work Time
Choose what you would like to do.
Stay here, brainstorm, and work on Action Plan or Lesson Plans.
A few groups can go to the Computer Lab upstairs, to develop boards with Boardmaker.
Stay here OR use the computer lab to review the resources I have given you today.
Resources
www.vantatenhove.com www.praacticalaac.org www.pinterest.com/lasen
ders www.minspeak.org www.tarheelreader.org www.youtube.com www.pattan.net www.aiu3.net
Who has the most clothespins?
Contact Information
Jayna Greenfield [email protected] 724-463-5300, x1107 www.jaynaswiki.wikispaces.com
Please Complete Evaluation Forms!
Thank You!!!