Social Scripts and More AAC - Low/Mid TechDiana PettkeAssistive Technology Services of Central TexasDiana.Pettke@yahoo.com

How do you enter the water?

Do you jump right in?

Do you ease in slowly?

http://socialscripts1.wikispaces.com

Social Scripts and MoreAAC - Low / Mid Evaluation

Communication Functions & Vocabulary

Low / Mid / High

Teaching / Therapy

http://aacbasics.wikispaces.com

Augmentative Communication Light Tech Strategies and Devices

Janell Howell

No & Low TechSimple Choice Boards

Communication Books

Single Meaning WordsCore + Fringe Vocabulary

Communication BookActivity Based pages Snack, play, art, reading, computer

Parts of Speech pages People, verbs, nouns

8 Flip Eye Gaze

Pixon ProjectGail Van Tatenhove

Core BoardActivity boardhttp://www.vantatenhove.com/

Pragmatic Organization Dynamic Display - PODDGail Porter

Picture/object JournalGenerate conversation about an activity

Picture/Object JournalHi Im DavidI have some pictures to show you.Ask me questions I can answer by:(vocalizing)

www.office.microsoft.com/en-us/images/

Guess what I made in class today(punch / smoothies / juice)

Know how I made the blender work?(switch / pushed button)

This is what we put in it.(Strawberries / apples / banana)

Mid TechOne Message

Sequence Message

Static Multi-messagewww.AMDi.net www.ablenet.com

One Message

One generic device for choice making Thats it I want that one

Should be a different color or look different than other one message devices used in class

Single Message DevicesBig MacAdaptivation ChipperGo Talk ButtonPersonal TalkerTap Speak Button App idevices

Sequence Message

Social ScriptsElicit and Participate in a conversation with a communication partner.FriendTeacherParentAnyone

Social Skills Example The GameYo.Hey guys. . . got a minute?Did you go to the game on Friday?Well, I did, and guess what?Something really cool happened during half time!I couldn't believe it.It was awesome.I bet you're dying to know.The marching band played and there was a drum solo.Guess who the drum player was?Well, it was someone cool - just like me.It was my brother.Look for him next time at the game.

Learn How to Write a Social ScriptRecord PauseGain Attention (offer choice) Starter (offer choice) Tell 1st event Maintainer, holder or Interjection, or Tease (offer choice) Tell 2nd eventMaintainer, holder, Interjection or Tease (offer choice) Tell 3rd event etc. etc. Turn Transfer Holder, (really, Unh - Uh, Oh)Closing (offer choice) Record PauseNow use the Social Script with another person

Gain Attention Can we talk?

Come here, please.

Excuse me.

Good morning.

Guess what?

Hello!

StarterBeen to the movies lately?

Brace yourself for this one!

Did you see the game last night?

Do you have a minute to hear about...

Guess what I did!

Have you heard about this?

Maintainer, Holder, Interjectionand then

and then guess what happened

and you know what else?

And?

Can you believe it?

Turn TakingCan you believe it?

Can you guess what I like?

Did this ever happen to you?

Did you see that?

Do you think that's a good idea?

Do you want me to show you how I learned to do that?

Student ParticipationGive the student a choice of what to say:

Attention getterStarterHolder Maintainers Closure

Two Handed ChoicemakingTwo Choices1. Look at hand they want2. Look down or away if neither is what they want3. Move hand as you say the associated option 4. Can Summarize options5. If does not choose, pause, prompt You get to pick Present again6. Confirm choice

Touch Point Choicemaking2 - 4 Choices

Be consistent -2 Points: right shoulder / left shoulder3 Points: Top of head / right shoulder / left shoulder4 Points: top of head / right shoulder / chest / left shoulder

Touch PointsOrally present options as you touch the points. Use a clockwise rotation for 4 pointsIf options are long, provide summariesIf does not choose, pause, prompt Its your choicePresent againConfirm choice

Book of Possibilitiesby Ablenet One Message VODSequence Message VODMultilevel Message VODAll Turn It Spinner

Sequence Message DevicesStep by Step Adaptivation Sequencer

Tap Speak Sequence App - idevices

Motor / Access ConcernsConsult PT & OT Best Positioning

Device Selection) (Many devices can be switch adapted)

Device placement

Multilevel Devices8 - 32 static device4 - 8 levels Change overlays for each recorded level

Can use core vocabulary on device and add attach fringe vocabulary

MultilevelTech / Talk Tech / SpeakGo Talk Sounding Board App idevices

Examine Multilevel DevicesReview Sample Overlays fromwww.setbc on wikiWork with a group to design an overlay using post-itsLearn to program a device 4. Practice using the device with your custom overlay5. Write 1 new concept you learned about Multilevel Devices

Enhancing Interactions for CommunicationAdapting Play and Communication: Enhancing Interaction and Cognitive Skills in Young Children by Linda J. Burkhart

.

Assessment & Implementation

Communication Matrix www.communicationmatrix.org

ESC 13 - Loan Library First Things FirstEvery Move CountsTangible Symbol Systems

www.mybookmarks.com/public/dpettke

*Personally how I enter the water is very similar to how I implement new ideas and/or information I learn about.

I test the water and enter slowly. Once I feel good then I in all the way.

I usually pick one student or group to trial an idea or device to see how it goes.

Once successful then I use it with other students.

How about you? **Social Scripts and More Resources document gives you additional resources (video, website link, document) for each item we will review today.

*Typically when we discuss AAC you look at four main areas:EvaluationCommunication Functions & VocabularyLow / Mid / HighTeaching / Therapy

Today we are focusing on Low / Mid AAC & Therapy

ESC13 is developing an online course AAC Basics that will cover all four areas. So be on the look out.

Until then you can access my AAC Basics wiki for further information. http://aacbasics.wikispaces.com

AAC Basics Wiki was designed as I was writing the content for an Online Course ESC13 will offer.

You can access the resources on it as well.

Many more than what is shown

**Janell Howell handout is a nice resource on the wiki that covers many of the points we will cover today

Janell describes Low/No Tech (Simple - No Electronics)Light Tech/ Mid Tech (static display - single message - some electronics)High Tech/ (Dynamic display - computer based - requires training)

She lists several advantages of Low Tech Doesnt need batteries or break downCan take outside System is portableWont hurt if it is thrownCheapBackup for electronic communication systems

*Are your boards and books designed so the student can access them?

Is the student in the best position to reach the symbol?

Can he or she see the symbol?

Will color contrast help?

How will he or she turn the pages or tabs?

If he or she does not have the motor abilities to turn pages can he or she indicate to a communication partner to turn the pages? (How will they indicate?

*If the student can flip through the book to find the page for the activity may want to consider using Part of Speech pages or sections.

Parts of Speech pages will train the student to use a high end device in the future.

Add additional pages to each section with a section tab

Show SpringBoard Book Photo Album On Wiki as well As Gateway 20 & 40 for Dynavox devices.

*Carolyn Musslewhite design for eye gaze and / or partner assisted scanning Flip Book.

The tab flips to section with additional words for each category

Partner assisted scanning requires a partner who will call out the scanning choices to the AAC user. The AAC user will indicate his choice (vocalize, nod, etc.)

Yes, this is a very slow method but other wise the communication partner may have to ask random questions.

When we give AAC users opportunities to control their environments and an AAC system they can generate their own thoughts, we are respecting them as individuals and show them we want to hear what they have to say. *Gail also offers free Pixon boards on her website. Link is on the Social Skills and More Resources document on the wiki.

She also has designed a soft communication book with flaps and handles - Reasonable price or directions to make your own

**Show example***Janel Howell lists advantages of Mid / High Tech Voice Output devices

Voice Output Devices can gain attention of others when they are not lookingOther people often respond more appropriately to someone using voice outputStores more vocabulary - Communication books become very cumbersome with more than 300 words

*This allows student to begin use a choice communication system that can be expanded over time.

Can offer partner assisted scanning choices of more than 2-3.

Choice Device should look different than other one message devices used in the classroom which help him to participateIn a classroom activity.

Repeated story line to read along with the group Song verse

Answer to calendar time for his part of the actiivty.

Selecting the single message device will depend on how the AAC user can best access the device.

Does he/she need a large button to press?

Does he/she need a device to carry with him?

**Sequence message device allows student to say several messages in a sequence.

Some have used the sequence message device to read the pages of a story, read a receipe, tell directions to complete a project.

However we are going to talk about how to use the sequence message device using a social script.

You will find additional resources on the wiki from Caroline Musslewhite and Linda Burkhart about Social Scripts as well. Messages are written a specific way to keep the conversation going between the AAC User and the communication paretner.

*You can see how this will engage a communication partner to talk with the AAC user longer than 2-3 turns.

Much more fun!!!!**Each script needs:

Lets look at examples of each.

First the student needs to gain the communication partners attention somehow.*Then a starter is used to set the context.*Maintainers to keep the conversation going. *Turn Taking gives the communication partner a chance to enter the conversation and hopefully dialogue will occur. **To increase the students participation and help make the script his own you can give him/her a choice of what to say for certain Parts of the script and/ or which story to tell.

*Okay here are your choices to get your friend to come talk to you.

Lets Talk or Whats Up?

**Okay, here are choices for the ending

Well, goodbye See you laterIm out of her, Later dude

You picked later Dude . Right? *Gives examples of lessons and the type of device needed to participate to get you started.

Do not know if it is still available.

Or your local ESC AT Department *Is the student in the best position to access a device?

Did we select a device the student can manipulate?

If student can not press the device can a switch be added to the device for access?

Where should we place the device so the student can access it?**Word, phrases, or sentences can be recorded on each button.

An an overlay is created and placed on the devices to use.

Boardmaker has templates to insert pictures to make your overlays for a variety of devices.

Many devices have several levels. You use a different overlay for each level.

One device for several activities - reading, snack, ball activity

Again consider how the student will access the device. ***You will find a resource from Linda Burkhart that lists how we can enhance interactions for communication with students on the Wiki.

She covers ideas to consider and gives many examples you will find helpful.

*Just wanted to give you good resource for Assessment even though we did not cover this today. My Bookmarks is a collection of my favorite websites over the years.

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