Post on 30-Mar-2015
transcript
How to Maximize Your AAC Device to Minimize
Learning PRC
Margaret Perkins, M.A., CCC-SLP, ATPAssistant National Manager
Prentke Romich Co.mcp.cons@prentrom.com
Can you communicate without speech?
If so, then why do we need language…
because of this guy…
…we need to be able to talk about things that are not present.
• Communication is based on the use of the individual words of our language. True communication is spontaneous and novel. Therefore, communication systems cannot be based significantly on pre-stored sentences. Communication requires access to a vocabulary of individual words suitable to our needs that are multiple and subject to change. These words must be selected to form the sentences that we wish to say.
ASHA Defines Communication as…The following section provides a brief description of some of the
terms that are used in augmentative communication. Understanding some of these terms may be helpful as you become involved in your search for an appropriate communication system.
Augmentative Communication: A Glossary
S.N.U.G.Spontaneous Novel Utterance Generation
S.N.U.G. – leads to communication / language
Preprogrammed Sentences – leads to behavior participation in the classroom
Meher Banajee – Human Development CenterLouisiana State University Medical Center
“To integrate AAC systems with the curriculum, we must considerseveral issues. First, language develops and expands in an orderly
fashion. Our devices and systems must allow for this development from the beginning. Typically, children acquire spoken language
by progressing from one-word utterances to two-word utterances to simple sentences and so on. Language form, function, and use proceed in a fairly predictable pattern. AAC intervention shouldbegin early, and clinicians should provide support for the way we
know language typically develops rather than use devices that generate complete sentences at the onset.”
Julie Schers and Pamela HartWichita State UniversityThe ASHA Leader Vol. 7
No. 16 Sept. 10, 2002
From ASHA Leader
Goal: To Learn Language
Books
Lesson Plans
Toys and Games
PowerPoint ActivitiesSoftware
Literacy Programs
AAC Language Lab
PASS
Unity has:LOTS of Support / Teaching Materials
Vocabulary Builder
PASS(PRC Application and Support Software)
• Program the Device
• Write with Icons
• Make Manual Boards
• Make Cheat Sheets
• Browse Icons
Go Fish Cards as Sentence Builders:PASS
Robin Hurdwww.aacinstitute.org
Magnetic Poetry
3rd Party Software
•
•
• •
Vocabulary Builder
Tool for simplifying any Unity programAllows vocabulary to be taught in small, manageable piecesHides all the rest of the vocabulary without deleting it
There are already pre-set vocabulary sets in your device
What is the Vocabulary Builder
• Tool for simplifying any Unity program• Allows vocabulary to be taught in small,
manageable pieces• Hides all the rest of the vocabulary without
deleting it
• There are already pre-set vocabulary sets in your device
Language Therapy
Approach
Language
Pragmatics/Syntax/Semantics/Morphology/Vocabulary
Motivate/Have Fun/POWER
Create opportunities
Communication not Compliance
Word
of the
Day/Week
Word of the Day / Week
Pick a core word each day.
See how many ways you can use that word in your classroom.
Find ways to elicit that word from your students.
get
I
go
help turn stop play make
it more that do
feel you do come color
that work get stop feel
The word “get” pairs nicely with nouns, pronouns and prepositions for many different communicative functions. Children can say phrases like:“get up,” “get in,” “get that,” “get me,” “get dry,” “get on” “get mom,” and “get silly” in many fun activities.
Get
Lindsey Cargill, M.A., CCC-SLPThe Center for AAC and Autism
Get me – chase or tickle games
A child who loves to be chased and tickled may very quickly learn to use the 2-word combination “get me” to initiate rough and tumble play.
After catching and tickling your child, continue teaching pronouns by saying “I got you” while modeling on his/her device. During recess or group play dates, encourage your child to initiate chasing games to “get” his/her peers.
Get mom. Get Sarah.
We can use “get” to access people as well; a child can ask an adult to “get mom” or “get” a peer or sibling.
The Center for AAC and Autism Lindsey Cargill, M.A., CCC-SLP
Get your books. Get your coat.
During classroom routines, model the use of “get” when directing children to prepare for activities (e.g., “get” your books, “get” your coats).
Get that. Get it.
“Get” can be a powerful word for a child to use to request items that are out of sight or out of reach. Teach your child to use “get it” or “get that” and he or she can direct you to retrieve preferred toys or food items.
The Center for AAC and Autism Lindsey Cargill, M.A., CCC-SLP
Get down. Get in. Get out. Get over. Got on. Get off. Get up.
Pair “get” with prepositions during movement play. Try creating an obstacle course in which your child must “get down” to crawl under a barrier, “get in” and “get out” of a tunnel or ball pit, “get over” a barrel, “get on” and “get off” therapy ball and then “get up” a set of stairs. Let your child direct you or his/her peers when it is their turn to do this activity. “Get up” is a great phrase to use after sitting on the floor, falling down or pretending to sleep.
Tanya Corso One of my amazing AAC kiddos discovered the joys of "get upside down" when he wanted me to flip him over and "get my leg" when he specifically wanted me to tickle his leg.
Get upside down.
The Center for AAC and Autism Lindsey Cargill, M.A., CCC-SLP
The word “get” can be used to mean “become.” Have fun talking about and learning emotions and basic concepts by modeling and prompting phrases like “get happy,” “get tired,” “get silly” or “get wet.”
Get tired. Get silly. Get wet.
The Center for AAC and Autism Lindsey Cargill, M.A., CCC-SLP
When playing with blocks or doing a cooking or art activity, plan to not have enough of the supplies. Model we need to “get more.”
Get more.
When reading a story, model that the boy or girl needed to “get help.” Set up situations where help will be needed, then model “get help.”
Get help.
I don’t get it.
I get it!
Support in theDevice
Teach Core Internally
Books
Core Visual ScenesVantage-Vanguard PASS 5.06
James Brown – I feel good.
Miley Cyrus – I Look at You
The Bealtes – Love me do – You know I love you.
Britney Spears – You need to know.
The Temptations – The way you do the things you do.
Toby Keith – I want to talk about me.http://www.inmaninnovations.com/InmanInnovationsTherapyMaterials.php
Learning WordPower and Picture WordPower
through Music
Rock 'N Roll Therapy: Using Music to Teach Core
Vocabulary
After 12 months and 12 songs, each of the students showed significant vocabulary and language gains. All students showed overall gains in core vocabulary acquisition, particularly pronouns, prepositions, and helper verb phrases.
3 adolescent students, aged 14 – 17
Gail M. Van Tatenhove
http://www.eshow2000.com/asha/2006/handouts/855_1686Van_Tatenhove_Gail_090485_092306023943.pdf
Verbs (green) Mr. Action ManNouns (orange) Old Mother HubbardAdjectives (blue) PaintbrushPrepositions (purple) Bridge WordsAdverbs (light blue) AirplaneInterjections (pink) FireworksDeterminers (orange) Mr. WizardConjunctions (white) Conjunction JunctionQuestion Words (bright pink) Question MarkNegation (red)Pronoun (yellow)
Gail Van Tatenhove
Gail talks about a sentence as a rainbow. If all your words are the same color, you don’t have a sentence.
The boy went outside.
She walked slowly down the dark street.
Yum, it is really delicious.Who is coming with you?
Web Sites
www.aacandautism.com
The Center for AAC and Autism
www.vantatenhove.com
Use Books to Facilitate Language
Learning
Advantages of Books
Can control the vocabulary.
Get lots of vocabulary repetition without drill.
Provides carry over into the home.
Promotes literacy.
Fits into the school curriculum.
Additional Device Features
Icon Tutor
Hide / Show Keys – Easier!!!
Hide / Show Keys – Easier!!!
System Lock – expanded options
Questions
Comments