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OVERVIEW. Background4 Techniques to Improve Expressive CommunicationAided AAC ModelingExpectant DelayOpen-Ended Question AskingIncreased ResponsivityInteraction StrategyWrap-UpQuestions. BACKGROUND. Risks to Development for Children who use AACAt risk in all aspects of development, including language (e.g., Lund, 2001).Contributing factors (Romski, Sevcik,
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1. Evidence-Based Language Supports for Children Using AAC: Increasing Expressive Communication Cathy Binger,
Ph.D., CCC-SLP
University of New Mexico
3. BACKGROUND Risks to Development for Children who use AAC
At risk in all aspects of development, including language (e.g., Lund, 2001).
Contributing factors (Romski, Sevcik, & Adamson, 1997)
intrinsic factors
e.g., cognitive and motor speech impairments
extrinsic factors
e.g., lack of communication opportunities
4. BACKGROUND Communication Characteristics of Children who use AAC
These children often (e.g., Light, Collier, & Parnes, 1985):
are passive communicators
initiate few interactions
respond infrequently
produce a limited number of communicative functions
use restricted linguistic forms
5. BACKGROUND Communication Characteristics of Communication Partners
Partners often (e.g., Light, Collier, & Parnes, 1985):
Take the majority of conversational turns
Provide few opportunities for communication
Ask predominantly Yes/No questions
Interrupt individuals using AAC
Focus on the technology, instead of the individual
6. Limited Communication
7. BACKGROUND Language Intervention Techniques
To Increase Early Expressive Communication Skills
Aided AAC Modeling
Expectant Delay
Open-Ended Question Asking
Increased Responsivity
e.g., Binger (2004); Kent-Walsh (2003)
8. BACKGROUND Using these techniques increases:
Communicative Turntaking
Communicative Functions
Length of Utterances
Semantic Diversity
Syntactic Complexity
e.g., Binger (2004); Kent-Walsh (2003)
9. Increased Communication
10. Aided AAC Modeling Purpose
To provide functional models of effective AAC system use.
Method
The communication partner:
Selects aided symbols while
labeling the symbols orally
if light tech AAC is used
the speech synthesizer provides the label
if a voice output system is used.
11. Without Aided AAC Modeling
12. With Aided AAC Modeling
13. Expectant Delay Purpose
To provide communication opportunities.
Method
The communication partner:
Maintains eye contact while:
Maintaining an expectant facial expression
Providing increased conversational pause time (Light & Binger, 1998)
14. Without Expectant Delay
15. With Expectant Delay
16. Asking Open-Ended Questions Purpose
To prompt higher-content communicative turns
(e.g., Basil, 1992; Bruno & Dribbon, 1998).
Method
Replace yes/no questions with open-ended questions
17. Without Open-Ended Questions
18. With Open-Ended Questions
19. Increased Responsivity Purpose
To reinforce communicative attempts & expand utterances.
Method
Provide appropriate and consistent responses to communicative intent of messages.
20. Limited Responsivity
21. Increased Responsivity
22. Putting It All Together Can assemble the skills within an interaction strategy for specific activities.
Storybook Reading Activities
Classroom Activities
Play Activities
Activities of Daily Living
Can teach communication partners to implement such strategies.
Kent-Walsh & McNaughton (2005)
23. Storybook Reading Context
25. Storybook Example
26. WRAP-UP Implementing these evidence-based skills results in:
Communication Partners
Become less dominating
Provide increased opportunities & support for communication
Individuals who use AAC increase
Communicative Turntaking
Communicative Functions
Length of Utterances
Semantic Diversity
Syntactic Complexity
* Children may begin using skills that they already possess or acquire more complex linguistic structures
27. WRAP-UP Clinical Implications
Instruction involves very little training time
Instruction yields very positive changes in children
Instruction yields high participant satisfaction
28. Acknowledgements Funding Support
Penn State College of Health and Human Development
Bloorview MacMillan Children’s Center; Toronto, ON
SERTOMA Foundation
American Speech-Language-Hearing Foundation
UCF College of Health and Public Affairs & Dept. of CMDIS
UNM Dept. of Speech & Hearing Sciences
UCF Academy for Teaching, Learning and Leadership
UCF Center for Autism and Related Disabilities (CARD)
Participants
29. QUESTIONS
30. Contact Information Cathy Binger
Department of Speech and Hearing Sciences
University of New Mexico
E-mail: cbinger@unm.edu
Phone: 505-263-0036
Jennifer Kent-Walsh
Department of Communicative Disorders
FAAST Atlantic Region AT Demonstration Center
University of Central Florida
E-mail: jkent@mail.ucf.edu
Office Phone: 407-823-4800
FAAST Clinic Phone: 407-xxx-xxxx