Aided Language Stimulation

1. Aided Language Stimulation Aided Language Stimulation

2. Typical AAC Use & Patterns • Respondent Role • Provide information requested by facilitator • Restricted range of communicative functions • Asymmetrical patterns of turn taking, initiation and conversational control • Use of closed-ended questions and specific Wh-questions by speaking partners • Tendency to communicate predominantly with adults in classroom setting, • 18.2% of turns (communication board mode), 82.8% of turns conveyed by vocalization, eye-pointing, facial expression (Light, Collier & Parnes, 1985) Aided Language Stimulation

3. Goal of AAC Use • AAC being used frequently, interactively, and generatively to express a wide range of communicative intents Aided Language Stimulation

4. Typical Use Reflective of Poor AAC Designs • Vocabulary is reflective of a diluted, as opposed to concentrated message pool Aided Language Stimulation

5. Aided Language Stimulationis a training strategy that attempts to address the dilemma of the typical AAC user • Facilitators must use user’s systems to communicate with the user • Multiple activity based concentrated message set is recommended Aided Language Stimulation

6. Multiactivity Board Design based on: • Classroon needs • Classroom needs determine the content of individual systems Aided Language Stimulation

7. ALS • Symbol gloss (what the symbol represents), e.g., “We’ve got OPEN (symbol) the box and PUT it IN (Symbol) the BOWL (symbol). selection is accompanied by spoken • Considerable preplanning necessary to ensure that the communication displays required for target activity are readily accessible to facilitators for providing ALS Aided Language Stimulation

8. Initial Phase of ALS • Comprehension training in meaning context • Lengthy period of exposure necessary before user comes to understand, then produce language • After sufficient period of ALS, many users demonstrate spontaneous expression communications Aided Language Stimulation

9. Total Immersion Aided Language Stimulation

10. Overlay Recommendation Aided Language Stimulation

11. With others, explicit training required • Basic Training Techniques • Non-verbal juncture cues • Shadow light cue Aided Language Stimulation

12. Non-Verbal Juncture Cues • Nonverbal signal precedes the highlighting of a symbol on communication display • facial expression • gestures • body posture Aided Language Stimulation

13. Non-Verbal Juncture Cues • “Sets the stage” for communication • Instead of excessive questions or commands to respond • Food preparation activity • Posing Direct Questions • What do we need • What do we have to do Aided Language Stimulation

14. Functions of Nonverbal Juncture Cues • code the essence of target symbol in a more basic form (easier to understand) • “drum rolls” target symbol allowing child to anticipate its selection by facilitator • impose a delay (familiar routines) to cue user to spontaneously select target symbols Aided Language Stimulation

15. “Bubbles” Aided Language Stimulation

16. Shadow Light Cues • Modeling Procedure • Facilitator assumes responsibility for • Recognizing when a communication opportunity exists • Determining what message is appropriate given the linguistic and non-linguistic context • Light cuer does not speak during this process • Light cuer’s role is not to serve as an interpreter Aided Language Stimulation

17. Hierarchy of Cues • Contextual cue (Nonverbal Juncture) • Indirect verbal cue • Search Light cue • Direct verbal cue • Momentary/flashing light cue Aided Language Stimulation

18. Hierarchy of Cues Aided Language Stimulation

19. Hierarchy of Cues Example Aided Language Stimulation

20. Sabotage Strategy Chart Aided Language Stimulation

21. ALS Text Aided Language Stimulation