Implementing Communication Tools Across the Classroom

1. Lite tech and mid tech ways to implement communication across the classroom Implementing Communication Tools Across the Classroom

2. Research supporting the use of AAC • 89% of individuals who use AAC systems increase their language output, 11% stay the same, 0% decrease language output (Millar, Light, Schlosser, 2006) • Augmented interventions that include parent coaching have a positive communication effect on young children with developmental delays who begin with fewer than 10 spoken words. Clinical implications suggest that augmentative communication does not hinder, and actually aids speech production abilities in young children with developmental delays (Romski et. al. 2010)

3. AAC Includes… • Gestures • Sign language • picture symbols • Lite, mid, high technology devices

4. AAC is not a last resort • AAC methods can be utilized throughout any child’s day • classroom schedules • word banks • visuals for vocabulary • steps to complete a task • visuals for letter sounds (haggerty) • Methods used to increase independence and increase learning

5. The extent Augmentative Methods are Used • Communication comes down to one question… • Can the child communicate to an unfamiliar listener? • Do you or the parents interpret communication for the child? • Does the child use the same defined set of utterances? Can he/she communicate novel utterances?

6. Road Blocks to Communication Systems • The Type of vocabulary we include: • We have intact communication systems, so we include nouns in categories: • Fruit: Apples, Pears, banana • Clothes: Shoes, shirts, socks, etc. • However… • Nouns only make up 20% of what we say each day. 80% of what we say each day is mae up of approximately 400 words called core vocabulary (Banajee, Dicarlo, Buras-Stricklin 2003) • An educated adult uses 15,000 nouns • This makes it very inefficient to set up a communication system using nouns. • Developmental core vocabulary list from Gail Vantatenhove

7. Road Blocks to Communication Systems • “From the moment a baby is born, they hear and respond to the spoken word. We bombard that infant with language for the first 12-18 months of their lives. During that time, we do not expect that they will utter a single understandable word. http://atto.buffalo.edu/registered/ATBasics/populations/AAC/consider.php • The average 18 month old child has been exposed to 4,380 hours of oral language at a rate of 8 hours a day from birth. A child who has a communication system and receives speech language therapy 2 times a week for 20-30 minute sessions will reach the same amount of language exposure in 84 years (Korsten, J.)

8. Solution • Aided Language Stimulation • We use the communication system to model for the student • makes us use the communication system • teaches us where the vocabulary is on the system • let’s us know what needs to be added • teaches us how to use the system • Also called natural aided language, partner augmented input, or aided language modeling

9. Solution • Use words in multiple ways… • Video

10. Lite TechTools to use in the classroom • Communication book • Core base vocabulary with Fringe • 2 Versions • Located on Blackboard • Adapted Communication Books (Pati King-Debaun) • Allow Students to participate in literacy • Practice sentence building • Describe/respond to pictures

11. Lite Tech Tools to use in the classroom Progressive Core Boards developed by KarenErickson 4 location core http://wallwisher.com/wall/introtoaac

12. 9 Location Core

13. 12 Location Core

14. 18 Location Core

15. 32 Location Core

16. Mid Technology Tools to use in the classroom • Big Mac • external switch Jack • external speaker jack • toy jack • Put em around • Talking communicators to put up on walls • leave on tables • 20 seconds of record time • step-by-step • record a sequence of words or phrases • 75 seconds of record time • One Step Communicator • single message • 20 seconds of recording time • angled • smaller target than big mac

17. Mid Technology Tools to Use in the Classroom • Randomizer • random output messaging device • Modes of operation • single message • jumble (messages play in random order) • eliminator (messages occur in random order, but once a message is played, that message is not played again until all messages have been played) • up to 90 seconds record time on 2 levels • Chipper • 20 seconds of record time • recorded voice • external switch jack • external speaker jack • relay for cause effect

18. Ideas for Sequencer • calling attendance • calling role • knock knock jokes • miscellaneous jokes • seating assignment • reading a book • sound affects, reading text, character voices, repetitive stories, adding facts to picture books • Acting as a song leader • If your happy and you know it • Hokey Pokey • Making announcements • listing what is on the menu • weather • letter of the day • giving a tour • Delivering a message to the office

19. Ideas for Randomizer • Making seating assignments • calling names of students • Greeting and saying farewell • hello, hey, what’s up, how’s it going? • bye, adios, see you later, later alligator, after while crocodile, peace • Classroom jobs • line leader • calling role • choosing teams (if your name gets called twice, you have to switch teams) • Board Games • chutes and ladders (call out number) • candyland (call out colors and special squares) • twister (call out body parts and colors) • bingo (call out numbers) • trouble (put numbers in it) • Acting a s a song leader

20. Either Randomizer or sequencer • Directing others • requesting a design (snowman, mountain) • telling others what to do • direct a game or activity • Puzzles • tell how many pieces you want to put in • call out pieces by name • which piece to put in given certain information • Participating in movement games • Duck Duck Goose (Record Duck 3 times, then goose) • Red Rover (participants names) • mother may I? ( no you may not, yes you may) • rock paper scissors (have rock paper scissors set up in randomizer)

21. Inclusion activities for Randomizer and Sequencer • giving a presentation • calling role • calling out math problems • introducing someone before a presentation (peer or guest) • calling out names to come to the front of the class to do something • directing a P.E. activity • leading a cheer • bring an announcer in a game (did you see that? Whoa! Amazing!, How did they do that?)

22. Using multi-message devices for carry-over between home and schools • teacher provides a list of questions at home and student answers using switches (what did you have for lunch today?, student tells parent) • show and tell – a parent or sibling programs the switch to share on what was brought to school • student is assigned to interview someone at home or in the community • play one of the games mentioned above at home • use a voice output device to make a choice for dinner at home • use it to order at a restaurant • parent records on device to deliver a presentation at school or message from home

23. Using multi message devices to practice vocational skills • prompt users about the steps of a task • communicating all done with task

24. Using multi-message voice output for a program • start out in the pledge of allegiance • reciting lines in a play or otherwise • narrating • welcome parents in the audience • singing • introducing cast or speaker

25. teaching concepts or comprehension • (object, body part, animal, piece of clothing) • then the teacher or peer can show the child meaning • child can use the voice output button to name something and then point or hand the item, picture of the item, or card showing the word

26. Holiday specific message • trick or treat • telling fortunes • Easter • Valentine’s Day

27. Cooking • Giving Instructions for Recipe • ask for tools/ingredients needed for cooking

28. 101+ ways to use a single message device • http://www.spectronicsinoz.com/article/101-ideas-for-using-the-bigmack-or-other-single-message-communication-devices-3/