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Please check. APA Tip of the Day: Attributing action – use of the editorial we.

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  1. Please check

  2. APA Tip of the Day: Attributing action – use of the editorial we “Inappropriately or illogically attributing action in an effort to be objective can be misleading. Examples of undesirable attribution include use of the third person, anthropomorphism, and use of the editorial we” [emphasis added] (APA, 2010, p. 69). Note: This is sometimes referred to as use of the royal we.

  3. Editorial we, cont. “For clarity, restrict your use of we to refer only to yourself and your co-authors (use I if you are the sole author of the paper). Broader uses of we may leave your readers wondering to whom you are referring; instead substitute an appropriate noun or clarify your usage” (APA, 2012, p. 69). “Some alternative to consider to we are people, humans, researchers, psychologists, nurses, and so on.” (APA, 2010, p. 70).

  4. Caution! However, when referencing a group of people (e.g. “people, humans, researchers”) be very careful that you can support whatever statement you are making about that large group. Unless you have a citation to back up your statement, be careful about making blanket statements about groups, even if it sounds obvious. Example: Teachers care more about their students’ learning than earning a big paycheck.

  5. Announcements Please turn in readings review now. Last class is in two weeks. The final assignment is due then, at the beginning of class. Late papers accepted only for extreme emergencies. Don’t wait to work on final assignment or to make an appointment to ask questions about it. Bring some different definitions of literacy to class next week. We will use them for a small group activity.

  6. Quick questions or quandaries?

  7. Today’s Topic: AAC

  8. Augmentative and Alternative Communication (AAC) Who? What? Where? When? Why? How?

  9. augmentative vs alternative

  10. augment e.g. make bigger, enlarge, add to, … augmentation

  11. Who? Children or adults who need to enhance or supplement conventional forms of communication (i.e. oral or written language) in order to communicate effectively or who need a different kind of communication system to replaceconventional forms of communication.

  12. What? An integrated group of components, including symbols, aids, strategies, and techniques used by individuals to enhance communication. The system serves to supplement any gestural, spoken, and/or written communication abilities. (ASHA, Communication Facts: Special Populations)

  13. Where? It is important that any AAC system chosen be functional in a variety of environments -- not just at school! Portability and functionality in a variety of contexts should be primary factors in system selection.

  14. When? It is absolutely critical that an AAC system be used during “normal” social interactions, with peers and family especially. Interventionmust take place during real and meaningful interactions.

  15. Why? Because all persons, regardless of the extent or severity of their disabilities, have a basic right to affect, through communication, the conditions of their own existence. (NJC, 1992, Communication Bill of Rights)

  16. How? • Assessment must take into consideration of how an individual currently communicates across contexts. • The individual’s environments must also be assessed (i.e. partners, opportunities, forms, and functions). • A team approach is imperative, which includes parents and other family members.

  17. Six tenets for best practice in AAC: • Communication is social behavior. • Effective communicative acts can be produced in a variety of modes. • Appropriate communicative functions are those that are useful in enabling individuals with disabilities to participate productively in interactions with other people. (National Joint Committee for the Communicative Needs of Persons with Severe Disabilities, 1992)

  18. Best practice, cont. • Effective intervention must also include efforts to modify the physical and social environments in ways that ensure that these environments will invite, accept, and respond to the communicative acts of persons with severe disabilities. (National Joint Committee for the Communicative Needs of Persons with Severe Disabilities, 1992)

  19. Best practice, cont. • Effective intervention must fully utilize the naturally occurring interactive contexts (e.g. educational, living, leisure, and work) that are experienced by persons with severe disabilities. • Service delivery must involve family members or guardians and professional and paraprofessional personnel. (National Joint Committee for the Communicative Needs of Persons with Severe Disabilities, 1992)

  20. Small Group Activity: • Jigsaw: • Take 5 minutes per article – each person will report to others the main points of the article s/he read and suggest key passages that might help with the final assignment.

  21. Quick Write Why is AAC important for students with intensive communication needs?

  22. Chose the right tool for the job.

  23. Types of graphic or tangible “symbols” (representations) • Real objects • Miniature objects • Partial objects • Photographs of real objects (black & white or color) • Black and white line drawings (i.e. Picture Communication Symbols) • Color drawings • Abstract symbols (including print)

  24. Hierarchy of Communication Abilities • Linguistic(signed, spoken, or written language) • Pre-linguistic Symbolic (graphic symbols) • Pre-symbolic, Conventional(icons, gestures) • Pre-symbolic, Unconventional(hand leading) • Pre-intentional level of cognitive complexity

  25. CAUTION! “Often, facilitators who support beginning communicators fail to build a strong communicative foundation before instituting AAC interventions to teach the use of symbols. Initial interventions often involve introducing a formal symbolic communication system that uses manual signing or pictures, even though the individual may not understand many basic elements of communication, such as turn taking, joint attending, and the role of other people as communication partners.” Beukelman & Mirenda, 1998, p. 280

  26. Know your students’ level of communication development! too high just right too low

  27. Beginning Communicators: • May not understand turn taking. • May not have developed joint attention. • May not understand the role of others in a communicative interaction. • May not developed intentional communication yet.

  28. Strategies for Beginning Communicators: • Provide opportunities for communication with RESPONSIVE communication partners. • Provide predictable routines. • Provide opportunities for interactions with others. • Provide choice making opportunities and honor the individual’s choices.

  29. IMPORTANT POINT: All people communicate.

  30. Another Important Point: All people do have multiple means of expression.

  31. So what?

  32. Here’s the “so what”: • If we want people to communicate, we must allow them to do so in the manner which is most effective and efficient for them. • The best way to decrease initiation of communication is to ignore their attempts to communicate.

  33. Remember the goal of your intervention! “Especially for beginning communicators with autism, the development of spontaneous communication as a dynamic, interpersonal process is critical.” Beukelman & Mirenda, 1998, p. 257

  34. Main Points: • We can come from one of two perspectives when working with students with intensive communication needs: fix the kid or work with the environment to support the use of whatever communication skills the student has at that time. • Kid fixing means that if the individual has impairments that cannot be fixed, then there’s no point to intervention.

  35. Main Points, cont.: • If we take an interactionist perspective on communication, then there’s always something that can be fixed, in terms of facilitating the individual’s interaction with his/her environment. • The use of a formal communication system using symbolic representations will be most effective if the individual has already developed the prerequisite communication skills, such as intentional communication.

  36. Main points, cont: • Any augmentative and alternative communication (AAC) system should be selected with consideration of the students’ level of communication development (i.e. pre-intentional, pre-symbolic, symbolic, or linguistic).

  37. Main points, cont: • There are many different types of items that can be used with AAC systems, such as real objects, photos, icons, or symbols. What is used should correspond to the individual’s level of communication development, be congruent with family and individual preferences, and respect local norms.

  38. Looking ahead… Literacy and individuals with intensive communication needs

  39. Please take a minute for the minute paper. .

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