Assistive Technology in the Classroom

1. Assistive Technology in the Classroom

2. Session 6 Assistive Technology that Supports Communication Communication Technologies

3. Presentation Agenda • Introduction • Planning for AAC • AAC Intervention • AAC Technology

4. Introduction • Augmentative and Alternative Communication • AAC is the use of technology to support, enhance, and supplement the communication of individuals who are not independent verbal communicators in all situations. • Includes no tech, low tech, and high tech systems

5. Think about this… • Why do we communicate? • What are the different purposes of communication? • What do you think is the most important purpose of communication?

6. Purposes of Communication • To socialize and interact • To exchange information • To make requests

7. Common Myths about AAC • AAC is just for expressing wants and needs • AAC has prerequisites • Students must have achieved some level of cognitive or physical ability before they can use AAC • The number of symbols in the AAC system should be limited

8. Including AAC Users • Provide as many communication opportunities as possible • Provide instruction on how to communicate • Be a good communication partner • Expect communication • Focus on growth and success… …not perfection

9. Planning for Inclusion • Formal and informal assessments • Extended trials • Establish reliable access to system • Establish clear goals • Short term (communicate now!) • Medium term (by the end of this school year) • Long term (preparing for adulthood)

10. Watch this… • Many teams do a fantastic job of providing communication opportunities for their AAC using students! • Brad and Jeffrey’s team have created a wonderful opportunity for peer tutoring so that both students can use their AAC system more effectively • Brad and Jeffrey: The Power of Communication

11. AAC Intervention Strategies • Models • Intervention strategies • Message selection

12. AAC Intervention Models • Selection of model based on • Philosophy of team, research, experience • Models are not mutually exclusive • Intervention always goal based • Models • Developmental approach • Second language approach • System for Augmenting Language • Communicative Competence

13. AAC Intervention Strategies • Classroom life • Attention getting, turn taking, real kid language, plan for unexpected responses • Routines and choice making • Greetings, participation vocabulary, comments • Centre Time • Opportunity to model choice making and literacy development • Journal Time • Core vocabulary, extended vocabulary, alphabet array

14. Break Time!

15. AAC InterventionMessage Selection • Complex and critical to success of intervention • Factors affecting vocabulary selection • Communication purpose, motivation and relevance, message functions, vocabulary issues • Symbol sets • Unaided and aided symbols • Symbol set features • Types of messages • Letters, words, phrases, sentences, facilitators, self-advocacy

16. Session Activity • Practice creating communication boards for a student who is having lunch with his peers in school. Draw a grid on a piece of paper and write one word or short sentence messages in each square. These get more challenging as you work your way down! • Create a communication board with 15 different messages • Create a communication board with 9 different messages • Create a communication board with 5 different messages • Create a message for a student that only deliver 1 message! • What did you notice as you had to reduce the number of messages each time – which were the first to go? What messages did you decide to keep? What did you consider the single most important message for the student to be able to say at the lunch table?

17. Boardmaker Plus Software • Boardmaker Plus electronic symbol library most common symbol set used in schools today • Very easy to use but important to know how to get the most out of the program to create custom communication boards and visual schedules for your students • Free trial download from www.mayer-johnson.com • Great collection of Boardmaker / Boardmaker Plus boards • SET-BC’s pictureSET

18. Break Time!

19. Speech Generating Devices • Single message • Multiple message • Dynamic display • Icon sequencing • Text-to-speech

20. Single Message Devices • One message available at a time • Primarily for student inclusion and participation • Easily programmed and reprogrammed • Battery operated • Very portable • Curriculum ideas • Greetings, comments, repeated lines in books, punch line from joke, oral survey question

21. Single Message Examples • Big Mack (www.ablenetinc.com) • Step-by-Step Communicator (www.ablenetinc.com) • Partner One (www.turningpointtechnology.com)

22. Multiple Message Devices • Sequencing symbols • Greater independence • Multiple overlays • Customize size and number of messages • Can use alternate access methods • Curriculum ideas • Classroom routines, literacy activities, answering questions in class, social communication

23. Multiple Message Examples • TechSpeak / TechScan (www.amdi.net) • Smart Talk / Smart Scan (www.amdi.net) • Go Talk (www.attainmentcompany.com) • Partner 4 (www.turningpointtechnology.com) • Hip Talk (www.enablingdevices.com) • Activity Pad (www.mayerjohnson.com)

24. Dynamic Display Devices • Access more symbols by changing display • Multiple access methods • Varying degrees of portability • All symbols, messages, and displays need to be customized • Curriculum ideas • Useful in any activity at school or home

25. Dynamic Display Examples • Computer software • Boardmaker Plus / Speaking Dynamically Pro • Proloquo2Go (iProducts) www.proloquo2go.com • Dedicated Devices • Dynavox products – e.g. V and VMax • www.dynavoxtech.com • Prentke Romich products – e.g. Springboard Lite • www.prentrom.com • Satillo products – e.g. ChatPC Silk • www.satillo.com

26. Icon Sequencing Devices • Finite set of symbols with multiple meanings • Message depends on the sequence of use • Generative messages can be created • Multiple access methods • Symbols and text • Curriculum ideas • Generates novel language and messages • Effective and efficient for communication

27. Icon Sequencing Examples • Prentke Romich Devices • www.prentrom.com • Springboard Lite • Vantage / Vanguard Lite • ECO

28. Watch this… • Many students use different SGDs for both communication and academic purposes • Watch a video entitled Terron – The Ad-Vantage of Writing to see how he uses his icon sequencing device for pursuing his dream of becoming an author

29. Break Time!

30. Text-to-Speech Devices • Generates synthesized speech by typing in letters, words or sentences • May be time consuming and tiring • Has some encoding strategies • Curriculum ideas • As long as the non-speaking person can spell, any words, sentences or messages can be spoken

31. Text-to-Speech Examples • LightWriter (www.zygo.com) • Dynawrite (www.dynavoxtech.com) • Polyana (www.zygo-usa.com) • Dubby II (www.zygo-usa.com)

32. AAC System Not Device • AAC users have a communication ‘system’ • Everyone has multiple ways of communicating • No tech, low tech, high tech systems when and where appropriate

33. Final thoughts… • “The way we communicate with others and with ourselves ultimately determines the quality of our lives.” • Anthony Robbins • “Such is human psychology that if we don’t express our joy, we soon cease to feel it.” • Lin Yutang

34. Discussion Forum • In this session’s discussion, your small group will create two lesson plans that integrate the technology you’ve selected for your student • Review the AT solution you’ve selected • Review your student’s schedule • Select two subjects/activities to create simple lesson plans showing how technology will be used by student • Choose a reporter!

35. Link to Session 6 Summary Activity • Session 6 SummaryActivity • Will be emailed to you after this session! Session Summary Activity

36. Almost at the end of the Learning Option! Any Questions?