Use AAC In Class

1. Use AAC In Class Module 9 Gail M. Van Tatenhove, CCC-SLP www.vantatenhove.com

2. Learning with POWER:AAC • PowerPoint Video download • PowerPoint Presentation used in the video     pptx • PowerPoint Presentation Handout with notes pdf     docx • Pre/Post-Test Assessment     pdf     docx

3. Assessment of Learning Please complete the pre-test before starting this module.

6. want or need information closeness polite

7. Purposes of Communication Light, J. (1989). Toward a definition of communicative competence for individuals using augmentative and alternative communication systems. Augmentative and Alternative Communication, 5,2,137–144

8. Purposes of Communication Light, J. (1989). Toward a definition of communicative competence for individuals using augmentative and alternative communication systems. Augmentative and Alternative Communication, 5,2,137–144

9. Communicate Needs and Wants Social Studies for Kids: http://www.socialstudiesforkids.com/articles/economics/wantsandneeds1.htm

10. AAC & “Needs” Communication • Interpret body language and physical signals • thirsty-dehydrated • hungry • uncomfortable/hurt • tired • sick • unhappy • Give meaning to the signals • Provide and model word(s) • Meet the need • Provide and model word(s) hurt change (position) good happy

11. AAC & “Wants” Communication • Choice making and making requests • Motivating • Reinforcing • Choose and mediate an activity • Specific Choices: music, book, puzzle, something else • Chooses “music” • Choose a specific CD/song • Additional Choices: • listen “again” • “different” song • “stop” listening

12. Choice Boards in the POWER:AAC Classroom • There is a place for choice boards in the POWER:AAC classroom. • “Choice boards help give a learner power, but under our guidelines and boundaries. With choice boards, a student learns more communication while having less power struggles or behavior challenges.” • Robin Parker, PrAACticalAAC, October 3, 2012

13. BOUNDARIES

14. BOUNDARIES

15. BOUNDARIES

16. BOUNDARIES

17. BOUNDARIES

18. Choice Boards & Core Boards

19. Choice Boards & Core Boards • Derse, Christine (2008). Accessible Picture Communication on the Playground, SIG 12 Perspectives on Augmentative and Alternative Communication, Vol. 17, 131-134.

20. Choice Boards & Core Boards

21. Expanding Requesting and Choice Making

22. Expanding Requesting and Choice Making

23. Make a Choice

24. Describe Object Choices • Pair symbol of a word core with the object • “soft” bread • “long” banana • “break” chocolate bar • “hard” cracker • Use a color word as a back-up option • “brown” peanut butter • “white” marshmallow fluff

25. Describe Object Choices • Add texture/tactile features to symbol • Soft stuffed animal toy vs. hard toy • Add cotton ball to the “soft” symbol (onto the ear of the dog) and a craft stick to the “hard” symbol (along the hammer shaft) • Art supplies of finger paint and glue • Add paint to a laminated “slippery” symbol and some glue to the “sticky” symbol

26. Object Choices with Letters or Numbers • Use alphabet letters to represent choices • Focus on the initial sound • Pair a letter with the initial sound • The student selects the letter that represents his/her choice • Present letters individually for 2 – 3 choices • Circle letters on a spelling board • Number each choice

27. Purposes of Communication Light, J. (1989). Toward a definition of communicative competence for individuals using augmentative and alternative communication systems. Augmentative and Alternative Communication, 5,2,137–144

28. Conversation or Skill Building? • Keep them exciting about wanting to communicate • Focus on understanding what they want to tell you (clarity), NOT on completeness or correctness • Respond with enthusiasm • Respond with partner skills (recast or expand) • Come back to it later • Use the topic initiated by the student • Role play a conversational dialog • Practice new vocabulary • Practice language structures ideas gleaned from “From Conversation to Skill Building?” PrAACticalAAC, February 23, 2016.

29. Purposes of Communication Light, J. (1989). Toward a definition of communicative competence for individuals using augmentative and alternative communication systems. Augmentative and Alternative Communication, 5,2,137–144

30. Information Transfer • “A big reason that we express ourselves is to share information ….. It may not seem like a high priority until we realize how often we need to do this to function in our daily lives.” Carole Zangari, PrAACticalAAC February 2, 2013.

31. I have something to tell you.

32. I have something to tell you. • Sentence • Pre-programmed or recorded in an AAC device or app • Record in a single message device • Written in a space on a manual communication board • Written on a card to hand to person • Words • Build the sentence word-by-word • Say only key word(s) (e.g., tell, I tell you, tell something)

33. Relay Information

34. Goal: Deliver a Message • The student will use his/her AAC system to deliver a message to a member of the school staff. • Suzie had the message(s) recorded in a single message device or a sequential message device. • Tommy had the message(s) as a pre-stored sentence(s) in an AAC device/app. • Billy said the message(s) word-by-word with the help of symbolized text as a visual support. • Megan said the message(s) word-by-word with the help of printed text only as a visual support.

35. Example “Messages” • Attendance • Teacher: Write names of student present/absent • Student: “I have something to tell you.” • “This is for you.” • “This says who is out today. • Lunch Orders • Teacher: Fills out lunch order • Student: “I have something to tell you.” • “This is for you.” • “This is what we want.” • “This is what we want to eat today.”

36. Goal: Make Announcements • The student will make an announcement to the class. • “I have something to tell you. “ • “We are going • to do something new.“ • to go somewhere.“ • to make something.” • “We have • a visitor.” • a surprise.” • a treat.”

37. Goal: Tell Home & School Information • Every morning, the student will relay information sent to school by the family. • “I have something to tell you. “ • “I have something from home. Look in the book.“ • Every afternoon, when at home, the student will relay information sent home for the family. • “I have something to tell you. “ • “I had a great day. Look in the book.“ • “Nothing special happened at school today.”

38. Symbolized Text • Create a personalized symbolized dialog • Requires time and resources

39. School Day Report Form

40. A Friends & Family Plan • Important friends and family members • School people • Neighborhood people • Family people • Present choices • Photographs and printed names on a board • Photographs and printed names on a list

42. Report a Problem

43. Goal: Cite Stressors • When people are too close to him, Daniel will say “you are too close” by handing the “too close” card to the person. • When it is too loud in the room, Daniel will say, “I need my headphones” by handing the “I need headphones” card to his teacher/aide. • When he needs a break, Daniel will say, “I need a break” by handing the “break” card to his teacher/aide.

44. Request Help • Core Words & Phrases for Generative Language • Phrases: I need, I want • Verbs: help, get, put, take, turn, etc. • Adverbs: away • Prepositions: on, off, in, out • Sentences for Fast Communication • I need help • Help me, please

45. Goals: Request Help • When Daniel can not do something independently, he will request help using his multi-modal communication system. • Using his iPad, he will say “help” as a single word or in a short phrase or sentence (e.g., help me, want help, I want help). • Using his cards, he will hand the “help” card to someone. • After people respond to his request for help, Daniel will use his iPad to tell his partner what kind of help is needed, focusing on the action (verbs) needed by his partner to help him.

46. Report Problem, Request Repair • Core Words & Phrases for Generative Language • Phrases: I need, I want • Determiners & Nouns: this, that, something, one • Verbs: fix, break/broken • Adjectives/Adverbs: not, right, wrong, different • Pronouns: I, you, it • Sentences for Fast Communication • Something’s not right. • Something is broken. • I need you to fix something.

47. Goals: Report Problem, Request Repair • Daniel will report problems he can not handle independently. • Using his iPad, he will say one of the following words: “help,” “problem,” “wrong,” “fix” or other appropriate word. He could also use a pre-stored sentence. • If he is having problems with the iPad, he will hand the “help” and “iPad” cards to his communication partner. • After people respond to his report of a problem, Daniel will use his iPad to tell his partner what kind of help and/or repair is needed, if he is able.

49. Direct Others

50. Goal: Find/Put Things • Every morning, Ashley’s helper will mount her AAC device, then say, “what do you need me to do now?” Ashley will respond by telling her at least 2 things. Visual supports for 5 options will be available, as needed. • Put + away + my + lunch. • Look + in + my + bag. • Take + off + my + coat. • Fix + my + hair. • Give + me + a + drink.