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Chapter 11 : Integrating augmentative communication in the classroom, home, and community. Meghan Wall Erin Shylit Brittany Spatola Vernessa Taylor. Springboard:. Augmentative Devices. Go Talk. Tango. Teacher’s Role:. Adapting the curriculum Writing goals/objectives for communication
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Chapter 11: Integrating augmentative communication in the classroom, home, and community.Meghan WallErin ShylitBrittany SpatolaVernessa Taylor
Springboard: Augmentative Devices Go Talk Tango
Teacher’s Role: • Adapting the curriculum • Writing goals/objectives for communication • Identifying appropriate vocabulary • Training others to use augmentative communication system. • Teach parents how to use augmentative devices • Facilitate positive experiences with the community Parents/Community Role: • Must work with child at home using the device • Included in augmentative planning to support their child or the child’s communication in these environments.
Tip for Parents: • Direct instruction on the use of the system • Identify vocabulary that is relevant to the home • Teach family members to provide opportunities for communication and to wait. • Provide simple data and evaluation sheets for home and community use • Give parents permission to expand the child’s communication • Keep it simple
Ongoing Skill Development in Communication: • Environmental communication teaching: • Focuses on identifying the communication demand of natural environments, providing partners to prompt communication messages, and systematically arranging to expand communication exchanges. • Pivotal response training: • A behavioral strategy based on the principles of a plied behavior analysis. • Picture exchange communication system: • Method for teaching children with autism and related developmental disabilities a functional communication system.
Activity: Students will watch a short clip about sea life and respond to questions using the three augmentative devices. The devices will incorporate vocabulary words and pictures associated with the short clip.