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Top o’ the mornin ’ to ya

Top o’ the mornin ’ to ya. Please visit the app store to download “ Alexicom AAC” a free app for use during this presentation. LAMP & Words for life. IMPLEMENTING AAC STRATEGIES IN THE CLASSROOM. Andrea Dalton MA CCC-SLP Kate Morris MA CCC-SLP With Special Guest

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Top o’ the mornin ’ to ya

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  1. Top o’ the mornin’ to ya Please visit the app store to download “Alexicom AAC” a free app for use during this presentation.

  2. LAMP & Words for life IMPLEMENTING AAC STRATEGIES IN THE CLASSROOM Andrea Dalton MA CCC-SLP Kate Morris MA CCC-SLP With Special Guest Doreen Devitt MA CCC-SLP

  3. Overview • Discuss challenges in the classroom • Examples of classroom use • Breakout: Make a plan! • Questions & Problem Solving • What is LAMP • What is Words for Life • Breakout: Communicate w/core vocabulary • Review Language & Communicative Functions

  4. AAC in Action

  5. What is Lamp? • The approach: Language Acquisition through Motor Planning • The device: iPad • The app: LAMP Words for Life • Accessing each word on the device with a consistent, unique motor pattern provides a means for developing independent communication.

  6. Motor plans for communication For speech For Written communication

  7. Without a motor pattern, user must rely on symbols

  8. “Parents” Relying on symbols can restrict vocabulary by providing fewer opportunities for generalization.

  9. What is LAMP: Words for life?

  10. Masking: target vocabulary while maintaining motor pattern

  11. Percentage of Core words vs. Fringe • Queen: • “We are the ____, my friend, and we’ll keep on fighting ‘til the end.” • Billy Joel: • “Sing us a song, you’re the _____ man.” • Big Bird & company: • “Can you tell me how to get, how to get to ______ ______?” Core Words; Unity Sequenced 84; LAMP Words For Life 84

  12. Core words allow for more interactions with A smaller developing vocabulary • Queen: • “We are the people, my friend, and we’ll keep on fighting ‘til the end.” • Billy Joel: • “Sing us a song, you’re the music man.” • Big Bird & company: • “Can you tell me how to get, how to get to thatplace?”

  13. Some Fringe vocabulary is necessary • Example: Goldfish • More goldfish. • I want goldfish. • Get the goldfish. • Where are the goldfish? • He took my goldfish! • Have some goldfish. • Do you like goldfish? • No more goldfish.

  14. Core & Fringe Vocabulary • The same vocabulary should be consistently available in all settings and needs to include a combination of core words and nouns.

  15. Breakout: exercise your vocabulary

  16. Breakout: Exercise your core vocabulary

  17. Implementing AAC Strategies in the Classroom

  18. What does language look likeusing an AAC?

  19. Tools to facilitate choice and participation (not language) Choice boards Menus iPads/Interactive computer games Visual schedules Adapted books and songs AAC should support functional communication across all environments. It should be flexible, recognizable and dynamic. The language elicited through AAC should be the same language you are trying to elicit in verbal students.

  20. What is functional communication? Functional communication allows someone the ability to access their environment for a variety of different purposes to interact socially, meet their own needs/desires, and gain and share information. There is an intent evident and it is effective.

  21. What are the different functions of language? Handout: Pragmatic Functions of Language Social Directive Asking questions/Seeking Information Naming/Labeling Requesting Rejecting Commenting/Negating

  22. What functions can you identify in this scenario?

  23. Seems easy enough…

  24. What are the challenges? Behavior management Focus on other goals of the activity (handwriting, math, STAR, etc.) or IEP goals Feeling incompetent, juggling multiple modes of communication (verbal, sign, pictures, other devices) Feels unnatural and takes effort: contrived interactions We have adapted to atypical expectations Anything we’ve missed?

  25. Something to think about… Kids with atypical or delayed language development need a reason to communicate and often motivation to interact with others. Adults working with children with atypical language development need ideas for facilitating language and interaction AND motivation to use them. More on this later…

  26. If children need a reason to communicate,let’s give them one! Handout: Tricks of the Trade

  27. Tricks of the Trade BREAK OUT Look through the ideas listed on the handout. These are techniques commonly used to elicit different language functions. Pat yourself on the back for all the techniques you are already using in your classroom. Consider the students who might use LAMP. Which technique could you start using or use more of when you return to your class?

  28. Thinking ahead Options… • Comprehensive Autism Planning System (CAPS) Shawn Henry & Brenda Smith Myles • Consider all activities of the day and think about how the studentwill communicate within each activity, specifically what language he/she will use. • Let’s Talk • Look at one activity, area of the classroom, or routine and think about how you can target different functions of language. • Tips included at the bottom of the page as reminders for creating successful communication exchanges.

  29. BREAK OUT • Choose a planning sheet (CAPS or Let’s Talk) • Consider target words. Use first 5-20 Core words • Think about what functions of language you would like to target • If using CAPS… • Write out target activities • Fill in Communication Social Skills • Fill out Method • If using Let’s Talk… • Choose an activity to plan (Where do you want to focus first?) • Fill out target one, two and three word phrases in Core Bank • Consider functions of language you would like to target • Use Tricks of the Trade to fill out what you will do and say • Share with partner and/or group

  30. Sample Target Activities • Daily Activities/Routines • Teacher work • Snack/lunch • Bathroom/Washing hands • Group • Social Play/Games • Sensory • Cars, blocks, trains, potato head, etc. • Books • Gen Ed. Participation • Specials • Morning meeting • Desk work • Read to self • Down time • Transitions • Entering class • Getting ready to leave • Community Activities • Employment

  31. Is that it? Your student has motivation to communicate through child choice, natural reinforcement, reinforced attempts, and plenty of opportunities to show off known skills. Your studenthas a reason to communicate because you have so many ideas! You have a plan. What is your motivation?

  32. “Let’s do this!” Natural reinforcers: Student’s language improves. Effective communication reduces frustration. It’s fun! If you find that you need more: Choose one technique as the “Technique of the Week” FUNctional Fridays: Use golf click counter to track the number of times paras/teachers elicit language during the day. Number of daily clicks gets averaged over one month. Highest number earns an incentive. Use a white board to highlight “Success of the Week” Other ideas?

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