why we do what we do: balanced literacy for all students · 2019-02-17 · – i say that we are on...
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Why we do what we do: Balanced Literacy for All Students
JaneFarrall
Thanks to
– CentreforLiteracyandDisabilityStudies,especiallyProfessorKarenEricksonhttp://www.med.unc.edu/ahs/clds
– ProfessorDavidKoppenhaverhttp://www.litdis.com/
Assumption of the Possibility of Universal Literacy = The Least Dangerous Assumption
“No student is too anything to be able to
read and write”
DavidYoder,DJI-AbleNetLiteracyLecture,ISAAC2000
Words from Erin Sheldon
– Let’sfocusondoing thosethings thatweknowwork!!Ratherthanaskingifitspossible, letsdowhattheresearchtellsusweneedtodotomakeithappen.Thenwecanlookbackonwhatwedidanddecideifitworked!
– Theonlywaywewillknowifanyofourchildrencanlearntoreadorwriteistogetthemtheliteracyinstructionandcreatetheopportunities forthemtolearn.
– Isaythatweareonthe50yearliteracyplanwithMaggie.Iwillgiveuponherdeveloping literacyin50years,whenIfigureshe'satretirementageanddeservesabreak,butnotbefore.Iwillbehappilypleasedifsheisreaderandwriterbeforethen,butthisisnotashort-termplanforme!
– Facebook,8thFebruary2014
“Reductionist Interventions”
– Katims(2000)reviewedliteracyinstructioninspecialeducationandidentified reductionistinterventionsasoneswhichare
– Sequencedandhierarchical
– Employdrillandpracticetotrain
– Focusonskillssuchas:
– Letternamesandsounds;
– Worddecoding;
– Sightwords;and
– Fillingoutwrittenforms.
– Reductionistinterventionsareapproachesthatassumeprerequisitesandthereforesetupbarrierstoliteracyinstruction
Some Outcomes of Reductionist Approaches
– Christopher,ateenagerwithautism,canreadpassagesfluentlyataYear9level.Hedoesn’tunderstandthatwhathereadshasmeaning.
– Michael,ateenagerwithDownSyndrome,canonlyreadaloudwhenpointingtowords.Hedoesn’tknowthatyoucanreadsilently.
– Chloe,ayoungwomanwithcerebralpalsy,cansigneveryletterofthealphabetbutdoesn’tknowthatthesignsrelatetotheprintedletters.
If we only teach parts of literacy, then
students will only learn parts.
A Balanced Diet
– EmergentReadersandWriters – ConventionalReadersandWriters
Literacy&
Language
SharedReading
“Writingwith”SharedWriting
“Writingbymyself”
IndependentWriting“Writingfor”
Teacherwritesforstudents
Self-SelectedReading
WorkingwithLettersandSounds
Literacy&
Language
ReadingComprehension(anchor, read,
apply)
Self-SelectedReading
Independent
Writing
WorkingwithWords
Universal Design for Learning
JaneFarrall
What is Universal Design for Learning?
– UniversalDesignforLearningisascientificallyvalidframeworkforguidingeducationalpracticethat:
– Providesflexibility inthewaysinformationispresented, inthewaysstudentsresponseordemonstrateknowledgeandskillsandthewaysinwhichstudentsareengaged;and
– Reducesbarriersininstruction,providesappropriateaccommodations,supports,challengesandmaintainshighachievementexpectations forallstudents, includingstudentswithdisabilities andstudentswhoarelimited Englishproficient.
Higher Education Opportunity Act, 2008 (US) http://als.csuprojects.org/heoa
Why Universal Design for Learning?
– Studentscometotheclassroomwithavarietyofneeds,skills,talentsandinterests
– Thetypicalcurriculum– whichincludesgoals,instructionalmethods,classroommaterialsandassessments – hasmanybarriersandroadblocks.
– Studentsandteachersareexpectedtomakeallofthenecessaryadjustment.
– UDLplacestheburdentoadaptonthecurriculumitself.
Erickson & Koppenhaver (2013)
Principles of UDL
– Providemultiple,flexiblemeansof:
– Representation
– Expression
– Engagement
www.cast.org
Why Universal Design for learning?
Recognition Networks
– Thewhatoflearning
– Identifyandinterpretpatternsofsound,light,taste,smellandtouch
www.cast.org
Strategic Networks
– Thehowoflearning.
– Plan,executeandmonitoractionsandskills
www.cast.org
Affective Networks
– Thewhyoflearning
– Evaluateandsetpriorities
www.cast.org
Differentiation
– Providestudentswithdifferentavenuestoacquireandexpresscontent.
– Allowthemtoprocess,constructormakesenseofideas.
– Differentiate through:
– Content
– Process
– Product
– Learningenvironment
FromLearningForAll(2013),OntarioMinistryofEducation
Differentiation
– Needtomakesurethatwearen’tprovidingdifferentiationinwaysthatdon’thelp.
Talking Texts
– Acommonexampleofdifferentiation istoprovidetalkingversionsoftextssothatstudentswhostrugglewithliteracycanunderstandthem
– However,48%ofstruggling3rd– 9thgradestudentscan’tunderstandgradeleveltextevenwhenothersreadittothem.(Erickson&Koppenhaver,2013)
– Writtenlanguageformatissomethingstudentsneedtolearntounderstand.Itisdifferent fromspokenlanguagestructures.
Picture Supported Text
– Symbolsappeartomaketextmoreuniversallyaccessiblebutdothey?
Differentiation
– Makingtextuniversallyaccessible requiresmakingitEASIER
– Determinethelisteningcomprehensionlevelofthestudentfortext
– Textmustbetargetedatthatlevel
– Forstudentswithsignificantlanguagedelayorintellectualdisability,thatmeanstextmustbeEASY!
Erickson & Koppenhaver (2013)
Dreamtime: How the Birds Got Their Colours
– BackintheDreamtime(Alcheringa)allthebirdtribeswerethesamecolour,andthatwasblack.
– OnedaythePeacefulDovecaughthisfootonasharpprongofwoodonabrokenofftreebranch.TheDovecalledoutpiteouslyforhelp,andalltheotherbirdtribesheardhiscryandcametotheplacewheretheDovelay.TheDovewasingreatpainandhisfoothadswollenup.
http://www.okulture.com/Black%20Opal/index-19.html
www.tarheelreader.org
HowtheBirdsgottheirColoursFromaDreamtimeStory
DLM on Tar Heel Reader
– TherearearangeoftextswhichhavebeenbrokendownandsimplifiedonTarHeelReader
– Seethislinkforalisthttp://dlmpd.com/clds/instructional-resources/
Use illustrations to support meaning
– Thisishowyoungchildrenlearntoread
– Picturesupport(onepicturetosupportthecontentonapage)isverydifferent toaddingasymbolontoeverywordwhichcandistractfromthetext
Multiple Means of Action and Expression
– PhysicalAction
– ExpressiveSkillsandFluency
– ExecutiveFunction
Erickson & Koppenhaver (2013)
Technology Supporting Multiple and Flexible Means of Expression– WritingTools
– Makingwritingmoreaccessible
– Talkingwordprocessors
– Spellcheckers
– Wordprediction
– MultimediaandStorytellingTools– Provideanalternativetowrittenresponses
– Digitalstorytelling
– Scrapbooksandflipbooks
– Videoproduction
Erickson & Koppenhaver (2013)
Multiple and Flexible Means of Expression in Writing
– WritingwithAlternativePencils
– DevelopedbytheCentre forLiteracyandDisabilityStudieswww.med.unc.edu/ahs/clds
Multiple Means of Engagement
– Recruitinginterest
– SustainingEffort/Persistence
– Self-Regulation
Erickson & Koppenhaver (2013)
Technology Supporting Multiple and Flexible Means of Engagement– CollaborationTools
– BlogsandWikis
– iPadsandapps
– PlanningTools
– GraphicOrganisers
– CorrectiveFeedbackandGuidance
– Onlinefeedbackregardingperformance
Erickson & Koppenhaver (2013)
Sometimes Engagement has
NOTHING to do with Technology
Augmentative & Alternative Communication
LiteracyandLanguage
Communication
– Occursallday,everyday,ineveryaspectofourlife
– Impactsgreatlyonourqualityoflife
– Itisfundamentalinliteracydevelopmentandforparticipationineducation;
– And,mostimportantly,itisahumanright(UnitedNationsUniversalDeclarationofHumanRights1994)
Success vs Abandonment of AAC
– Factorsimpactinglong-termsuccess– PersonwhousesAACsystemexperiencessuccess 91.76%
– Degreetowhichthesystemisvaluedbytheuserandpartnersasameansofcommunication90.58%
– Systemservesavarietyofcommunicativefunctions89.85%
– Systemisusedforcommunication,notjustasatoyortherapytool(Realcommunication)87.20%
– Otherareas:– Appropriatedeviceselected
– Supportforsystem
Johnson, et al. (2006)
Success vs Abandonment of AAC
– Factorsleadingtoinappropriateabandonment:– CommunicationpartnersbelievetheycanunderstandmessagewithoutAAC
(notsolvinganything)- 77.75%
– Insufficientopportunities- 76.80%
– Userprefersasimplermeansofcommunication(efforthigherthanoutcome)70.02%
– Vocabularydoesnotmeetindividualizeddailylivingneeds67.70%
– Otherareas
– Lackofsupport– training,timeforprogramming,knowledgeableprofessionals
– Time!!!!
– Motivation
Johnson, et al. (2006)
It takes a community
– Theattitudes,beliefsandknowledgeofcommunicationpartnersarepivotalinthesuccess storyofAugmentativeandAlternativeCommunication(AAC).Thepeoplearoundeveryindividualwithcomplexcommunicationneedsmustbelievethateveryonehasarighttocommunicate.
AAC is for…
– AnyonewithComplexCommunicationNeeds(CCN)
– Thatis,anyonewhohasdifficultiescommunicatingwithspeechalone.
– iepeoplewhoarenon-verbal,peoplewhoonlyhavealimitednumberofspokenwordsorpeoplewhosespeechisdifficulttounderstand.
AAC Myths and Legends
– IntroducingAACwillstopsomeonefromdevelopingspeech
– LowtechbeforeHightech
– Hasalittlespeechsodoesn’tneedAAC
– ToocognitivelyimpairedforAAC
– AACwillfixallcommunicationdifficulties
– TooyoungforAAC
– Doesn’tneedAACastheycanexpressbasicneeds
– Symbolhierarchy
Symbols
Symbols
– Thesymbolhierarchydoesn'tapply(orevenreallyexist)!
– "Abstractandiconicsymbolsfunctionthesametotheearlycommunicator"Romski andSevcik,2005
– Weneedtouseanysymboltohelptheindividuallearnwhatitmeans(PorterandBurkhart,2010)
– Thereisnohierarchyofaided-visual symbols;experienceplaysasignificantroleinlearningaidedvisualsymbolsandgeneralising theiruseage
– (DaFonte,2008)Thereisnoneedtolimitourselves toanAACsystemwithobjectsorphotographs
Amount of Vocabulary
Amount of Vocabulary
– “WEUSEDTOTHINK:Startwithjustafew(4-6)picturesymbolsandaddafewmoreatatime,asthestudent[withASD]showsthatheorshecancommunicateappropriatelywiththemusuallybyrequesting
– Nowwethink:Really?Whereistheresearchthatdefendsthispractice?
– Thisiscertainlynothowotherkidslearnnewwordsandacquirelanguage.”
– ProfessorPatMirenda,2014
Amount of Vocabulary
– Forindividualstolearnlanguage,weneedtoprovidenotjustafewpicturesymbols– butawiderangeofsymbolsthatrepresentarobustvocabularythatsupportsthemtolearnhowtoputwordstogether,supportsthemtocontributeineverysituationandsupportsthemtodevelopintoanautonomouscommunicator.
– Thisvocabularyneedstoconsistofarangeofpartsofspeech– theyneedadjectives,verbs,adverbs,pronouns,prepositions,conjunctions,interjections,determinersandevensomenouns.TryusingawelldesignedcorevocabularysystemorPragmaticallyOrganisedDynamicDisplay(PODD)
Prerequisites??
– Movingonfromthecandidacymodelofthe70sand80s....
– Romski&Sevcik(1988)"relationshipbetweencognitive,communicativeandlinguisticskillsisnotaspredictableasitmighthavebeeninitiallyviewed";
– Kangas&Lloyd(1998)- summarisedresearchthatsigningmaybeeasiertolearnthanspeech;individualswith"severementalretardation"canlearntobeexpressivewithsymbolsatarelativelyearlyage;
– Romski&Sevcik(2005)"someindividualswithseveresensori-motordisabilitiescannotdemonstratetheircognitiveabililtieswithoutameansbywhichtocommunicatesowecannotinsistonevidenceofthoseabilitiesbeforeproviding AACservicesandsupports."
AAC Myths and Legends -Resources
– Romski,M.A.&Sevcik,R.A.(2005).Augmentativecommunicationandearlyintervention:Mythsandrealities.Infants&YoungChildren,18:3,174– 185.
– YAACKhttp://aac.unl.edu/yaack
– DynaVoxImplementationToolkit
AAC should be:
– Usedfrequently,interactivelyandgenerativelytoexpressawiderangeofcommunicativeintents
– Occurringduringatleast80%ofongoingclassroomprogramming(asspeechormanualsignuseis)
– Beingusedtomediatecommunicationwithclassmatesaswellaspersonnel (ieteachers, supportofficers,therapists)
– Bedesignedandimplementedinastimeandcosteffectiveamanneraspossible
Evidence Based Practice (EBP) and Decision Making
Decisionsabout
Treatments/Interventions
Highqualityresearchevidence
Professionaljudgmentanddata-based
clinicaldecision-making
Valuesandpreferencesoffamiliesand
otherstakeholders
Capacityofthedeliverysystemtoimplement theinterventionwith
integrity
Source:NationalAutismCenter(http://www.nationalautismcenter.org)andNationalProfessionalDevelopmentCenteronAutismSpectrumDisorders
(http://autismpdc.fpg.unc.edu/content/evidence-based-practices)
AAC Evidence Base
– AmericanSpeech&HearingAssociationhttp://www.ncepmaps.org/index.php
– SpeechBitehttp://www.speechbite.com/
– EvidAAChttp://www.evidaac.com/welcome.php
– CommunicationMattershttp://www.aacknowledge.org.uk/
A good comprehensive AAC system
– Hasarangeoflanguage
– Supportstheusertodeveloplinguisticcompetency
– Canbeusedforaidedlanguagestimulationthroughtheday
– Canbeusedtocommunicatethroughtheday
– Canbeusedforarangeofcommunicativefunctions
– Supportstheusertodevelopcommunicationautonomy
Communicative Functions
System for todaySystem for tomorrow
– ParticipationModel(Beukelman&Mirenda,2005)
– Initialassessment fortodaylookingatcurrentcommunicationneeds/abilities;
– Detailedassessment fortomorrowidentifyingcommunicationsystemsthatwillsupporttheuserinnewcommunicationenvironments intothefuture;
– Followupassessment tomaintainacomprehensive systemtomeetthechangingcapabilitiesandlifestyleoftheindividual.
AAC
– TwosetsofAAC-relateddecisionsshouldbemadefromtheoutset:thoseaimedat“today”andthoseaimedat“tomorrow”.
– Beukelman&Mirenda,2013
Communicative Competence
– Light(1989),Light&Mcnaughton(2014)
– LinguisticCompetence(masteryofthelinguistic code)
– OperationalCompetence(accessmethods,on/off)
– SocialCompetence
– StrategicCompetence(makethemostofthevocabtheyhave)
– SeeKovach(2009)foranassessmentbasedonthisstructure
Linguistic Competence
– Doestheuserknowhowtocombinewordstogettheirmessageacross?
– Doestheapphavevocabularythatsupportslanguageinputandlanguagedevelopment?
Operational Competence
– DoestheuserknowhowtoturntheiPadonandoff?
– Dotheyknowhowtochangethevolume?
– DotheyknowhowtoopentheirAACapp?
Social Competence
– Doestheuserunderstandnotjustwhenitisappropriatetocommunicatebutwhatitisappropriatetocommunicate?
– E.g.wordswedon’tuseinatschool.
– E.g.smalltalk
Strategic Competence
– Istheuserabletomakethebestuseofthevocabularytheyhaveintheirsystem?
Yes and No
Yes/No
– Notallyes/noquestionsarecreatedequally:
– Doyouwantabiscuit?
– IsthecapitalcityofRussiaMoscow?
Ahern (2012)http://teachinglearnerswithmultipleneeds.blogspot.com
Getting Started
– Prioritisequestionsthatare:
– Natural
– Authentic
– Empowering
Doyouwantmetotakeyoutoyourclassroom?Didyoulikethestory?Doyouthinktheygotogether?Doyouwanttogofirst?Doyouwantthebluepaint?
YES
Isthisashoe?
IsthistheletterB?
Areyouheretoday?NO
Other Hints
– Don’tassumethatyouknowwhatthechildwants.
– Don’tusewordstofillspace.
– "Yesorno?
– Doyouwanttheball?
– Yesorno?
– Theball?
– Tellmeyesorno?"
Ahern (2012)http://teachinglearnerswithmultipleneeds.blogspot.com
Yes/No
– Needtowatchthenumberofyes/noquestionsweaskAACusers
– BUT
– EveryAACuserneedstodevelopagood,clearYes/Noresponse
Good Practice Approaches to AAC
– PictureExchangeCommunicationSystem(PECS)
– AidedLanguageDisplays(ALDs)
– PODD
– CoreVocabulary
– (Plusafewotherswewon’tgettodaye.g.manualsign,tactilesymbols)
Picture Exchange Communication System
– BondyandFrost1994
– StrongevidencebaseforusingthiswithsomechildrenwithASDasafirstAACapproach
– Teachesonecommunicativefunctioninearlystages-requesting
– Verystructuredprogram
– Teaches jointattention(Yoder&Stone,2006)
PECS
– Severalsystematicreviewsandmeta- analyseshaveexaminedPECSoutcomes
– Preston&Carter,2009
– Sulzer-Azaroff,Hoffmann,Horton,Bondy,&Frost,2009
– Flippin,Reszka,&Watson,2010
– Hart&Banda,2010
– Tincani&Devis,2011
– Ganz,Davisetal.,2012
– Eachhasprosandcons
From Mirenda (2014)
Improvement Rate Differences
– CalculatedImprovementRateDifference (IRD) scoresfromstudydata
– The“differenceorchangeinpercentofhighscoresfrombaselinetointervention”(p.67)
– ≤.50=smallorquestionableeffects
– .50and.70=moderateeffects
– ≥.70=largeorverylargeeffects
GANZ, EARLES-VOLLRATH, ET AL. (2012)
Ganz, Davis et al. (2012)
– 13studies,32participants,ages3-17
– ImprovementRateDifferencescalculated,asinpreviouswork
– UniquelyexaminedthePECSPhaseattained
– § Phase1:1(IRD.45)
– § Phase2:2(IRD.63)
– § Phase3:8(IRD.65)
– § Phase4:2(IRD.33)
– § Phase5:0
– § Phase6:2(IRD.84– significantlybetter)From Mirenda (2014)
Ganz, Davis et al. (2012)
– Conclusions:
– “PECSappearstobeapromisingaugmentativesystemthat...hasmoderatelypositiveeffectsonfunctionalcommunicationskills”suchasinitiatingrequests
– PECSeffectsontargetsotherthanfunctionalcommunicationare“modestoruncertain”(p.415)
– Socialskills
– Speechdevelopment
– Challengingbehaviour
(From Mirenda, 2014)
PECS
– Somestudiessuggestisagoodshorttermintroduction–thenmoveontoamorecomprehensivesystem
– Oftenseeadecrease inchallengingbehaviour initiallyandthenmayseeanincreaseafterawhileasitdoesn’tpromotefurther languagedevelopment
– SomethingwecanimplementwithsomeofthestudentswithASDshorttermtohelpthemunderstandthepowerofcommunication
Aided Language Stimulation
– Prospectiveusersmustbeprovidedwithfrequentexamplesofinteractive,generativeusetoacquireanysemblanceorproficiency.
– No-onewoulddisputethefactthatitwouldbeverydifficulttobecomeafluentspeakerorFrench,ifyouinstructorseldomusedFrenchinyourpresence.
– Likewise,itisdifficultforanonspeaker tobecomeaproficientAACuserifotherpeoplenevermodelinteractiveuseoftheirsystemduringallaspectsoftheday.
Goossens’, Crain and Elder (1988); Goossens’ (2010)
Porter (2004)
Input OutputSpokenlanguagedevelopment
SpokenLanguage SpokenLanguage
SpokenLanguage AidedLanguage
Childlearningaidedsymbols
Porter (2004)
Input Output
Childlearningaidedsymbols
AidedLanguageSpokenLanguage(Signlanguage)
AidedLanguage(SpokenLanguage)(Signlanguage)
Aided Language
– Itiscriticalforanindividualtonotonlyhavesymbols,butalsotohaveexperiencewiththosesymbolsinasymbolrichenvironment/printrichenvironment.Thetypicallydevelopingchildwillhavebeenexposedtoorallanguageforapproximately4,380wakinghoursbythetimehebeginsspeakingatabout18monthsofage.
Jane Korsten (2011) QIAT Listserv 4th April
Aided Language
– Ifsomeone isusingadifferent symbolsetandonlyhasexposuretoittwotimesaweek,for20– 30minuteseach,itwilltakethealternatesymboluser84yearstohavethesameexperiencewithhissymbolsthatthetypicallydevelopingchildhaswiththespokenwordin18months!!!
Aided Language
– Thetypicallydevelopingchildwilldemonstratelanguagecompetencyaround9– 12yearsofagehavingbeenimmersedinandpracticingorallanguageforapproximately36,500wakinghours.For9– 12yearsthatchildhasbeenusingandreceivingcorrective feedbackwhilepracticingwiththespokenword.
Aided Language
– Attwiceaweek,20– 30minuteseachtime,itwilltakethealternatesymboluser701yearstohavethesameexperience.
Jane Korsten (2011) QIAT Listserv 4th April
Aided Language Research
– Turn-taking(Becketal.,2009)
– Receptivevocabulary(Dada&Alant,2009;Drageretal.,2006;Harris&Reichle,2004;Romski&Sevcik,1996)
– 2+word/morpheme combinations (S-V,S-V-O,S-(is)-V- ing-O(Binger&Light,2007;Bruno&Trembath,2006;Romski&Sevcik,1996;Romskietal.,2010)
– Grammaticalmorphemes (-ing,-’s,-ed,-s)(Bingeretal.,2011)
– Pragmatics,increasedcommunciation turns, semantics,receptiveandepxressivevocabincreases,syntax(multi sumbolturns)andmorphonologySennott, S.C.,Light,J.C.&McNaughton,D.(2016)AACModeling InterventionResearchReview,ResearchandPracticeforPersonswithSevereDisabilities,1– 15
Aided Language
– InevaluatinganyAACsystem….
– Ifyou(asapersonproficientinlanguage)cannotuseacommunicationsystemordisplaythroughoutaninteractionthenhowcanyouprovidedAidedLanguageStimulation?
– Ifyoucannotuseit,isitdesignedwell?
Pragmatically Organised Dynamic Displays (PODD)
PODD
– PODDisawayoforganisingwholewordandsymbolvocabularyinacommunicationbookorspeechgeneratingdevicetoprovideimmersionandmodellingforlearning
PODD
– TheaimofaPODDistoprovidevocabulary:
– Forcontinuouscommunicationall thetime
– Forarangeofmessages
– Acrossarangeoftopics
– Inmultiple environments
– Providessomepredictivelanguagethathelpsearlycommunicatorsbemoresuccessful
PODD
– PODDscanhavedifferent formats,dependingontheindividualphysical,sensoryandcommunicationneedsofthepersonwhowilluseit
Core Vocabulary
– Usingcommon(orcore)EnglishwordsonanAACdisplaytoenableausertoconstructtheirownsentences
– Approachusedinlotsofhightechsystemsbutnotusedasmuchinlowtechduetodifficultyofarrangingvocabularyforaccess
Core Vocabulary
– 75%-80%ofthewordsweusedailycomefromasetof350-400words:thesearetheCORE
– “Whatareyoueatingforlunchtoday?”
– “Iwantchickennuggets”
– (Textinrediscorevocabulary,allintop200)
– InmanyAACsystems,theonlyavailablewordswouldbechickennuggetsandthesearenotcore!!
Core Vocabulary
– FRINGEVOCABULARY
– Lowfrequencywords
– Onlyusefulinoneortwosituations
– Oftenrelatedtoaspecifictopic
– COREVOCAB
– Highfrequencywords
– Canbecombinedtogetyoumessageacrossinlotsofdifferent situations
Core and Fringe
– Overa2-yearperiod,12youthwithmoderate-severe ID(somewithASD)wereprovidedwith35-44lexigramsonanSGD,including61%fringeand39%corevocabulary(e.g.,stop,help,more,good,wait,excuseme,I’msorry)
– BOTHtypesofwordswerelearnedandused,inequalproportions(Adamsonetal.,1992)
Core and Fringe
– Includingcoredoesn’tmeanexcludingfringe!
– But-- consideraunitonplants.Inhisorherlifetime,howoftenwillastudentneedtosay
– stem,leaf,stamen,pistil,andflower
– Comparedto
– not,grow,tall,pretty,green,andhealthy?
Proloquo2Go
And remember
– CommunicationisALLday,EVERYday.
– YouneedtofigureouthowAACisgoingtogoeverywherewiththestudentsand/oryou
AAC
– Wemustprovideeveryindividualwithcomplexcommunicationneedswithacommunicationsystemthatenablestheirrighttocommunicate.
– Wemustbelieve intheirabilitytouselanguageandgivethemasystemthatenablesthemtodevelopanduselanguage.
AAC
– Ifwe“donothavetheskillsandcommitmentrequires toprovidesupportforAACsystemuse,abandonmentofthesystemislikely”.
– Beukelman&Mirenda,2013
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