Applying AAC StrategiesNight 2

Everett Public Schools

Discovery Ridge

Barb Lark, SLP, ATP

3/24, 4/7, 4/21/09

Class Agenda Night 2

A quick review Purposes of Communication

ala Janice Light and Beukelman & Mirenda Vocabulary, Vocabulary, Vocabulary Strategies, Strategies, Strategies Assignment

Review

The ultimate goal of AAC is… Not to find a technical solution to communication

problems To enable individuals to

Efficiently and effectively engage in a variety of interactions, and

Participate in activities of their choice AAC Components

Symbols, Aids, Techniques, Strategies

AAC Strategies

Refers to the ways messages are conveyed, by the most effective and efficient means possible Enhance message timing Support grammatical formulation Enhance rate of communication

Continuum of Communication IndependenceEmergent Context Dependent Independent

Patricia Dowden, Ph.D., CCC-Sp(L) http://depts.washington.edu/augcomm/

Has no reliable means of symbolic communication.

Probably:Uses non-symbolic methods

May:have severe sensori-motor impairments, be very young, hasn’t received appropriate AAC technologies, techniques or strategies.

Can talk to some people about some things.

Many partners = need for additional training

Many contexts = need for additional vocabulary*.

May not have received appropriate training, strategies, technology

Can communicate anything to anyone.

Can interact with familiar and unfamiliar partners on any topic.

Has strong literacy skills, so can use spelling.

What does this continuum mean in terms of selecting appropriate intervention goals?

Emergent Communicator: identify that 1st method of symbolic

communication Context Dependent Communicator:

expand vocabulary and partners and contexts

Independent Communicator: Use their goals and desires for improved

communication

The Purposes of Communication Light, 1988

Communicate wants/needs Information transfer Social closeness Social etiquette

Beukelman & Mirenda added: internal dialogue

Communication Competencies

Linguistic Competence Operational Competence Social Competence Strategic Competence

Vocabulary

Emergent Students don’t reliably

use symbols to express Need to establish

symbolic understanding Find those things that

student consistently responds to – will want to request continuation (likes/dislikes inventory)

Pair activity with a symbol – often an object that represents activity

Context – Dependent Recognize some

symbols Use to communicate in

some contexts With some

communication partners

Goal - expand all 3 Vocabulary Contexts partners

Customized vs. Non-customized Vocabulary Most high-level communication devices have

non-customized vocabulary sets (that can be altered)

Many of these devices have symbol sets from which to select at the time of purchase.

Most devices have vocabulary sets to choose from Chat PC – Vocab PC Vantage/Vanguard - Unity Dynavox - Gateway Mercury – Speaking Dynamically Pro sets

Customized:Core Vocab vs. Fringe Vocab Core vocabulary

Most frequently used words http://aac.unl.edu/vocabulary.html

Differs slightly by age Combining core vocabulary allows for most

flexibility in message composition These symbols are usually the least

“transparent” Requires a lot of modeling!!!! Keeps vocabulary in same location

Sample

Core

Vocabulary

Fringe Vocabulary

Specific to contexts Nouns Verbs Some adjectives

Generally more “transparent” symbols that could be more easily recognized, depending on personal experiences.

Communication notebook? Category pages?

Strategies, strategies, strategies!

Plan in terms of Communication purpose AAC competencies Crucial role of literacy

Provide a balance of activities that provide opportunities for all goals.

Different student expectations depending on purpose of activity.

Strategies - Activities

Plan activities that will support the skills the students need to learn.

We will be talking about activities, not communication boards or systems.

General Ideas/Strategies for Intervention Start with the end in mind. Model, Model, Model Provide visual supports for your expectations

Data sheets with pictures Picture symbols scripts Video modeling

Plan activities that are functional, to support generalization of skills.

Be prepared to go “off script” to encourage natural learning opportunities.

Picture Data Sheet/Picture Script

Purposes & Competencies

Purposes Wants and needs Information transfer Social closeness Internal dialogue

Competencies Linguistic

Receptive & expressive language, grammar & syntax, learning one’s own symbol system

Social Initiate, take turns, variety of functions

Goal Examples (Examples not written in IEP goal language )

Increase communication functions Increase variety of vocabulary Increase average sentence length (e.g. combine

noun phrase + verb phrase; use descriptors) Increase use of specific grammar forms Increase use of AAC in more varied contexts Increase use of AAC with more partners take conversational turns around a topic Initiate communication Answer questions/Ask questions Use AAC to organize self (e.g. make lists, write

reflections, write letters, manage schedule)

Let’s analyze some everyday activities! Making smoothies Writing a letter home

about day at school Snack time Library visit Getting ready to go

home Getting ready for

lunch Field trip to the

grocery store

Increase communication functions Increase variety of vocabulary Increase average sentence length

(e.g. combine noun phrase + verb phrase; use descriptors)

Increase use of specific grammar forms

Increase use of AAC in more varied contexts

Increase use of AAC with more partners

take conversational turns around a topic

Initiate communication Answer questions/Ask questions Use AAC to organize self (e.g. make

lists, write reflections, write letters, manage schedule)

How about some specially designed AAC activities? Unity books &Unity games

http://teaching.prentrom.com/ Adapted learning

http://www.adaptedlearning.com/ Not for AAC, but a good resource for pictures

according to parts of speech – http://www.english-4kids.com/flashcards.html