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Shared Literacy
& Visual Supports
Increasing engagement and verbal output by
reading
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Introductions
• Jana Girvan, AT/AAC Specialist, HDESD
• Melanie Schaefer, AT Specialist, HDESD
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Why are we here?
• Purpose of training• Sam Sennott and Eric Sanders• http://www.sharedreadingproject.com/
• Increase knowledge of AAC• Shared Literacy Process
• Increase verbal output
• Increase engagement
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WHAT IS AAC?▪ AAC= Augmentative and Alternative Communication
▪ “… includes all forms of communication (other than oral speech) that are used to express thoughts, needs, wants, and ideas” (ASHA, http://www.asha.org/public/speech/disorders/AAC/)
▪ Vocalizations, word approximations, spoken words▪ Signs, Gestures▪ Low tech= communication boards, pictures▪ High tech= computers/tablets with communication systems
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AAC in various formsActivity: Ask Your Neighbor
Three people to a team.
1-AAC user(non-verbal!)
2-Partner communicator
3-Scribe
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Questions
• How do you think the caterpillar felt?
• What do you think is going to happen next?
• Why do you think the caterpillar built a cocoon?
• What did you think about the book?
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Basic Vocabulary
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Core Word
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Fringe VS Core Vocabulary
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Small # of words
Used about 80% of the time in daily communication
Applicable to most topics and environments
High frequency of use
Can demonstrate larger variety of communicative functions
What is Core Vocabulary?
Allows for more communicative opportunities
Potential for expanding utterance length
Consistency of symbol location
Examples include: GO, STOP, THAT, WANT, COME, UP, AGAIN, MORE, ALL DONE, I, HELP
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Core Word.Assistiveware.com
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What is Fringe Vocabulary ?
Large # of words
Used about 20% of the time in daily communication
limited environments and topics
Low frequency of use
Can demonstrate fewer communicative functions
Less potential for expanding utterance length
Random/changing locations or multiple pages to search
Examples include: nouns (TURTLE, CRACKER), topic specific vocabulary (WETLANDS, DESERT)
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Why use Core more than Fringe?When you teach more core words first, students are able to get their needs met quicker.
These words can be used across all settings to include reading and writing.
Fringe words can be taught in addition to core words to help the student learn specific vocabulary and to expand their communication.
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LOCATION, LOCATION, LOCATION!!When teaching vocabulary best practice is to keep the
icons in the same location. (Especially your core words). Student learn to navigate their device based on motor memory rather than remembering the exact icon.
Think of keyboarding...We learn to keyboard by memorizing where the letters are on the keyboard. It becomes a motor pattern that we do without thinking about which key we are hitting.
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Examples of what Core can look like
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Take a Break!
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Model-ER
Shared Literacy
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Shared literacy and AAC:Old Method
• What we know:
• Dominated by the adult
• Less collaborative• Child is more
passive
Shared Reading
• What we know
• Interactive experience• Adults become active facilitators
and listeners during reading• Prompts and sequence that
fosters interaction• Child becomes the storyteller
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What it Looks Like
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ModelER for Reading and Talking
Model
Encourage
Respond
Model using AAC
Encourage by providing wait time (5 seconds or longer)
Respond by repeating part of what the child said and expand on it with AAC modeling
Child Communication Turn
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What do you need?
-Books
-AAC Vocabulary Display
-either high tech or low tech
-communication partner
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Model (reading and talking)
modeling communication with the AAC
• Read text and provide AAC model; pause
• Model the use of AAC as you play and talk with your child
• “think out loud” when you are using the device
• By modeling, we demonstrate how to use the system, how to say specific words, and how to put words and word parts together.
• Don’t be afraid to make a mistake!
• It’s good for your child to see you make mistakes too!
ModelER
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ENCOURAGE: Attributing meaning
• Pause and Wait for your child to communicate
• Clearly marks the opportunity for your child to communicate
• Clearly indicates that your child is expected to communicate
• Provides additional time for your child to understand what is said
• Provides additional time for your child to formulate a message
ModelER
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RESPOND
• Repeat part of what the child said
• Expand on child’s words using AAC modeling
• Ask a variety of types of questions
• Comment on the child’s words
ModelER
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Types of Boards• Apps: Proloquo 2 Go, Go Talk
• Boardmaker• Low tech• Adapted Books
Other Resources:• Tarheel Reader• Tumblebooks
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Practice with Low Tech Board
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Additional Resources
Shared Literacy Link: https://www.dropbox.com/sh/mplr9gja9nb6odh/AACHdo2avNMMAkm8BX__jmLTa?dl=0
http://www.assistiveware.com/assistiveware-core-word-classroom
http://praacticalaac.org/
http://tarheelreader.org/
http://www.universaldesignlab.com/sharedreadingproject/