let’s play: using aided language stimulation to improve...
TRANSCRIPT
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Let’s Play: Using Aided Language Stimulation to Improve Language
Kandis Chatman, MS, CCC-SLP, The University of Alabama
Melissa Cheslock, MS, CCC-SLP, University of Montevallo
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Aided Language Stimulation (ALS)
A strategy in which the communication partner points out symbols on a communication display in conjunction with his or her ongoing
verbal language stimulation (Goossens’, 1989).
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Who Do You Use ALS With?
Cerebral Palsy, Down Syndrome, Autism, etc.Receptive Language DelayExpressive Language DelayLimited-Verbal or Non-VerbalEnglish Language Learners
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Why Use ALS?
Increases vocabulary comprehension Increases utterance length Decreases echolalia and increases spontaneous speech Decreases undesirable behaviors Increases use of communicative functions Improves syntax Encourages modeling of a language-rich context by communication
partner
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How to Make and Use ALS Displays
Symbol and Picture ResourcesOther MaterialsVocabularyStrategiesFactors to Consider
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Symbol and Picture Resources
BoardmakerGoogle imagesCommunication Displays for Engineered Preschool
Environments
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Other Materials
Color printer or highlightersPaper, cardstock, poster board, or file foldersNotebookLaminator, clear contact paper, or page
protectors
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Vocabulary - Selection
Context-specific displays should consist of a robust vocabulary, allowing for a language-rich activity.
Select vocabulary based on the contextChoose common vocabulary used during the chosen contextWhat would other children be saying?Core words Not just eat, drink, and bathroom!
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Vocabulary - Selection
Semantic Categories People, places, things Relational words (big, little) Generic verbs(give, get, make) Specific verbs(eat, drink, sleep) Emotional state words (happy, scared) Affirmation/negation words (yes, no, not) Recurrence/discontinuation words (more, all done, all gone) Proper names Single adjectives (hot, dirty, etc.) and their opposites later (cold, clean, etc.); Initially, not can be used
with the single adjectives (not hot = cold) Relevant colors Relevant prepositions
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Vocabulary – SelectionBanajee, M. DiCarlo, C. & Buras-Stricklin, S. (2003)
Top Words Used by Toddlers1. A 9. It 17. Some2. All done/finished 10. Mine 18. That3. Go 11. More 19. The4. Help 12. My 20. Want5. Here 13. No 21. What6. I 14. Off 22. Yes/Yeah7. In 15. On 23. You8. Is 16. Out
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Vocabulary – Color Coding
Color coding helps to visually sort the display. Helpful for children with cognitive impairmentConsiderations for children with visual impairments
Larger symbolsWhite pictures on a black display for stronger contrast Lighted background
Consider the “bigger picture”
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Vocabulary – Color Coding
Goossens’, Crain, & Elder Color-Coding System: VERBS (Pink) action OPEN, COME DESCRIPTORS (Blue) adjectives and adverbs PRETTY, SLOW PREPOSITIONS (Green) position words IN, OFF NOUNS (Yellow) BATH, BUBBLES MISCELLANEOUS (Orange)
WH-words questions WHO, WHAT, HOW
Exclamations, interjections UH OH, WOW
Negative Words negations NO, DON’T
Pronouns personal, possessive I, YOU
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Vocabulary
Relatively consistent placement of pictures across displaysConsider the number of pictures on the display at once
Developmental levelAttentional levelSensory Concerns
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Strategies for Using ALS Displays
Provide opportunities throughout the day for meaningful, shared communication
“Teaching” NOT “Testing” Follow the 80/20 rule for natural, developmentally-appropriate
conversation Point to key pictures/words on the display
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Strategies for Using ALS Displays
ModelObserveRespondScaffoldExpand
Always see what children do as intentional and attribute meaning to it!Adapted from Gayle Porter
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Ideas for Frequently Using Displays
Be versatile!Encourage siblings and peers to help.Have displays easily accessible throughout classroom or
home.
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Ideas for Frequently Using Displays
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Ideas for Frequently Using Displays
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References and Resources
Acheson, M. (2006). The effect of natural aided language stimulation on requesting desired objects or actions in children with autism spectrum disorder, A Dissertation submitted to the Division of Graduate Education and Research of the University of Cincinnati.
Beukelman, D. & Mirenda, P. (2013). Augmentative and Alternative Communication: Supporting Children and Adults with Complex Communication Needs. Fourth edition; Baltimore, MD: Paul H. Brookes Publishing Company.
Binger, C. & Light, J. (2007). The effect of aided AAC modeling on the expression of multi-symbol messages by preschoolers who use AAC, Augmentative and Alternative Communication, 23 (1), 30 – 43.
Bruno, J. & Trembath, D. (2006). Use of aided language stimulation to improve syntactic performance during a weeklong intervention program, Augmentative and Alternative Communication, 22(4), 300-313.
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References and Resources
Dada, S. & Alant, E. (2009). The effect of aided language stimulation on vocabulary acquisition in children with little or no functional speech, American Journal of Speech-Language Pathology, Vol. 18, 50–64.
Goossens’, C., Crain, S., & Elder, P. (1994). Communication displays for engineered preschool environments, Mayer-Johnson Co., Solana Beach, CA.
Harris, M. & Reichle, J. (2004). The impact of aided language stimulation on symbol comprehension and production in children with moderate cognitive disabilities, American Journal of Speech-Language Pathology, 13, 155–167.
Mayer-Johnson2100 Wharton StreetSuite 400Pittsburgh, PA 15203