powerpoint presentationlow+tech...at 24 months, child has 150-300 words and nouns no longer dominate

4/6/2015

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From PECS to Pixons:

Core Vocabulary in Low

Tech Communication

Systems

Megan Brazas, M.A. CCC-SLP

Copyright 2015 Megan Brazas

Introduction

Speech-language pathologist in Wheeling

District 21

Educational Life Skills Program

Private Practice

Speech and Language Pathways, LLC.

Getting to Know My Audience…

Poll

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Learning Objectives

1. Identify at least three benefits of using low-tech

communication systems as a transition to high-tech

communication devices.

2. Understand at least two ways to integrate core

vocabulary into low-tech communication systems to

facilitate typical language development.

3. Recognize two ways to transition between a noun-based

picture exchange communication system (i.e. PECS) to a

core vocabulary based language system.

4


Today’s Agenda

1. Introduce Core Vocabulary Exchange System (CVES)

2. What is Core Vocabulary?

3. Review Typical Language Development

4. Discuss evidence-based practices

5. Current problems with low-tech systems

6. Determine the appropriate low-tech communication system

7. Benefits of Low-Tech Communication Systems

8. Implementation of Core Vocabulary and the Core Vocabulary

Exchange System (CVES)


Core Vocabulary Exchange System

(CVES)

Components:

Physical components:

3-ring binder

Carrying strap

Fold-out core vocabulary folder with velcro icons which attaches to the

3-ring binder*

Communication Strip

Velcro Strip closure

Language Components:

77 Core vocabulary icons with consistent locations

Personal Core color coded pages

Fringe Vocabulary incorporated as appropriate


Patent Pending

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Patent Pending


Patent Pending

Purple People PageRed Food and Drink Page


Patent Pending

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Yellow Play/Reinforcers Orange Color/Craft


Patent Pending


Patent Pending

Green Feelings – Example

Icons from Google Images

Note: There are

core icons for happy, silly, sad,

sick, but some students may do better with real

photos. Customize icons according to

the child’s ability level and needs.

Core Icons in CVES The core icons have selected from Gail VanTatenhove’s Pixon

Project

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Core Icons in CVES

These icons give you most bang for your buck!

Small amount of space available in low tech systems so

need to use the most powerful and frequently used

words

Words are representing by Pixon icons

Correspond to PRC systems using Unity and Words

for Life (i.e. Vantage Lite, Accent, NovaChat with

Words for Life).

“What about Boardmaker?!”

“Could these icons be made using boardmaker or symbolstix?”

Yes, but the benefits of using pixons is

that the icons transfer to many high-tech communication

devices and teach navigation on a device

These Pixon icons can be imported into Boardmaker library

(Use Core to adapt the environment!)

Be mindful of how you use boardmaker: there is no

evidence that supports use of boardmaker over other

programs.

Import icons into boardmaker

Apple

CVES Icon List

Pronouns/People

I_____

it

Me-myself

My-mine

You-your

Action

Words/Verbs

Am-is-are-be help stop

come Like take

Do-does-did Look-see turn

Drink Make wait

Eat Open-close want

Feel put watch

Get read work

Give Say-tell

Go sit

Hear-listen stand

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Prepositions/Places

Away

Here

There

In

Out

Up

Down

On

off

Adjectives

how much-

much

good

All done-

finished

happy

All gone-

gone

hot

Bad Little

Big more

Clean sad

Cold same

Different sick

Dirty silly

fast slow

Question Words

who

what

when

where

how

Nouns/Determiners

all

Some

That

This

Trouble

Time/Adverbs

Again

Now

Late-later

Ready

Interrogatives

Be careful

Target Population

Reminder of our target population with CVES:

Students with complex communication needs

Students who are primarily non-verbal or have little functional

communication skills

Students who need to learn initiation and how to communicate

This may include:

Autism Spectrum Disorder

Down syndrome

Development Disability

Cognitive Impairment

Today we are not focusing on children with complex motoric

difficulties.


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What is Core Vocabulary?

Generative Language is based on Core Words

80% of what we say comes from a small set of CORE 400-500 words

Used in most messages across all environments and situations

Applies to children and adults

20% of what we say comes from a bank of thousands of FRINGE words

Huge number of words, mostly nouns, infrequently used, activity specific

Prentrom.com (Prentke Romich Company)

Core Vocabulary Resource:

http://www.vantatenhove.com/papers.shtml

This is how we need to think about our everyday language…

Copyright Megan Brazas 2015

http://www.vantatenhove.com/papers.shtml

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What is Personal Core?

Personal Core includes words that a

person uses all the time which aren’t in

the Core Word list, but are personal to

YOU. These are words in YOUR life that

you are using all the time.

Think: foods, activities, places, favorite

things, people


My Personal Core:


Sujey’s Personal Core:

Age: 9

Background:• Primarily non-verbal

• Severe apraxia• Autism• Prompt Dependent

• Bilingual-Spanish and English

• Working on increasing functional communication and

decreasing negative behaviors

• Needs access to personal core words in order to communicate

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Sujey’s Personal Core:


TAKEAWAY POINTS: We need to teach core

Knowing that 80% of what children and

adults say come from a relatively small set

of core words, we need to move our

practice towards teaching core to our

students with complex communication

needs

Personalize communication systems with

Personal Core

***The Core Vocabulary Exchange System contains 77

core vocabulary icons and includes individualized

personal core icons – Color CodedCopyright 2015 Megan Brazas

Personal Core:

Food/Drink

People

Feelings

Toys/Reinforcers

Crafts/Colors

Bathroom, Break,

etc.

Incorporate

personal core as

appropriate.

Copyright 2015 Megan BrazasYellow Play/Reinforcers Page

Purple People Page

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“What about vocabulary development?!”

Disclaimer: We need to be teaching core

vocabulary, but this does NOT mean we are to

stop focusing on literacy and a vocabulary rich

environment.

Children need literacy and exposure to a language rich

environment

Children need exposure to print

Typical Language Development

First 20 words that a child says are primarily nouns

Nouns are used between 15-18 months of age

At 24 months, child has 150-300 words and nouns no longer

dominate.

At 2 years should have 2-word combinations, this includes

core words!

By 26 months, child uses 80% core

This is consistent across age, race, socioeconomic status

Gail Van Tatenhove, www.vantatenhove.com

Typical Two Word Combinations

2-Word Language Combinations Example

Noun + verb Daddy go

Verb + noun Want that

Noun + noun Mommy car

Pronoun + noun My car

Pronoun + verb Me go

Verb + preposition Get up

Pronoun + preposition Me up

***Core Words: Go, want,

that, my, me, go, get, up, Copyright 2015 Megan Brazas

Personal

core:

mommy,

daddy, car

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TAKEAWAY POINTS

Let’s think about typical language

development and how it relates to our

children with complex communication needs.

How can we expect a child to begin talking in

phrases or sentences if they have not first learned

the meanings of words?

We need to be cognizant of the communication

system we are providing for our students—it

should align with typical language development

***The Core Vocabulary Exchange System aligns with

teaching of language with single words, two-word

phrases, and sentence development Copyright 2015 Megan Brazas

Communicative Functions

What is “Functional Communication?”

“Functional communication skills are forms of

behavior that express needs, wants, feelings and

preferences that others can understand.”

American Speech Language Hearing Association

(ASHA)

Core Vocabulary is an important aspect of

functional communication, as it includes the

language necessary to communicate.

Communicative Functions

We use language for a variety of purposes:

Protest (“stop” “don’t want”)

Indicate cessation (‘’all done” “finished”)

Request preferred object/activity/person

Ask for help

*Behavior is also a function of communication


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Additional Communicative Functions

We use language for a variety of purposes:

Greet (how are you, hi, hello)

Part (say goodbye)

Request information (tell me, want)

Existence (used to gain attention-look, uh oh, see, that, there)

Recurrence (more, again)

Nonexistence (all gone, away)

Rejection (don’t want)

Comment (like, don’t like, good, bad, okay)

Express emotion or state of being (happy, mad, sad, silly)

Directive-direct someone to do an action (sit down, come here)

Naming/labeling

Gail Van Tatenhove vantatenhove.com

Typical Language Development:

What is SNUG?

Spontaneous Novel Utterance Generation

“Snug is based on access to the individual

words, collocations, and commonly used

phrases of our language. SNUG allows a person

to say anything anytime.” (Katia Hill)

Katia Hill, Achieving Success in AAC: Assessment and Intervention.

AACinstitute.org

Typical Language Development:

What is SNUG?

Statements by people who rely on AAC clearly

indicate that they do not find pre-stored sentences

useful for most of what they want to say. Logged

language samples of people who rely on AAC provide

the strongest evidence on this point. In various

contexts, including clinical settings as well as the

natural environment, logged data suggest that

individuals communicating at the highest levels use

pre-stored utterances for less than 2% of

communication. (Katia Hill)

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SNUG and Pre-stored Phrases

When are pre-stored phrases and sentences

appropriate?

During crisis or duress

i.e. Zones of Regulation

For presentations, school plays

When the phrase or sentence is used with same

frequency as other core words

37


TAKEAWAY POINTS

1. We need to ensure that a communication system contains words which allow for a child to expressive a variety of communicative functions

2. We need to ensure that a communication system allows for a child to say whatever they want to say whenever they want to say it (SNUG)

***The Core Vocabulary Exchange System allows for

both functional communication as well as SNUGCopyright 2015 Megan Brazas

Examples of Functional Communication and

SNUG Using CVES

Function 1 word 2 word 3 word

Rejection Don’t Don’t want

Don’t doDon’t

I don’t want

Don’t want thatDon’t want it

Protest Stop You stop

Want stopStop it

Stop thatStop now

You stop it

Stop it nowI want stop

I want you stop

Cessation All done

Finished

I all done

Me all doneMe finished

I want all done

I am all doneI am finished

Help Help Help me

Want helpI help

I want help

You help me

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Rejection Using CVES Based Upon

Language Level: Single Word

Rejection: Two Word Phrase

Rejection: Three Words

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Rejection: Four Words

As a child’s language

develops, can target a variety of

communicative functions using the CVES.

Move from single words,

to two word phrases, to

three words, etc.

Evidence-Based Practices

A. ABA and Pivotal Response Training (PRT)

B. PECS (Picture Exchange Communication System)

C. Language Acquisition Through Motor Planning (LAMP)

D. Aided Language Stimulation

**We should use the technique that best meets the need of the child. This may be a combination of approaches**

ABA and Pivotal Response Training (PRT)

Applied Behavior Analysis

Systematic process of observing and recording an

individual’s behavior, and using the information

collected to shape instruction

Student will increasingly engage in behavior that is

rewarded (reinforced) and behavior not reinforced will

occur less and less frequently.

Behavioral based approach

Shirley Cohen, Targeting Autism: What We Know, Don’t Know, and Can Do to Help Young

Children with Autism Spectrum Disorders

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Discrete Trial Teaching

Direct instruction that focuses on a specific skill at a time, with repeated practice on this skill

One-to-one teaching format

Examples of Skills Taught: Imitation, following simple directions, communication, interactive play, socialization

Adult selected*



Verbal Behavior Mapping (VB-MAPP)

Provides behavioral classification of Language

5 components of the VBMAPP

Milestones Assessment

Barriers Assessment

Skills Task Analysis and Tracking

Placement and IEP Goals

Skills leveled from 0 months of age to 48 months

Naturalistic behavior approach that focuses on establishing communication

Mark L. Sundberg www.marksundber.com


Pivotal Response Training

Pivotal behaviors = behaviors that are likely to affect many areas

of functioning

In the newer model, there is a focus on motivation as a pivotal behavior

Child’s preference or choice of instructional materials (stimulus

materials)

Teaching in the context of play and functional activities

Use of natural reinforcers

Child has more choice and more control

Shirley Cohen, Targeting Autism: What We Know, Don’t Know, and Can Do to Help Young Children with Autism

Spectrum Disorders

4/6/2015

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“What about the VB Mapp?”

“My team uses Verbal Behavior Mapping and it says to

start with concrete words and not to use words like more

or go.”

Verbal Behavior Mapping is a great tool to determine areas of

deficits. Discrete trial training is one part of a child’s

programming but cannot be the only therapeutic tool.

We do not label as our primary mode of communication in our

environment in single nouns past 18 months of age

Can use PECS and nouns until achieving skills in the 18 month age

range, but then move towards core vocabulary and typical

language development.


Language Acquisition Through Motor Planning

(LAMP)

A neurological treatment approach that uses multi-sensory

convergence (motor, auditory, visual) to promote the

development of language

Used with UNITY language software

Each word has its own motor pattern due to consistent

icon locations

Language Acquisition Through Motor

Planning (LAMP)

High prevalence of motor planning difficulties in autism*

Speech production requires proficient motor planning

Automaticity facilitates motor planning

LAMP approach stresses motor planning and

automaticity*

Hand becomes the articulator

John Halloran, www.aacandautism.com

http://www.aacandautism.com

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Motor Planning

Motor learning is an important key in the

learning and use of an AAC system. The more

cognitively impaired the person, the more

he/she depends on motor planning to learn

and use AAC.

Motor planning comes with consistency and

relative “permanence” where you get the

same thing with the same movement plan.


Motor Planning

The simplest to the most complex neuro-motor

activities of daily life are made possible by motor plans

Motor plans and sensory feedback are linked to

language learning

Motor plans form through repetition that is meaningful,

frequent, and intense.


TAKE AWAY POINT

We need to be mindful of motor

planning when we design low-tech

communication systems

***77 Core vocabulary icons in the Core

Vocabulary Exchange System are located in the

same location, allowing for consistent motor

planning of core vocabulary words


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Aided Language Stimulation

Communication partner/facilitator points to or uses the icons on the student’s communication system.

Modeling language in natural contexts

Has been around for awhile and used by different names

Goossens’, Crain, & Elder (1992)

Romski & Sevcik (1996)

Cafiero (1998)

Linda Burkhart and Caroline Musselwhite (2010)

How do we model using aided language

stimulation?

We model the maximum language possible and

necessary without overwhelming the student

Think of this as modeling 1-2 words beyond the student’s

current language output level

If a child is speaking in 1 word utterances, we model

verbally and on their system using 2-3 word phrases.

Child says “help” you could model “help me”

Child says “on” you could model “turn on” or “turn it

on”

We are thoughtfully extending their language

On the CVES we

can use aided

language

stimulation to

model language

and to facilitate

language

development


PECS (Picture Exchange Communication

System)

PECS = Picture Exchange Communication System

There are 6 stages to PECS, all teaching different aspects of communication

Focuses on the initiation component of communication (how to initiate) and persistence

Can teach functional communication

Avoids prompt dependency using backward chaining (uses specific prompt

hierarchy)

Successful with all age levels and ability levels

Follows a very specific protocol (training is required)

Evidence-based

Pecs-usa.com

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PECS (Picture Exchange Communication

System)

PECS is a great system aligning with language

development to about 18 months of age

Requesting

Commenting

When followed with

integrity and working through all

stages, it is very effective in teaching

initiation and persistence.

Pecs-usa.com

Current Problems with Low-Tech

Systems

Noun focus

Activity focus (i.e. by category: playtime, mealtime,

musical instruments, animals)—vocabulary does not transfer

across environments

Lack Core Words

Pre-stored phrases and sentences do not allow child to say

what they want to say

Do not align with typical language development

Have too many phrases and sentences which do not

teach meaning of individual words


Current Problems with Low-Tech Systems

Do not have consistent motor plan access

Words and icons are repeated in different

locations on different pages


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Example: PODD

Disclaimer: I am not saying that you should not use

PODD, but I am highlighting the lack of motor planning

for core words:

In these two pages, the

core words “turn” and

“not/don’t” are in different

locations.

• Increases motor

memory load


Do not allow for teaching of multiple meaning of

words:

“Stop” “Want”

I want to stop Want that

Stop it I want ________

Stop that You want it?

You stop Want mom

You can’t stop me I don’t want

Stop the music Don’t want that

She needs to stop want help

Stop it now! Want more

Stop him Want go

Want stop

Want eat

Want itCopyright 2015 Megan Brazas


Lack core vocabulary, which accounts for 80% of

what we say

Do not allow for SNUG

Do not allow for children to say what they want

to say whenever they want to say it


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Determining the Appropriate Low-Tech

System and Integrating Core Vocabulary

Disclaimer: Our ultimate goal for any child would be

verbal speech or efficient communication using a low or

high tech system

Ask:

What can the child currently do?

What do we want them to do?

What tool do we use to get them there?

If I have used PECS, what do I do now??


Low-Tech

Flow Chart

Megan Brazas

Copyright 2015

Core Vocabulary Implementation With PECS

Can begin introducing core vocabulary

when working on “I want”

Instead of “I want” as one phrase, may

choose to replace with “I” and “want”

icon

There may be an additional step in

the backward chain to learn the I

Want Sequence


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Phase IV: I want

Follow the PECS hierarchy but can backward chain using

“I” and “want”

I want

Alex: I want music

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Incorporate core vocabulary words to target

communicative functions:

Help

Stop

All done

all done- finished

todo listohay terminado

help

ayudar ayuda

stop

parar

With PECS


With PECS: “All done”

all done- finished

todo listohay terminado

help

ayudar ayuda

stop

parar

Remember when targeting

communicative functions, that you

must honor the communication

function when it is mastered and

expressed by the child.

• Target indicating cessation

when determining a child is

frustrated and wants to be all

done or finished with an activity.


Implementation Options

Depending upon the needs of the child, may choose to begin implementation on the binder itself or move to the fold-out on the Core Vocabulary Exchange System.

Tailor therapy to the child using most appropriate method (ABA, aided language stimulation, etc.)

If a child is in the beginning stages of picture exchange, may choose to teach “help” or “all done” on the front of the book.

If child has developed a request or comment, can move to a communication strip


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Large icon “all done, finished”

*Can be used if child needs larger icon to physically grasp, to increase visual discrimination of icon

* May start with larger icon and then move to smaller size

Small icon “all done, finished”


“Help” and “I want help” on sentence

strip


Whether on the communication book or in the

Core Vocabulary Exchange System, can use discrete trial training to teach the last step

first. If “I” and “want” are mastered then work on targeting “help”

Single Icon

“help”


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Benefits of Low-Tech Communication

Systems

Portable and easily carried across environments

Durable

Cheap

Don’t need to be charged and don’t run out of battery

Serve as back-ups for communication devices

Waterproof and easily used during activities involving water and food (crafts, swimming, cooking, etc.)

Can be reproduced at minimal cost

Teach initiation and persistence skills

Teach functional communication skills until obtaining a high tech communication device

An alternative for students who engage in stimulatory behaviors with machines and devices


Does every child need a low-tech

communication system?

Any child with a high tech communication device should

have a low-tech system as a back-up if/when the device

breaks or needs repairs

Any child who is non-verbal or has low functional

communication skills deserves access to a low-tech system


Core Vocabulary Exchange System

(CVES)

Components:

Physical components:

3-ring binder

Carrying strap

Fold-out core vocabulary folder with velcro icons which

attaches to the 3-ring binder*

Communication Strip

Velcro Strip closure

Language Components:

77 Core vocabulary icons with consistent locations

Personal Core color coded pages

Fringe Vocabulary incorporated as appropriate


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Benefits of a Core Vocabulary Exchange

System (CVES)

Aligns to evidenced-based practices

Can individualize the therapy to the child

Allows you to use the most appropriate therapy

approach for each child, or a combination of methods:

ABA

Pivotal Response Training

Aided Language Stimulation


Benefits Continued

Portable

Consistent motor plan for core vocabulary words and masking*

Provides access to Personal Core

Personalized and color coded fringe vocabulary words

Works as a bridge between a low tech system and a high tech communication device

Continues to teach initiation and persistence

Multisensory approach

See it hear it say it do it

Children manipulate words and see them being exchanged as a message

Tactile feedback with physical exchange


Benefits Continued

Aligns with Typical Language Development

Remember, children learn to use language 1 word at a time

Begin with teaching meanings of single words, then work

towards two-word combinations, three-words, etc.

Teaches functional communication skills

Teach a child to advocate for themselves

I.e. Child learns to ask for help or protest across

environments (access to communication system at all

times)


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How can CVES be implemented?

1. ABA principles including Discrete Trial Training

Targeting 1 word at a time

i.e. Teach many meanings of the word “go”

2. Aided language stimulation

Use of the communication system across environments, activities, and communication partners

3. Use in conjunction with low-tech core vocabulary picture supports (i.e. Pixon Project) in a child’s environment

Our environment must receptively and expressively support a child’s language development


How can CVES be used? 3. Use in conjunction with low-tech core vocabulary picture

supports (i.e. Pixon Project) in a child’s environment

Using CVES

See it, hear it, say it, do it!

If we can provide a communication

system which is supported by an

environment where we speak to

children in a way they understand,

they will learn to communicate.


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Option: MaskingSelect core vocabulary

starter set. Example:I this

It thatmy-mine all doneYou-your on

Not-don’t offStop more

Go all goneGiveHear-listen

ComeEat

DrinkHelpLook-see

StopTurn

Waitwant


Why do masking?

If child has difficulty with all icons present on the page or is not using words functionally

Teach meanings of individual words across communication partners and activities (focus on new words and their meanings)

Note: Easier to keep the icon location consistent for core words and add words in slowly than to change later

Example Starter Set with Early Communicator:

I

Want

More

Stop

Help

All done-finished


Can start with important communicative

functions of protesting, indicating cessation, making a request for a

preferred item/activity, and asking for help

Continue to add in

additional core words

as child masters use

of word across

communication

partners and

activities.

Here the following

words were added:

up, down, here,

away, in, out, again,

ready, open-close, sit


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Continue

to add

words as

child

builds

language




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Emmanuel

Age: 7

Grade: 2

Background:

Down syndrome

Apraxia

Bilingual- Spanish and English

PECS introduced 2013

Working on increasing initiation, persistence, functional communication

Both backward chaining and aided language stimulation has been used

Currently trialing high tech communication

Emmanuel: “Masking”Core Starter Set:

IMy-mine

ItAmdo

TurnWait

WantNot-don’tEat

DrinkFeel

HelpLikeReady

Now

All

Some

This

That

More

Different

cv

cv

cv

Emmanuel: “I want more drink”

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Emmanuel: “I

want more drink”

Chris Age: 6

Grade: Kindergarten

Background:

Autism

Bilingual-Spanish and English

Communication book introduced 2012-2013


IEP Goal of making a request for a preferred item

Core Vocabulary Exchange System introduced Fall 2014

Using CVES to learn functional communication skills and increase mean length of utterance

Is now generalizing words learned on CVES to his everyday speech

Chris requests “Ms. Megan I want straw”

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Chris’s Language Development

Chris has moved from basic requesting and commenting to

learning and using a variety of language.

Spontaneous Novel Language

Two-word phrases

Three-word phrases

Sentences

Questions

A variety of communicative functions

Use of CVES has generalized to his spontaneous speech


Chris asks: “More fish?”

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“More fish?” Video

***Chris asks for

more fish with

rising

intonation. This

is completed

unprompted and

an example of

spontaneous

novel utterance

generation using

the CVES.


Chris

requests

“Ms.

Megan I

want more

goldfish”

Chris “Ms.

Megan I

want 5

more

goldfish”

with

correction

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Chris Asks “What’s that?”

During a structured language activity, a game is being

introduced. Simple wh-questions are being modeling and

taught to Chris.

My language to the group includes introducing the activity:

It’s time to play a game.

I have a special activity here.

(Wait for response from Chris).

You could ask me “what’s that?” if you want to know what the

game is.


Chris says

“my turn.”

Note: There

are many

other ways

to model

turn taking

using the

CVES: “Me,”

“turn” “go”

“I go” etc.

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Chris says “your

turn” with point

prompt and verbal

feedback

Chris with Rejection:

“I don’t want that”

during cooking

Chris directing during cooking.

(Ms. Megan) don’t eat that

(butter)!

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Soledad

Age: 7

Grade: 1st

Background:

Down Syndrome

Decreased intelligibility


PECS reportedly introduced 2013

Core Vocabulary Exchange System introduced Fall 2014

Working on functional communication skills and syntax

Aided language stimulation has been used

Soledad requests recurrence: “I want more”

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Soledad requests “I want this”

“I want this” with point prompt for

“this”

Modeling with

a point prompt

Point prompts have been effective,

so this is a tool we continue to use. May choose to use a different

prompt hierarchy depending upon the student:

Independent

Natural Cue

Gesture/Point Prompt

Partial Physical

Fully Physical

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Physical exchange of

communication strip. “want

see” during a cooking

activity.

Use aided language stimulation to

extend language to “I want see”

Soledad then points and

verbalizes “I want see”

“I want see-look” and then looks inside the bowl

4/6/2015

40

Nahum

Age: 8

Grade: 2

Background:

Verbal

Down syndrome

Phonologic Disorder and decreased functional communication skills

Negative behaviors impacting education*

Bilingual

PECS introduced 2013 and quickly moved to CVES

Worked on increasing initiation, persistence, functional communication, increasing mean length of utterance

Both backward chaining and aided language stimulation were used

No longer uses a CVES as a primary means to communicate. Has moved to a static system to augment his communication. (Language is modeled for him and it generalizes to spontaneous speech).

Nahum Video

Nahum

4/6/2015

41

“Mikey”

Age: 8

Grade: 3rd

Background:

Very social

Non-verbal

Severe apraxia

Autism

Behavior Plan

Prompt Dependent

Bilingual


Worked on increasing functional communication and decreasing negative behaviors

Context dependent-communication limited to talking about preferred objects, activities, and people

Backward chaining most effective

“I want little ball”

with modeling

I want little ball.

4/6/2015

42

Johnny

Age: 8

Grade: 2nd

Background:

Autism


PECS 2011-2012, 2012-2013 school year

CVES introduced 2012-2013 followed by AAC trial for a high tech

device

Now uses the PRC Accent 1000

Johnny: “I

want cereal

Johnny: “Crazy”

4/6/2015

43

Questions?

Please feel free to email me at

[email protected]

References and Resources

Aided Language Stimulation:

http://www.lburkhart.com/ATIA_ALgS_handout_1_10.pdf

Gail VanTatenhove: vantatenhove.com

http://www.aaclanguagelab.com/other/core-vocabulary

Katia Hill and AAC Institute: http://www.aacinstitute.org/

Mark L. Sundberg, www.marksundberg.com

PECS: pecsusa.com

Pixon Project: https://store.prentrom.com/product_info.php/cPath/30/products_id/163

Prentrom.com

Shirley Cohen, Targeting Autism: What We Know, Don’t Know, and Can Do to Help Young Children with Autism Spectrum Disorders

Susan Stokes:

http://stokesisha2012.pbworks.com/w/page/50561366/FrontPage

The Center for AAC and Autism: aacandautism.com

www.asha.org

http://www.aaclanguagelab.com/other/core-vocabulary

http://www.aacinstitute.org/

http://www.marksundberg.com/

https://store.prentrom.com/product_info.php/cPath/30/products_id/163

http://www.asha.org/

powerpoint presentationlow+tech...at 24 months, child has 150-300 words and nouns no longer dominate

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