WEBSITE ACTIVITIESDIANE K. ELLIS

AAC CONSULTANTBELLEVUE PUBLIC SCHOOLS

A. WHAT IS AAC?AAC refers to Augmentative and Alternative Communication. AlternativeCommunication refers to strategies that totally replace vocal speech and arerarely appropriate for students. However, Augmentative Communication isoften necessary for students to functionally communicate and refers to anintegrated system which attempts to compensate for the student's difficultycommunicating. An AAC system is multi-modal, consisting of all strategies,aids and techniques used by an individual to communicate across a variety ofsettings and is meant to enhance, not replace current communication.

B. GOALS AND OBJECTIVES:Goals and objectives are developed to improve a student's functionalcommunication and classroom participation across a variety of developmentaldomains. The following are some sample goals and objectives which may be apart of a student's IEP:

GOAL: Given a sequential communicator and gesture cues, Susan willactivate the device during classroom activities with only gesture cueson 3/5 sessions.1. Given a sequential communicator, Susan will activate the device

to interact with others during social games with gesture cues on3/5 sessions.

2. 2. Given a sequential communicator, Susan will activate thedevice to gain a listener's attention with only gesture cues on 3/5sessions.

3. Given a sequential communicator, Susan will activate the device to"sing" during music with only gesture cues on 3/5 sessions.

GOAL: Using a variety of conventional communicative modes, Tom willinteract without prompts on 4/5 sessions.1. Given an eye gaze board and object symbols, Tom will look at

symbol to request preferred item without prompting on 4/5sessions.

2. When asked yes/no questions, Tom will move his head to answerthe question without prompting on 4/5 sessions.

3. Upon entering the room, Tom will vocalize an approximation of theword "Hi" with a hand movement to greet others withoutprompting on 4/5 sessions.

GOAL: During classroom activities, Callie will activate a switch toparticipate at least 5 times during a 10 minute session for 3/3sessions.

1. Given a preferred switch toy, Callie will touch the switch toactivate the toy at least 5 times during a 10 minute session for 3/3sessions.

2. Given switch access to the computer, Callie will touch the switch toactivate simple cause and effect software at least 5 times during a10 minute session for 3/3 sessions.

3. Given a switch and appliance relay, Callie will touch the switch toactivate the appliance at least 5 times during a 10 minute sessionfor 3/3 sessions.

GOAL: Given alternate computer keyboard access (IntelliKeys) and adaptedsoftware, Karen will complete functional academic activities 80% for3/3 sessions.1. Given IntelliKeys keyboard and custom overlays with picture/word

display, Karen will touch picture/words on the overlay to make asimple sentence 80% for 3/3 sessions.

2. Given IntelliKeys keyboard, IntelliPics activity and custom overlay,Karen, will touch the correct picture in response 80% for 3/3sessions.

2. Given IntelliKeys keyboard and custom overlay with letters fromsingle word sequentially marked, Karen will touch each letter inorder to copy the word for 8/10 words for 3/3 sessions.

C. TEACHING STRATEGIES/ ACTIVITIES:Any teaching strategies and activities used with students who have severedisabilities including Autism Spectrum Disorders, will need to beimplemented consistently across environments and partners to ensuregeneralization. An intensive and eclectic approach utilizing a variety ofsuccessful intervention strategies will be most beneficial. One program thathas incorporated several instructional strategies into a staff training model isthe Heartland Hand-In-Hand Model from Heartland Area Education Agency(AEA) #11 in Johnston, Iowa. The program was developed for students whohave an Autism Spectrum Disorder, but can be used with students who havesevere disabilities to increase independence.

(Appendix A – "Structuring the Learning Environment")

1. Structured Teaching Strategies: The focus of these types of structuredteaching strategies target the "antecedents" of a student's behavioralchallenges. Visual structure is provided through visual organization, visualclarity and visual instruction. Visual clarity could include color coding, tape,and picture/word labeling. The use of library book pockets, folders, cardboarddividers and file trays are examples of visual organization strategies. VisualInstruction can be given with picture/word cues cards, break cards, footprints on the floor and arrows.• Physical Structure – use visual cues, minimize distractions and structure

the learning environment to promote independence. There are many waysto structure the environment including the use of colored tape to markareas, shapes/marks on the floor to designate where to stand/sit, movefurniture to set up distraction free work areas, use colors/printed words tolabel and structure work tasks.

• Picture/Word Schedules – supports receptive language skills and are usedto visually tell students when activities occur, to aid in transitions and toestablish routines. Schedules can be objects, pictures -photos or coloredsymbols or written.

• Work System – student's work is presented in a structured format toimprove independence. Visual cues are used to give the studentinformation on the work

they are to do. Cues could be matching colors, shapes or numerals to a taskand then putting to a "done" area.

• Structure Work Tasks – structure task to assist students in understandingthe directions.

2. Picture Exchange Communication System (PECS) Frost & Bondy: This is astructured augmentative communication system, which uses objects, picturesor words to engage a listener by exchanging the symbol with acommunication partner. You can purchase commercial PECS books or makeyour own from 3-ring binders with Velcro.

3. Applied Behavior Analysis/Behavioral Intervention strategies: Specificinstructional strategies include fading of prompts, shaping of successiveapproximation so target skills and discrete trial teaching techniques. DiscreteTrial Teaching involves giving an instruction, student responding and givinga consequence with an intertrial interval. More information on ABAstrategies including Discrete Trial Teaching is available from a variety ofsources. For significantly challenging behaviors, a Functional BehavioralAssessment will need to be completed. This is a procedure used to determinewhat is the cause or "function" of a behavior by identifying the behavior, thecircumstances and the social function of the behavior i.e. avoidance, escape,etc. A basic assumption is that all behavior is communicative. There are avariety of data collection forms available to determine the antecedents,behavior and consequences related to a specific behavior. BehaviorIntervention Plans are then developed based on this information to teach areplacement behavior to achieve the same function i.e. escape, attention-seeking, etc. Picture symbol cards can be used to cue the students on thereplacement behavior.

(Appendix B – data collection forms)

4. Strategies to Develop Friendships: Students with severe disabilities needplanned and direct intervention to develop friendships. Several strategieshave proven successful with students with severe disabilities includingdeveloping awareness of disabilities in their peers.• Circle of Friends – is a tool that helps kids get over the friendship barrier

of students with disabilities by increasing awareness and creatingempathy. Circle of Friends: A Guide For Facilitators Handout (adaptedfrom Barbara Gill, 1991) provides step-by-step procedure to complete theactivity with a classroom.

(Appendix C – Circle of Friends Handout)

• Individual Differences Awareness activities from Heartland Hand-in-HandModel for Teaching Students with Autism, Heartland AEA #11, Johnston,IA. Suggested activities include setting up stations for students to feelwhat it might be like to have a disability.

Cerebral Palsy station – place beanbag between your knees and atsides with elbows while doing a variety of physical activities i.e.jumping jacks, etc.Autism – use a strobe light when trying to watch a teacher'sdemonstration, shake hands with gloves lined with sandpaper, putheadphones with radio static while trying to follow directions, etc.

• Structured Teaching Strategies: Adults directly teach peers the visualstructure and instruction that give cues to the student for socialinteraction skills including communication cues, behavior cue cards andturn-taking cue cards. Communication cue cards could includepicture/written greetings, photo cues to use names and picture/writtencues to answer questions. Behavior cue cards could include graphic/written

cue to "sit on chair", "inside voice" or "raise your hands". Turn-taking cuecards could be graphic symbol my turn/your turn or individualphotographs. Students participate in social activities such as playinggames, cooking activities, songs/books, etc. while using the visualinstructions to cue the student with a disability.

• Social Stories by Carol Gray are stories which use written or picturesentences to present information visually and describe expected behavior.Resources for developing social stories can be found in books "The OriginalSocial Story Book" by Carol Gray and "Social Skills Stories" by Johnsonand Susnik. For nonverbal students who are nonreaders, takingphotographs of the student demonstrating the skills or parts of the storyhave been successful. In addition, using graphic reading/writing supportsoftware such as Writing With Symbols (Mayer-Johnson).

5. Adapting Toys/School Materials: Many instructional materials will need tobe adapted to meet the unique needs of students with severe disabilities.There are commercial products available but if cost is a factor there are waysto modify school tools and materials. Some of these possible modifications andadaptations are as follows:• Paintbrushes – cut handles shorter or build up handles with tape.• Easels – use clipboards to angle work or bedside tilt tables; contact paper

3- ring binders to use as easels.• Scissors – use one of a variety of commercially adapted scissors including

loop scissors, help scissors and battery operated scissors; build up handleswith yarn.or tape

• Sponge Painting – cut designs or purchase sponge shapes and attach ahandle i.e. dowel, cupboard knob, pc pipe, etc.

• Velcro Blocks – stick Velcro on blocks for stacking

• Pencil Grip – use commercial pencil grip or build up pencil.• Paper – use raised line paper commercially purchased; make raised line

paper. using glue or wikki sticks on the writing lines or to outline adesiring to color.

• Computer Access – use trackball, switch with switch interface or alternatekeyboard.

• Books – use page fluffers commercially purchased or made with paper clipsand foam

• Universal Cuff – This is a foam strap attached to a child's hand and usedto hold crayons, markers, paintbrushes, eating utensils

• Name Stamps – use name stamps for students to "write" their names onschool work and papers

• Puzzles – Attach cupboard/drawer knobs to puzzle pieces for easyhandling.

• Piano or Tape Recorder Keys – Extend the keys on the piano or taperecorder by attaching tongue depressors.

• Handles – Use tube blocks or rubber bicycle handles over the turning knobon wind-up toys to make them easier to hold and turn.

• Switch Adapted Toys – use commercially purchased toys or adapt a batteryoperated toy for switch use. Refer to Resource and Company listings forspecific switch toys and for procedures on how to adapt a toy for switchuse.

• Battery Interrupter – use commercially purchased device or make ahomemade battery interrupter

(Appendix D – "Switch"ing Toys handout)

6. Homemade Toys: There are a variety of sensory toys and materials thatcan be purchased to use with students with severe disabilities. Similar typeitems can be homemade with materials available in the classroom/home.• Toilet paper rattles – make rattles using toilet paper cylinders with beads,

beans or pennies inside and cover with contact paper• Touch Me Book – Cut shapes of different textured materials and glue to

felt squares, sew the squares together to make a book• Covered blocks – put various textured fabrics, such as sandpaper, cotton,

velvet, silk or burlap on the blocks• Foot Mobile – use a large stuffed animal and hang bells on it, tie it to the

crib rails at the child's feet• Versatile Mobile – us a piece of elastic with objects attached with yarn or

string, attach across chair• Hiding Toy – attach a piece of elastic to inside of a coffee can, attach a pom

pom to the other end of the elastic, when pulled on the pom pom will snapback into the coffee can

• Bell Wrist/Ankle Bands – sew bells on hair band holders

• Paper Board/Book – glue different textures of paper to cardboard or posterboard for student to crumble, feel and hear; include cellophane, Mylarpaper, tissue paper, newspaper, waxed paper or catalog paper

• Fabric Juice Can Lids – cover juice can lids with fabric to drop into a coffeecan or use other noisy, colorful objects

• Pringles can – cover can with black contact paper and paint designs withfluorescent craft paint for tactile and visual interest

7. Sensory Activities: Students with severe disabilities need to have a rangeof sensory experiences. Again, there are many commercial materials anditems that can be purchased to use with students, but often sensory itemsaround the school or home can provide the same sensory input.• Fill wade pool or large box with leaves, peanuts or beans for students to

get inside to play.• Fill a small tray or water table with different sensory materials including

cotton balls, whipping cream, Knox blox, Jell-O, rice, water, dirt,sand/water, etc.

• Finger paint with pudding, shaving cream, whipping cream, ivorysoap/water mixture.

• Make a texture book or board with a variety of different fabrics, paper andmaterials – silk, corduroy, cellophane paper, bubble wrap, etc.

• Play Box – make a play box for students to play in from a large cardboardbox and lay on its side: a) cut several large holes in the top and cover withcellophane, b) line the floor and walls with various textured materials & c)attach toys from the ceiling and walls.

8. Literacy and Augmentative Communication Strategies: Use books withrepetitive story lines and rhythmic patterns to facilitate "reading" the book.For each book make related communication boards for students to respond toquestions about the book, to comment and to participate in interactions.Make individual picture symbols to use as aided language stimulation – pointto the symbols as read the story to assist in understanding of new vocabularyand concepts. Complete activities related to the stories using similarcommunication boards and picture symbols. Write directions for the activityor the recipe using graphic symbol support i.e. Writing With Symbolssoftware.

a. "Over The River and Through The Woods" by Lydia Maria Child• Set the Table – Use graphic/picture symbols similar to those

used while reading the story to "set the table" for Thanksgiving.• Thanksgiving Plate – Cut out food pictures from magazines or

use graphic symbols of foods to glue student's choices on a paperplate.

• Grocery Shopping – Use actual grocery items, empty containersand/or picture symbols to shop for Thanksgiving Dinner.

• Family Dinner – Have students draw pictures of their familiesor get photos of family members to put around the Thanksgivingtable.

• Song Sequence Book – Have students draw pictures or usegraphic symbol cards for lines in the song. Sequence thepictures/cards and bind into individual books for students.

• Additional suggestions available from "More Hands On Reading"by Kelly & Friend.

b. "Gingerbread Man" by Jim Aylesworth• Gingerbread Cookies – Buy or make gingerbread cookies and

decorate with colored frosting, raisins, sprinkles, etc.• Gingerbread Men – Cut out gingerbread men shapes from

sandpaper and decorate with buttons, ribbons, fabric pieces, etc.• Smell the Gingerbread Man – Paint watered down glue on

gingerbread man cut out and sprinkle with cinnamon/sugarmixture, then decorate with raisins, sprinkles, etc.

• Gingerbread Men Puppets – Use graphic symbols pictures tomake stick puppets or cut outs of the characters. As you read thestory have the students hold up their character and say therepetitive lines of the story.

• Additional suggestions available from "More Hands On Reading"by Kelly & Friend

c. "Five Little Monkeys Jumping On the Bed" & "Five Little MonkeysSitting In a Tree" songbook by Eileen Christelow• Monkey Puppets – Make or buy monkey puppets to act out the

story/song.• Monkey Plate Character – Use cut out monkey parts to glue on a

paper plate in the form of a monkey.• Tree/Bed Poster – Draw, copy or print graphic symbol of a large

tree or bed with Velcro attached. Velcro pictures or graphicsymbol pictures of monkeys to the tree. Take off or have thestudents take off the monkey symbols as you sing/read the story.

• Additional suggestions available from "More Hands On Reading"by Kelly & Friend

d. "The Snowy Day" by Ezra Jake Keats• Footprints – Make footprints from biscuits. Shape one biscuit

into foot and use another biscuit to make five toes.• Sponge Paint Footprints – Sponge paint blue paper with white

paint. Use foot sponge print to make black footprints in thesnow.

• Ivory Snowmen – Mix Ivory detergent with water and shapeballs into a snowman. Attach buttons, toothpicks, beads, etc.

• Snow Cones – make crushed ice by placing ice cubes in a bagand crushing with a hammer. Put the crushed ice in a cup andpour on flavored juice.

• Additional suggestions available from "More Hands On Reading"by Kelly & Friend and "Units" by Dianne DeTommaso

e. "Going On a Bear Hunt" by Rosen & Oxenbury• Bear Cave – Cut out a black cave and cut slit to make a "door"

and glue to blue paper. Cut out a bear shape from brown paper,felt or fur. Glue eyes, nose and teeth on bear shape. Glue thebear behind the "door" of the cave.

• Story Actions – Put motor actions to the story sequence.• Story Sequence – Have students draw or make graphic symbols

pictures of the story sequence. Have students put the story in

sequence on a piece of paper or bind together to make a book totake home.

• Bear Biscuits – Make bear biscuits with one biscuit for the headand tear second biscuit in half for the ears. Add raisins ordecorations for facial features.

• Teddy Bear Hunt – Have students bring their own teddy bearsto school. Take turns hiding the bear and using clues to locatethe bear. Clues can be given verbally or by using graphic symbolsentences for students to read.

• Additional suggestions available from "Hands On Reading:Classroom Classics" by Kelly & Friend

f. "It Looked Like Spilt Milk" by Charles Shaw• Story Props – Make story props or purchase Velcro story kits

(available from Lakeshore).• Cloud Art – Squirt white paint on blue paper and fold paper in

half. Press paper and open. Have student identify what it lookslike with picture/graphic symbols as choices if necessary.

• Cotton Clouds – Make line drawings of shapes from book. Havestudents glue cotton balls on the shapes.

• Spilt Milk Books – Have students cut white paper into differentshapes. Glue onto blue paper and make into a book. Havestudents put sentences together using graphic symbols orsymbol processor (Writing With Symbols software).

• Additional suggestions available from "Hands On Reading:Classroom Classics" by Kelly & Friend

g. "Wheels On the Bus" – various books available of this song• Play-a-sound book by Michael Carroll – the sound symbols match

the book pictures to play as read the book.• Student Bus – Take photos of students and have them glue on the

windows of a bus picture.• Shape Bus – Cut yellow rectangle for bus body, black circles for

wheels, black squares for windows, red stop sign, etc.• Wheel Cookies – Cut out circle cookies and frost with black

frosting.• Bus Snack -Rectangle graham cracker with yellow frosting and

mini Oreos for wheels.• Transportation Book – Make a book of different transportation

vehicles. Put in repetitive lines such as "How will (name) get to(school/McDonalds)? With a photo of the student and the next pagewith the vehicle he chose and the fine "He/She will ride a (bus, car,train, bike, train, plane, etc.).

• Tape Recorder – Have students use switch to activate a tape playerwith the recorded song.

• Additional suggestions from "Hands On Reading: ClassroomClassics" by Kelly & Friend

h. "Brown Bear, Brown Bear" by Erik Carle• Classroom Book – Use drawings of story characters and photos

of students to make a classroom book. Let students choose whatstory character they see using the repetitive fine from the story.

• Color Match – Match the characters with their color from thebook. Complete other color matching activities. Put color M&Mson same color of a bar graph to chart how many of each color.

• Brown Bear Puppets – Make and color animal masks from thestory or use graphic symbols/pictures to make stick puppets.Velcro story kits are available. Have students use items to actout the story as it is read and to "retell" the story to others.Students can use switches to activate recorded storylines.

• Additional suggestions available from "Hands On Reading" byKelly & Friend

i. "The Little Old Lady Who Wasn't Afraid of Anything" by LindaWilliams• Classroom Book – Use symbolic processing or graphic symbol

software to write the repetitive lines of the story. Have studentsput the lines in sequence. Put the pages of the story in order andbind for a classroom book.

• Crows – Glue black feathers to a crow picture.• Scarecrow – make paper scarecrow or stuff clothing to make

classroom scarecrow.• Carve Pumpkin – Write directions and steps for carving with

symbolic processing software or graphic symbols.• Story Props – Get clothing items from story and lighted jack-o-

lantern for students to use in the story. As their part in the storyis repeated they can use the props to do the related action i.e."two gloves go clap clap".

• Clothing/Sound Match – Use graphic symbols or clothingpictures to identify which one goes with each sound in the story.

• Additional suggestions from "Hands On Reading" by Kelly &Friend

j. "Inside a Barn in the Country" by Alyssa Satin Capucilli (rebusread-along story).• Country Barn – Use large poster board to make barn with doors

that open. Put pictures or graphic symbols of animals from thestory in the barn. As tell the story have students locate theanimal. Each student will use VOCA, voice or other AACstrategies to say the repetitive sound for that animal.

• Animal/Sound Match – Match the animal to their sound on atape player.

• Animal Masks – Make animal masks for the students to wear asyou read the story.

• Animal/Symbol Match – Match toy animals to picture/graphicsymbols.

k. "The Very Hungry Caterpillar" by Eric Carle

• Story Props – Make graphic symbols for story or use Velcro storykit (Lakeshore) to tell the story as it is read. Match story kitprops to graphic symbol pictures.

• Food Book – Make classroom and/or individual books of the foodfrom the story in order and bind together. Use symbolicprocessing or graphic symbol pictures to put on each page.

• Caterpillar Plate – Use a paper plate for each day and glue onthe pictures/graphic symbols of the food for that day. Attach inorder with fasteners.

• Cocoon – Take turns crawling into a sleeping bag or sheet.Attach wings students have made and emerge as a butterfly.

• Caterpillar Puppet – Make caterpillar puppets from socks andon inside attach wings to unfold the butterfly.

• Butterfly Blot Art – Drop different colors of paint on paper, foldin half and press. Open and cut out the butterfly design.

l "The Snow Tree" by Caroline Repchuk• Story Props – Cut out or draw a tree on white felt. Use colored

felt to cut out the story items placed on the tree. Have studentslocate and put the items on the tree as read the story.

• Tree Cookie – Make tree cut out cookies and frost with whitefrosting. Decorate with colored sprinkles.

• Snow Scene – Paint over a picture with white paint and sprinkleon silver glitter to duplicate the scenes from the story.

9. Literacy Activities for Older Students: It is important when working witholder students who have severe disabilities to make the tasks and materialsas age – appropriate as possible. Literacy activities should be related tofunctional age- appropriate activities.• Cooking – Use symbolic processing software and graphic symbol software

to write simple recipes and directions (Writing With Symbol andBoardmaker software. Some cooking activities are included in resourcebooks such as "I Can Cook Too" by Mervine, Mark & Burton

• News-2-You by Jacqui Clark – Is a weekly on-line newspaper that can beaccessed and downloaded for minimal yearly cost. Each newspaperincludes a theme related to a current event written with words/symbols.Each newspaper includes follow-up worksheet activities, puzzles, recipesand vocabulary.

(http://www.news-2-you.com/ for sample newspaper and to order)• "Stirring the Brew" from Story time Holiday Fun by Patti King-DeBaun –

copy the story from the book on colored construction paper. Laminate and

bind to make a classroom book. As read the story make some "brew" -pudding with candied cats and bats, licorice for spider webs, etc.

• "Dirty Duds" from Story time by Patti King-DeBaun – copy thereproducible story to make classroom book. Paint shirt drawings brown for"dirty" and white for "clean". Make dirt cake from pudding mixture withcrumbled Oreos on top. Finger-paint with pudding. Match clothing tographic symbol pictures.

• "Smell the Toast Book" from Art For Me Too by Mervine, Wood & Burton –copy and cut out the toast patterns for the Toast Book. Paint on watereddown glue on top and bottom piece then sprinkle on bread crumbs. For themiddle pieces sprinkle on grape Jell-O, strawberry Jell- 0, butter salt,garlic salt, cinnamon sugar, crushed peanuts, etc.

• "Friends" from RAPS: Reading Activities Project for Older Students byMusselwhite This is a reproducible emergent literacy symbolized story.Students help to read the story and then play the "Friends" game ofpulling names or symbolic sentence cues to complete from a hat.

(Appendix H)

• Special Cards – Write lines for a poem from symbolic processing softwareto send to someone for Valentines, Christmas, Birthdays, etc. Makeoverlays for students to use to "write" the lines.

D. RESOURCES:There are a variety of resources available for working with students whohave severe/profound disabilities.• "Quick Tech Magic: Music Based Literacy Activities" and "Quick Tech

Activities for Literacy" by Coleman, McNairn & Shioleno from Mayer-Johnson Company.These books consist of skill-related songs about daily school activities andliteracy activities. A description of low-tech devices to facilitate the use ofmusic, adapted songs, adapted literacy activities, choice making cards anadditional resources are included.

• "Units: Music, Art & Cooking" by Dianne DeTommaso from Mayer-Johnson CompanyThis book includes 9 units as well as creative writing activities used withstudents who use augmentative communication devices. The units includemusic, art and cooking activities as well as reproducible communicationoverlays, recipe cards and patterns. Recipe cards use symbolic readingsupport.

• "This Is the One I Want" by Linda G. Richman from Mayer-Johnson Co. Acut & paste activity book of 33 lessons which use graphic symbols. The goalof each lesson is to develop pragmatic functions of requesting, relatingexperiences and answering questions.

• "RAPS: Reading Activities Project for Older Students" by SouthwestHuman Development Inc. from Mayer-JohnsonThis book is designed for persons chronologically over the age of 8 but whoare at the emergent literacy level. There are 10 stories in the series, whichinclude a symbolized story (simple story line, line drawings, symbolsrepresenting key concepts), 2 functional symbol displays and extensionactivities.

• "Hands-On Reading", "More Hands-On Reading" and "Hands-On Reading:Classroom Classics" by Kelly and Friend from Mayer-Johnson.These three books use popular children's literature as a vehicle forteaching communication. One goal is to maximize the participation of non-verbal students in story time activities. It lists children's books with goals,objectives, resources, hands-on activities, symbolic worksheets andcorresponding communication overlays.

• "A Book of Possibilities" by Canfield & Locke from AbleNet Inc.

Activities using simple technology for elementary academic subjects areincluded in this resource book. It provides new and creative ways to useassistive technology to include students with severe disabilities.

• "Story time" and "Story time II" by Patti King-DeBaun from CreativeCommunicatingThese two books of symbol stories and early literacy activities are foryoung children who have difficulty with functional communication skills.Each story has related activities revolving around the story theme – art,music, word processing, play and cooking activities.

• "What's In Your Home?" by LePage & McFarlane from Mayer-JohnsonThis is a workbook created by classroom teachers to supplementcommunication and independent living classes. The worksheets usesymbols to teach about everyday activities.

• "Literacy Through Symbols" by Detheridge and Detheridge from DavidFulton PublishersThis book describes how symbols can support learning, communication andparticipation. It includes practical examples of how to introduce symbols indeveloping reading and writing skills.

• "Health Units for Non-Readers" by Cole, LePage & McFarlane fromMayer- JohnsonThe book includes short picture symbols stories with related activities onfour units of health & personal grooming. Each unit includes worksheetsfor picture symbols matching, word to symbol matching and symbolicsentence completion.

• "From the Classroom to the Workplace Volumes 1 & 2" by Pritchard &Stone from Mayer-Johnson.Activities to develop vocational skills with hands-on experiences includingsuggested community outings and worksheets are provided in this book forstudents transitioning into the workplace.

• "Simple Symbol Stories for Beginning Readers I & II" by Suzanna Mayerfrom Mayer-JohnsonThis book offers 20 stories of short, rhyming patterns to help studentslearn to read. Picture symbols support context and reading withaccompanying communication boards and activities.

• "Life: Learning Independence Through Functional Experiences" by Leugles& Staugler from Mayer-JohnsonIncluded are opportunities to involve students in literacy/languageactivities with a theme, story and related activities. AU have beensymbolized to support adolescent students who use augmentativecommunication.

• "Step Up To Math" by Anne Marie Johnson from Mayer-JohnsonThe book was designed to teach the cognitive foundation skills necessaryfor mastery of math concepts. It includes paper/pencil activities withsymbolic directions as well as related suggestions.

• "Introduction to Kitchen Appliances" by Linda G. Richman from Mayer-Johnson.

This is an instructional workbook to promote independence in the kitchen.Each of 5 chapters begins with basic information with follow up activities.Symbols are used as multiple-choice answers to questions.

• "Life Skills Continuum" from Bellevue Public SchoolsThis is the alternate curriculum developed by Bellevue Public SchoolsSpecial Education Curriculum Committee for the Moderate &Severe/Profound Mentally Handicapped Programs in Bellevue PublicSchools.

• "Interactive Augmentative Communication Program" by Hough, Lubetsky,Taylor & Tarquinio from Mayer-Johnson Co.This program is a resource, which consists of assessment protocols. Theme-based strategies, communication overlays, related software/books,home/community activities and parent resource guide are included.

• "Engineering Training Environments for Interactive AugmentativeCommunication" & "Communication Overlays for Engineering TrainingEnvironments" by Elder & Goossens from Mayer-JohnsonThis book includes strategies for adolescents and adults who havemoderate to severe developmental delays. Included are strategies toimplement AAC systems in natural environments by "engineering" theenvironment to be accessible and rich with opportunities to interact.

• "Sign Language Classroom Resource" by Jacobson & Rider from AcademicCommunication AssociatesThis is a classroom resource to teach basic signs to children with "exactEnglish". It includes poster size pictures of signs as well as smallerversions to distribute to students.

• "Excell:Experiences in Context for Early Language learning" by CatherineB. Raack from Communication Skills BuildersThis program focuses on therapeutic principles and methods forprelinguistic & early language learning. It provides activities related tovocabulary and language development including symbolic representation.

• "Social Skills Stories I & II" by Johnson & Susnik from Mayer-JohnsonThese books consist of functional line drawing stories depictingappropriate and inappropriate social skills. Integrated, interactiveworksheets are included for students to use participate in problem solvingactivities.

• "Going Out & About" by Daniels & Schaper from Mayer-JohnsonThis is a community based educational program of skills needed indifferent community activities. Activities to do before, during and after acommunity trip are included as well as communication boards and skillchecklists.

• "Total Augmentative Communication in the Early Childhood Classroom"by Linda Burkhart from Mayer-JohnsonThe book's theme is based on the concept of total augmentativecommunication classroom. It provides information and suggestions forworking with children who use augmentative communication.

• "Original Social Story Book" by Karen Gray available from AutismResource Network

This book provides information on how to use social stories to assiststudents with communication difficulties including children with Autism.It contains simple line drawing social stories to use with children.

• "Sound Box Songbook: Symbolized Songs" by Caroline RamseyMusselwhite from Creative CommunicatingSymbol-aided music refers to songs represented by symbols. These songswere developed to teach English phonemes.

• "Quick & Easy: Ideas & Materials to Help the Nonverbal Child "Talk" atHome" by Rouse & Katuor from Mayer-JohnsonThis book is designed to teach parents how to incorporate augmentativecommunication strategies in the home/community. It includes suggestionsfor structure, activities and communication boards to facilitateindependence & friendships.

• "W.R.I.T.E.! Writing with Really Innovative Tools for Everyone","R.E.A.D.! Really Easy Activities for Do It Yourself' and "S. T .U.D. Y.!Strategies Tools and Useful Designs for Youth with Disabilities" byMusselwhite & Hanser from Creative CommunicatingThese three books are make and take it books on adaptations that supportaccess to reading and writing as well as supports for study skills.

• "Art For Me Too" by Mervine, Wood & Burton from Mayer-JohnsonArt projects related to a theme with instructions, adaptations,communication cards and follow-up activities are included in this book.

• ."I Can Cook Too!" by Mervine, Mark & Burton from Mayer-JohnsonHands-on cooking activities with simple recipes with words and symbols,follow- up activities and communication cards are included in this resourcebook.

• "Selection and Use of Simple Technology in Home, School, Work andCommunity Settings" by Levin & Scherfenberg from Able Net Inc.This book is designed to help parents and professionals make decisionsabout selecting appropriate technology. The critical factors are exemplifiedthrough case studies.

• "From Toys to Computers: Access for the Physically Disabled" by Wright &NomuricThis book provides a general overview of adaptations and devices a childcan use to access a toy or computer. It includes directions on how to adapttoys and considerations for switch selection.

• "Utilizing Switch Interfaces with Children Who Are Severely PhysicallyChallenged" by Goosens & Crain from Pro-Ed

• "Assistive Technology Tools & Strategies Assessment Manual for Childrenwith Autism Manual for Children with Autism Spectrum Disorder" fromWisconsin Assistive Technology Initiative.

• "Teach Me Language Manual" & "Teach Me Language Companion Forms"by Freeman & Dalce from SKF Books (Autism Resource Network)This language manual for children with Autism Spectrum Disorders andrelated developmental disorders provides structured language activities.

• "Breakthroughs: How To Reach Students With Autism" by Karen Sewellfrom Attainment Company, Inc.

This is hands-on, how-to manual for teachers and parents written by theAutism Society of America's "Teacher of the Year". It includes ideas onbehavior management as well as specific teaching methods for alldevelopmental areas.

• "PECS: The Picture Exchange Communication System Training Manual"by Frost & Bondy from Autism Resource Network.The manual includes training protocol to teach students to use PECS as anaugmentative communication strategy. The PECS program was developedas part of the Delaware Autistic Program.

• "Fun For Everyone: A Guide to Adapted Leisure Activities for Childrenwith Disabilities" by Levin and Enselein from AbleNetThe purpose of this book is to promote access, active participation andinclusion of children with disabilities into a variety of recreation/leisureactivities by sharing ideas and information about tools, strategies andresources.

E. SOFTWARE:• Companion Activities #1: This software was created to assist teachers in

developing activities for students. These activities include flash cards,board games, matching games, card games and more, which can be madeinto structured teaching tasks i.e. for students using the T.E.A.C.C.H. orStructured Teaching model. Available from SoftTouch Company.

• Teach Me to Talk and Teach Me to Talk Overlay CD: This softwareprovides auditory and visual images to develop vocabulary with theoverlay CD providing overlays, which match the activities. Available fromSoftTouch Company.

• Print, Plan and Learn #1 (#2-7 under development): Each CD providesready- made "off computer activities" that can be printed and structuredinto learning tasks for students. Activities are related to a theme/conceptfor each CD with #1 being "Old MacDonald's Farm". These CDs giveteachers a head start on making structured tasks i.e. students using the T.E.A.C.C.H. or Structured Teaching model. Available from SoftTouchCompany.

• Boardmaker: Computerized library of Picture Communication Symbols todevelop communication boards and displays for Voice OutputCommunication Aids, games, worksheets, schedules and posters. Availablefrom Mayer-Johnson Co.

• Writing With Symbols: This is symbolic reading and writing softwareincluding a word/picture processing program for teachers to createdocuments for students to read or picture/word overlays for students to usefor writing. Available from Mayer-Johnson.

(Appendix: F–- Summer Coolers)

• Picture This: This program includes photos to create lotto boards,flashcards and matching games. Available from Don Johnston.

• IntelliPics: Use ClickIt and Overlay Maker software to create overlays touse with the activities made from this software. Available from Intellitools.

• Switch Software: Various switch software to teach scanning, switch use,visual motor and cause & effect skills. Includes "SwitchIt" from Intellitools,"Cause & Effect" from Judy Lyne Software, "Creature Games" fromLaureate and "Eensy & Friends" from Don Johnston Co.

• Edmark Reading Program -Print and software versions of Ed mark'sreading program using whole word approach presented in small steps withconsistent repetition of words. Available from Edmark/Riverdeep.

• Talking Nouns I, Talking Nouns II, and Talking Verbs: Objectives of theseprograms are to encourage expressive language and augmentative

communication skills. Use with IntelliKeys overlays to teach vocabulary,sentence formation, picture discrimination and conversational turn-taking.Available from Laureate

• Living Books -Various books and authors available from differentcompanies including Intellitools. Available from Laureate

• ClickIt; This software allows users to program "hot spots" on point andclick software so can use switch or IntelliKeys to act as the mouse toactivate the program. Available from Intellitools and Edmark.

• Story time Tales (from the book "Story time" by Patti King-DeBaun: Thissoftware includes three switch activated stories and helps teach wordidentification as words are highlighted with spoken in repetitive, simpleand predictable. Available from Creative Communicating

• Toward Independence CD: This software includes five life skill programincluding money, community words, vocabulary, shopping and planningwith custom overlays. Available from Attainment

• Survival Signs and Words: This CD includes a variety of survival signs orwords, which can be printed to make tasks and flashcards. Available fromAttainment.

• MathPad: This is an electronic worksheet that when used withaccompanying IntelliKeys overlays allows a student to complete basicmath calculations on the computer in a worksheet format. Available fromIntelliTools.

F. AUGMENTATIVE COMMUNICATION AND ASSISTIVETECHNOLOGY DEVICES:1. Assistive technology for computer access and classroom participation.• IntelliKeys – from IntelliTools

This is an expanded keyboard used to support computer access with 6standard overlays that works as a keyboard. Can use with Overlay Maker

and ClickIt software to develop custom overlays. Other expandedkeyboards are available from different manufacturers.

• Switch Interface – from Don JohnstonThis allows alternate switch access for a computer. Use with switch toactivate switch-ready software.

• Powerlink 3 Control Unit – from Don JohnstonThis is an appliance relay system which allows a switch to activate mostelectrical appliances i.e. blender, fan, tape recorder, etc. There are avariety of other systems, which allow a user to activate appliances.

• Switch Toys – available from several manufacturers including EnablingDevices, Ablenet and CrestwoodSwitch activated toys are available from several manufacturers. A batteryadapter can be purchased commercially or homemade to allow switchaccess to battery operated toys.

• Touch Window – from EdmarkAlternate computer access screen for students with mobility or fine motorlimitations, which attaches to the computer monitor and allows students toselect, activate and move objects by touching the window.

• Track Balls – available form several manufacturers including Technologyfor Education, Inc.There are a variety of different track balls on the market for students withmobility and fine motor concerns. They allow an alternative to thecomputer mouse.

• Switches – available from several manufacturers including EnablingDevices, AbleNet, Crestwood and Technology for Education, Inc.

There is a wide range of switches available to be purchased or made.Before deciding on the type of switch appropriate for a student, severalfactors should be considered including the student's range of motion,strength, visual abilities and motor movements the student can perform.

(Appendix G – Selecting a Switch)

2. Augmentative Communication Systems can include both voice and non-voice output devices. Non-voice output devices are considered low techdevices and include such systems as the Picture Exchange CommunicationSystem (PECS) Frost & Bondy, communication books/wallets and the Flipn'Talk from Mayer-Johnson. Voice Output Communication Aids (VOCA)range from simple one message switch activated devices to high levelcomputerized systems. Before deciding on an appropriate Voice OutputCommunication Aid, a complete AAC evaluation should be completed withinput from all IEP team members including Occupational Therapist andSpeech Language Pathologist. The following are samples of the range indevices:• Big Mack – from Don Johnston and Ablenet

This is a switch VOCA that provides a single message to be recorder. It iseasy to program and affordable.

• Step-by-Step Sequential Communicator – from Don Johnston and AblenetAnother switch VOCA that allows several messages to be recorded whichare then activated in sequence.

• Object Communicator – from Enabling DevicesObjects are placed in each compartment and a student hits the switch ofthe corresponding compartment to choose an item.

• "Say-It" Rocker Switch – from Enabling DevicesThis is a plate switch VOCA with two sided activation, which allows twomessages to be recorded.

• CheapTalk – from Enabling DevicesSwitch VOCA, which allows up to 8 switches to be attached with 8corresponding messages.

• GoTalk – from AttainmentThis is a light and portable VOCA with a nine grid overlay and 4 levels ofprogramming.

• Hawk/SuperHawk – from AdamlabThere are several models of these devices available which are simple toprogram and easy to use. The Hawk has 8-9 grid overlay with theSuperHawk can be programmed for different grid sizes.

• Partner & Tech Series – from Mayer-JohnsonThese are a range of VOCAs from a simple 1 message device to one with upto 32 messages.

• AlphaTalker – from Prentke RomichThis device can be operated with 4, 8 and 32 grid overlays. It can useMinSpeak (an iconic symbol system) or graphic symbols.

NOTE: The following devices have a larger vocabulary and requires theability to manage a lot of vocabulary pages. Some have been used withstudents who have mild/moderate mental disabilities as well as students withAutism Spectrum Disorder but most frequently are used with those who haveaverage/above average cognitive ability and with significant physical

impairment. Some use MinSpeak vocabulary which is a languagerepresentation system that uses multi- meaning icons in sequences to codethoughts and messages.• Hand Held Voice -from Mayer-Johnson

A small and portable dynamic display device (touch activated screencommunication pages)

• Liberator/TouchTalker/LightTalker – from Prentke RomichA high tech device computerized VOCA with single iconic overlay using acombination of MinSpeak icons and single meaning icons.

• Dyna Vox/DynaMyte – from Dyna VoxA high tech computerized dynamic display device with touch screenactivation to access different communication pages within the devicesmemory. This device has the ability to store thousands of messages usingsingle meaning icons.

• Vanguard – from Prentke RomichAnother high tech computerized dynamic display device with touch screenactivation to access different communication pages. It uses a combinationof MinSpeak for core vocabulary as well as single meaning icons.

G. RELATED WEBSITES:1. Companies & Manufacturers:

• www.learningneeds.com/(Edmark)• www.donjohnston.com/• www.AttainmentComoany.com/• www.Adamlab.com/• www.ablenetinc.com/• www.maver-johnson.com/• w (Prentke Romich Company)• w• w• w

2. P• w• w• w• h• w

s• w• w• w

a• w• h

3. I• h• w• w• h

p• w• w• w• w• w• w• w• w

4. R• w• w• h• w

ww.prentrom.com/index.html

ww.ricoooer.com/ww.creative-comm.com (Creative Communicating)ww.funsoftware.com/softtouch/index.htm (SoftTouch)rofessional Organizations and Institutions:ww.tashinc.com/ww.closingthegap.com/ww.unl.edu/specsev/index.htmlttp://aac.unl.edu/ww.esu3.org/districts/bellevue/curriculum/birchcrest/Kshepoka/

peechtherapy.htmww.osr.state.ga.us/bestprac/intro2.htmww.wati.org/ (Wisconsin Assistive Technology Initiative)ww.isaac-online.org/ (International Society for Augmentativend Alternative Communication)ww.autism-society.org/ttp://groups.yahoo.com/group/boardmaker/nstructional Strategies and Resources:ttp://aacintervention.com/ww.circleofinclusion.org/ww.ala.org/parentspage/greatsites/lit.html (emergent literacy sites)ttp://pics.tech4learning.com/ (free photos to download and lessonlansww.setbc.org/projects/vss/default.html (Picture Schedules)ww.talklc.com/handout/Outline.html (Visual Instructions)ww.autism-resources.com/ww.classroom.com/ww.coping.org/earlyin/floortm.htmww.makoa.org/index.html/ww.edupuppy.com/default.cfmww.pecs.com/ (picture Exchange Communication System)esources for Kids:ww.ajkids.com/ (ask Jeeves for kids)ww.lycoszone.com/ (games for kids)ttp://sunsite.berkeley.edu/kidsclick/ (web search for kids)ww.learning.com (online keyboarding lessons)

H. COMPANY/BUSINESS ADDRESSES:

SoftTouch, Inc.4300 Stine Road, Suite 401Bakersfield, CA 93313

Laureate Learning Systems110 East Spring StreetWinooski, VT 05404-1898

Autism Resource Network, Inc.904 Mainstreet Suite 100Hopkins, MN 55343

Technology for Education, Inc.1870 50th Street E., Suite 7Inver Grover Heights, MN 55077

Mayer-JohnsonP.O. Box 1579Solana Beach, CA 92075-7579

Ablenet, Inc.1081 Tenth Avenue S.E.Minneapolis, MN 55414-1312

AttainmentP. O. Box 930160Verona, Wisconsin 53593-0160

Prentke Romich Company1022 Heyl RoadWooster, Ohio 44691

Edmark/Riverdeep InteractiveLearningP.O. Box 97021Redmond, W A 98073-9721

Crestwood Communication Aide,Inc.6625 N. Sidney PlaceMilwaukee, WI 53209-3259

Lakeshore Learning Materials2695 E. Dominguez StreetCarson, CA 90810

Judy Lynn Software, Inc.P.O. Box 373East Brunswick, NJ 08816

Creative CommunicatingP. O. Box 3358Park City, UT 84060

Sammons PrestonP. O. Box 5071Bolingbrook, IL 60440-5071

DynaVox2100 Wharton StreetPittsburgh, P A 15203

Adamlab, LLC55 East Long Lake Road #337Troy, Michigan 48085

Don Johnston26799 W. Commerce DriveYolo, IL 60073

Intellitools, Inc.1720 Corporate CirclePetaluma, CA 94954-6924

Enabling Devices & Toys forSpecial Children385 Warburton AvenueHastings-on-Hudson, NY 10706