apple i devices and aac
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Apple iDevices and AACStrategies for Success
Kate Ahern, M.S.Ed.
Easter Seals Massachusets
kahern@eastersealsma.org
For Slideshow and Handouts
kateahernesma.
wikispaces.com
What is AAC?
Why AAC?
Purpose of Communication
(Light, 1988)
Express wants and needs
Gain and share information
Build and maintain social relationships
Participate in social etiquette
Why AAC?
• Make real choices
• Refuse, reject, say no
• Ask for what I want
• Share feelings• Be heard and
responded to even if the answer is no
• Ask for and get attention and interaction
• Have and use AAC all the time
• Know and ask about my schedule
• Be taught how to communicate
• Be a full member of my community
• Be treated with respect and dignity
• To spoken to and not about
• Be communicated with in a sensitive manner
Communication Bill of Rights
iPad Review
Accessibility Features Walk-Through
Focus on Guided Access Locks user into single app
Can lock hardware buttons
Can lock orientation
Can be accessed by triple click of home
Can block out hot spots
Focus on Switch Access Built in access using screen as switch
Bluetooth switch access
iPad Accessories
Cases Big Grips
GripCase
AMDi iAdapter
Armour Box Kiddo
Otterbox
LifeProof
Mounts
AbleNet Latitude
Loc-Line Modular Hose
Uzibull Tripod
Joy Factory Charis
Choosing an AAC App
SETT, Feature Matching
SETT
Student
Environment
Task
Tool
Feature Matching
Determine the Features you Need
For example What symbols?
Voice
Vocabulary System
Access Method
Off-the-shelf Usability
Buttons per page
Feature Matching Resources
AAC Apps by Jane Farrell
Children’s Hospital AAC App Feature Matching
Fonner and Marflius Feature Matching
PrAACtical AAC Blog
Vocabulary
We want Core vocabulary plus Fringe Vocabulary
A system that grows with the child
Ability to generate unique messages
We don’t want Only nouns
A system that will get stuck
Ability to say only what is programmed
Core Words and Fringe Words
Core Words are Small number of words
Used frequently
Common to everyone
Fringe Words are Large number of words
Used infrequently
Personal to user or situation
o Core words can be combined with each other or fringe words in a logical mannero Fringe words cannot usually be combined with another fringe word logically
Some Quality AAC Apps
Symbol Based (Pre-programmed) Proloquo2Go
Avaz
LAMP Words for Life
TouchChat Go Talk Now
Tap Speak Choice
Text Based Proloquo4Text
Predicable
Symbol Based (Blank) Go Talk Now
Sounding Board
Tap Speak Series
Implementing AAC at School
MMM
Motivate Focus on engaging learning
activities
Use natural opportunities
Harness what students are interested in
Focus on activity and interaction not AAC
Model Aided Language
Stimulation
Increases Auditory Processing
Acts as a visual support for receptive language
Normalizes AAC use
Shows children how to think and problem solve with communication system
Move out of the Way Allow processing time
Allow time to compose message
Avoid over-prompting and creating learned helplessness
Increase peer interactions
Core Words
Core Word of the Week (C-WOW)
Core Word Collages
Core Word Contests
Read the Room – Core Word Edition
Vocabulary A-Z Free Trial
Games
Guess Who?
Guess What/What’s in the Bag?
Where’d it go?/Find It
Mad Libs
Silly Sentences
AAC Word Race
Simon Says – Core Word Edition
Read the Room Race
Variations on these to go with theme units, holidays and events
Descriptive Teaching Method
By Gail M. Van Tatenhove, PA, MS, CCC-SLP
Needs at least 50 permanent Core Words
Move from referential teaching (students answer by referring to topic vocabulary) to descriptive (students answer by using core words to describe what was learned
Example instead of “what comes out of a volcano?” ask “tell me two things about lava”
Three Steps to a DTM Lesson
Identify and Introduce
Teach and Talk
Review and Assess
hotGo away
scary
Prompt Hierarchy
Prompt Hierarchy
• natural cue
• gestural cue
• indirect verbal cue (hinting)
• direct verbal cue (telling)
• modeling
• light physical/touch cue
• full physical cue
Techniques to Try
Expectant pause
Zone of proximal development
Sabotage
Non-directive activities
Avoid yes/no questions
Perpetual salience
Recasting
Expand utterances
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