prsrelatedservices · partner-augmented input (pai), also referred to as natural aided language,...
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Let’s Talk About It: How to Help Students with Disabilities Learn Language Using
Augmentative/Alternative Communication Systems
http://bit.ly/prsrelatedservices
Session 1 - The Role of Related Services and How
They Support Learning
Tammy Davis &Chris Bugaj Christopher Bugaj, MA CCC-SLP
Assistive Technology Specialist
Chris.Bugaj@lcps.org
Tammy Davis, MS CCC-SLP
Special Education Supervisor
Tammy.Davis@lcps.org
Making Meaningful Contributions to the World
Our purpose is for all students to make meaningful contributions to the world.
● The way we do that is through authentic, challenging problems for deeper learning.
● We have many instructional and assessment approaches to get us to authentic and deeper learning including PL, PBL, PBA.
● We provide equitable learning opportunities that lead to deeper learning for all students using a multi-tiered system of supports.
In the 2019 - 2020 school year there will be 20, two
hour parent trainings offered through the Parent
Resource Center.
Please
share with
others!
WHAT ARE RELATED
SERVICES?
OCCUPATIONAL THERAPY�Goal of OT is to help a child with their
occupation of being a student�Includes self help skills for toileting,
clothing management, feeding, opening containers at lunch�Ability to access communication devices�Adapting instructional materials�Developing vocational skills�Ability to access school tools (i.e.
scissors, pencils, crayons, etc..)�Keyboarding and handwriting�Providing instruction on adaptive
equipment
PHYSICAL THERAPY•To assume and maintain postures • Organize movement into functional gross motor skills.
•Build strength and endurance for functional mobility (e.g., climbing stairs, opening doors, moving about the school, carrying materials, accessing the playground, participating in field trips).
•Can a student access their educational environment?
SPEECH-LANGUAGE THERAPY�Goal of SLP is to improve
functional communication skills�Comprehension skills�Expressive language – increasing
sentence length, narrative language skills, syntax�Speech
intelligibility/articulation/fluency�Collaboration with staff on
communication devices – low tech or high tech
ROLE OF RELATED SERVICE PROVIDERS IN THE SPECIAL
EDUCATION PROCESS
Child StudyEvaluation/EligibilityIEP DevelopmentData Collection
VIRGINIA DEPARTMENT OF EDUCATION
As per VDOE, related services are required to assist a child with a disability to benefit from special education. (§ 22.1-213 of the Code of Virginia; 34 CFR 300.34(a) and (b))
WHO DETERMINES
IF A STUDENT
REQUIRES A RELATED SERVICE?
CONTINUUM OF SERVICES
► OT/PT/Speech services are considered on a continuum and the Least Restrictive Environment needs to be considered in the decision-making process
► Direct► Consult► Effective service delivery is dynamic and can change with
the needs of the student
CONTINUUM OF SERVICES ISOLATED
INTEGRATED
Individual pull out
Small group pull out
One on One in the classroom
Group activity
Therapy provided during classroom routines
Consultation
DIRECT AND CONSULTATIVE SERVICES
DIRECT SERVICES► More restrictive► Adult-to-student► SLP, OT, PT provides direct
instruction on a specific goal
► Can be delivered in an inclusive (push-in) model or traditional (pull-out) model
CONSULTATION► Less Restrictive► Professional to professional► SLP, PT, or OT collaborates with
the adults working with the student to help the team integrate various interventions and strategies
► Allows for generalization of skills► Monitor student progress
TRADITIONAL/”PULL OUT” MODEL OF THERAPY
•In the past, related services and classroom teachers have functioned as “silos”.
•Our services and interventions were conducted separately from one another
•Therapists would bring students into a therapy room for 30 minutes a few times per week, return them to the classroom, and leave
What do you notice about this picture?
ONE TEAM APPROACH = INTEGRATED THERAPY!!
SMALL GROUP ACTIVITY Discussion:
What is one way a PT can provide integrated therapy? What is one way an OT can provide integrated therapy?What is one way an SLP can provide integrated therapy?
INTEGRATING PHYSICAL THERAPY
Play Games Practice other skills while exercising Start the day with an exercise routine Getting into various seating areas in order to increase participation with peers
INTEGRATING OCCUPATIONAL THERAPY
LunchtimeArrival/Departure Routines
Centers
Art Projects
INTEGRATING SPEECH LANGUAGE THERAPY
Communication can be built into ANY classroom activity or routine:Book-Reading Activities Playing a game
Cooking Activities
Sensory Activities
BENEFITS OF INTEGRATED THERAPY
WHEN SHOULD GROSS MOTOR, FINE MOTOR, AND COMMUNICATION SKILLS BE WORKED
ON?
A. Only when the therapist is there
B. Never
C. Throughout the school day
Use of Sensory Strategies
Sensory interventions can be used to support goals such as transitions and attention to task
•Sensory activities are directed by the OT, but need to be embedded into the classroom routine in order to be carried out by the teacher and teacher assistants
Use of Communication Systems
•Communication systems may be low tech(paper based), mid tech (static VOD), or high tech (dynamic screen VOD)
•The communication system is not only used when the student is receiving his or her speech-language therapy
•Regardless of the type of system, it should be used with the student throughout the day – IT IS HIS OR HER VOICE!!!
When it comes to communication, what is it that you want your child to be capable of doing on the last
day of school?
Extend Your Learning: http://bit.ly/leastdangerousassumption
http://bit.ly/presumingpotential1920
Leave your responses on the Padlet, on paper, or use any other method you choose.
Extend Your Learning: http://bit.ly/communicationbillofrights
The Ultimate Language Goal
Say…WhateverWheneverHoweverTo whomever!
Extend Your Learning: http://bit.ly/ashasnug
Common Definitions of
AAC
https://nhws.us/communication-aac-speech-therapy-2/
What Is AAC?
Augmentative:
used to supplement existing speech
Alternative:
used in place of speech that is absent or not functional
http://www.spectronics.com.au/blog/tools-and-resources/aac-in-classrooms/
What’s the difference between communication and
language?
Share with a partner and then share out to the group!
Language vs. Communication
What is communication?
● Functional communication skills are forms of behavior that express needs, wants, feelings, and preferences that others can understand. When individuals learn functional communication skills, they are able to express themselves without resorting to challenging behavior or experiencing communication breakdown.
● Varies in its expression and may include personalized movements, gestures, verbalizations, signs, pictures, words, and output from augmentative and alternative (AAC) systems.
(ASHA, July 18, 2019)
Language vs. Communication
What Is Language?
According to the American Speech - Language - Hearing Association (which certifies SLPs), language refers to the words we use and how we use them to share ideas and get what we want. Language includes:
● What words mean● How to make new words● How to put words together● What we should say at different times
(ASHA, July 18, 2019)
Extend Your Learning: http://bit.ly/ashalanguage
Who teaches language?
Who teaches communication?
A) Speech Language Pathologists
B) Parents
C) Peers
D) Teachers/Educators
E) All of the above
HOW?
How do people first
learn language?
Input vs. Output
“Often familiar and unfamiliar communication partners use an oral language system with an individual learning an AAC-based language. In a sense, this dichotomy requires the AAC user to ‘code switch’ between a verbally symbolic language system and a visually symbolic language system.” (Dodd & Gorey, 2014)
Word sounds Input Output
Oral Language User
Word sounds
What’s the best way to
learn a second
language?
Go where people speak the language!
Users of AAC hear spoken words but are expected to respond in visual symbols.
AAC User
Word sounds Input Output
What is Partner-Augmented Input?Partner-augmented input (PAI), also referred to as natural aided language, aided language modeling, or aided language stimulation, is a strategy for teaching children and adults to use AAC. “Augmented input can be broadly defined as an umbrella term for systematic modeling input from two or more modalities, one of which must include the learner’s AAC system” (Allen, Schlosser, Brock, & Shane, 2017, p.157).
Copied and pasted directly from http://www.talcaac.com/PAI.pdf
AAC User
Input Output
Partner Augmented Input (PAI) =
Modeling =
Aided Language Stimulation (ALS)
Different terms and acronyms, same meaning!
Is PAI Evidence-Based?
“The results of the review indicated that AAC modeling intervention packages led to meaningful linguistic gains across four areas including (a) pragmatics, marked by increases in communication turns; (b) semantics, marked by receptive and expressive vocabulary increases; (c) syntax, marked by multi-symbol turn increases; and (d) morphology, marked by increases in target morphology structures.” (Sennott, Light & McNaughton, 2016)
“Aided language modeling met all of the criteria to be considered evidence-based” [practice]... This “lends support to clinicians in advocating for augmented input across communication settings” (Lynch, McCleary & Smith, 2018)
YES!!!
Research Indicates that PAI = Success!★ Increased symbol comprehension and
production for preschoolers with autism (Drager et. al., 2006) and moderate cognitive impairment (Harris & Reichle, 2004)
★ Increased amount of words/symbols used at a time (Bruno & Trembath, 2006), (Binger & Light, 2007)
★ Increased responsiveness and use of AAC for adults with developmental disabilities and complex communication needs (Beck et. al., 2009) Extend Your Learning:
http://bit.ly/pairesearch
How is Partner-Augmented Input Provided?
Communication partners (staff, parents, peers, siblings, etc.) model language by pointing to the symbols on a student’s AAC while simultaneously talking.
What do you think PAI looks like?
Extend Your Learning: http://bit.ly/talcpaipdf
In other words, YOU use the AAC!
Response not required!
Inspire, don’t require!
How long did it take you to learn language?
Turn and talk to your partner,
and then share out.
How long do you think it will take a student who uses AAC
to learn language?
A typically developing child gets 4,370 waking hours of spoken language input before they begin to speak at around 18 months.
If a child learning to use AAC only gets input using their aided language tool two times a week for 20-30 minutes (aka: only in Speech) it will take them 84 years to have the same amount of experience with their device as an 18 month old child has with spoken language (Korsten, 2011, QIAT)
It Takes
Time!
It Takes
Everyone!
To Do List: Model...
People have been asked to model without providing a
purposeful plan for how to learn the skill of how to model…
It’s not natural!
SMoRRES Strategy
S -- Slow rate
Mo -- Model
R -- Respect & Reflect
R -- Repeat
E -- Expand
S -- Stop Extend Your Learning: http://www.talcaac.com/Ingredients.pdf
S - Slow Rate
Talk slowly and clearly using
your voice AND the AAC system!
Mo - ModelUse your voice AND the AAC system to talk about what’s
going on!
Two Ways To Model
★ Self Talk
○ Talk about what you are doing
as you are doing it.
★ Parallel Talk
○ Talk about what the user of
AAC is hearing, seeing, doing,
and feeling.
What does S mean?
What does Mo mean?
What are the two kinds?
What is parallel talk?
What is self talk?
R - Respect and Reflect
Accept what the user of AAC says (with or without the use of AAC) by acknowledging the communication. Then, respond using the AAC in a way that honors what the user said.
What does S mean?What does Mo mean?
What are the two kinds?
What is parallel talk?What is self talk?
What does the first R mean?
R - Repeat
Copy what the user of AAC
says!
What does S mean?What does Mo mean?
What are the two kinds?
What is parallel talk?
What is self talk?What does the first R mean?
What does the second R mean?
E - Expand
Add 1 or 2 words to what the user of AAC communicates and
model any corrections.
What does S mean?What does Mo mean?
What are the two kinds?What is parallel talk?
What is self talk?What does the first R mean?
What does the second R mean? What does the E
mean?
S - Stop
Pause before, during, and after modeling and during a
conversation!
Sometimes you might not need to model after all.
Review SMoRRES
S -- SLOW
Mo -- MODEL (Self and Parallel)
R -- RESPECT and REFLECT
R -- REPEAT
E -- EXPAND
S -- STOP
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