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Applying AAC StrategiesNight 2
Everett Public Schools
Discovery Ridge
Barb Lark, SLP, ATP
3/24, 4/7, 4/21/09
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Class Agenda Night 2
A quick review Purposes of Communication
ala Janice Light and Beukelman & Mirenda Vocabulary, Vocabulary, Vocabulary Strategies, Strategies, Strategies Assignment
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Review
The ultimate goal of AAC is… Not to find a technical solution to communication
problems To enable individuals to
Efficiently and effectively engage in a variety of interactions, and
Participate in activities of their choice AAC Components
Symbols, Aids, Techniques, Strategies
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AAC Strategies
Refers to the ways messages are conveyed, by the most effective and efficient means possible Enhance message timing Support grammatical formulation Enhance rate of communication
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Continuum of Communication IndependenceEmergent Context Dependent Independent
Patricia Dowden, Ph.D., CCC-Sp(L) http://depts.washington.edu/augcomm/
Has no reliable means of symbolic communication.
Probably:Uses non-symbolic methods
May:have severe sensori-motor impairments, be very young, hasn’t received appropriate AAC technologies, techniques or strategies.
Can talk to some people about some things.
Many partners = need for additional training
Many contexts = need for additional vocabulary*.
May not have received appropriate training, strategies, technology
Can communicate anything to anyone.
Can interact with familiar and unfamiliar partners on any topic.
Has strong literacy skills, so can use spelling.
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What does this continuum mean in terms of selecting appropriate intervention goals?
Emergent Communicator: identify that 1st method of symbolic
communication Context Dependent Communicator:
expand vocabulary and partners and contexts
Independent Communicator: Use their goals and desires for improved
communication
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The Purposes of Communication Light, 1988
Communicate wants/needs Information transfer Social closeness Social etiquette
Beukelman & Mirenda added: internal dialogue
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Communication Competencies
Linguistic Competence Operational Competence Social Competence Strategic Competence
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Vocabulary
Emergent Students don’t reliably
use symbols to express Need to establish
symbolic understanding Find those things that
student consistently responds to – will want to request continuation (likes/dislikes inventory)
Pair activity with a symbol – often an object that represents activity
Context – Dependent Recognize some
symbols Use to communicate in
some contexts With some
communication partners
Goal - expand all 3 Vocabulary Contexts partners
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Customized vs. Non-customized Vocabulary Most high-level communication devices have
non-customized vocabulary sets (that can be altered)
Many of these devices have symbol sets from which to select at the time of purchase.
Most devices have vocabulary sets to choose from Chat PC – Vocab PC Vantage/Vanguard - Unity Dynavox - Gateway Mercury – Speaking Dynamically Pro sets
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Customized:Core Vocab vs. Fringe Vocab Core vocabulary
Most frequently used words http://aac.unl.edu/vocabulary.html
Differs slightly by age Combining core vocabulary allows for most
flexibility in message composition These symbols are usually the least
“transparent” Requires a lot of modeling!!!! Keeps vocabulary in same location
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Sample
Core
Vocabulary
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Fringe Vocabulary
Specific to contexts Nouns Verbs Some adjectives
Generally more “transparent” symbols that could be more easily recognized, depending on personal experiences.
Communication notebook? Category pages?
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Strategies, strategies, strategies!
Plan in terms of Communication purpose AAC competencies Crucial role of literacy
Provide a balance of activities that provide opportunities for all goals.
Different student expectations depending on purpose of activity.
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Strategies - Activities
Plan activities that will support the skills the students need to learn.
We will be talking about activities, not communication boards or systems.
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General Ideas/Strategies for Intervention Start with the end in mind. Model, Model, Model Provide visual supports for your expectations
Data sheets with pictures Picture symbols scripts Video modeling
Plan activities that are functional, to support generalization of skills.
Be prepared to go “off script” to encourage natural learning opportunities.
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Picture Data Sheet/Picture Script
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Purposes & Competencies
Purposes Wants and needs Information transfer Social closeness Internal dialogue
Competencies Linguistic
Receptive & expressive language, grammar & syntax, learning one’s own symbol system
Social Initiate, take turns, variety of functions
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Goal Examples (Examples not written in IEP goal language )
Increase communication functions Increase variety of vocabulary Increase average sentence length (e.g. combine
noun phrase + verb phrase; use descriptors) Increase use of specific grammar forms Increase use of AAC in more varied contexts Increase use of AAC with more partners take conversational turns around a topic Initiate communication Answer questions/Ask questions Use AAC to organize self (e.g. make lists, write
reflections, write letters, manage schedule)
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Let’s analyze some everyday activities! Making smoothies Writing a letter home
about day at school Snack time Library visit Getting ready to go
home Getting ready for
lunch Field trip to the
grocery store
Increase communication functions Increase variety of vocabulary Increase average sentence length
(e.g. combine noun phrase + verb phrase; use descriptors)
Increase use of specific grammar forms
Increase use of AAC in more varied contexts
Increase use of AAC with more partners
take conversational turns around a topic
Initiate communication Answer questions/Ask questions Use AAC to organize self (e.g. make
lists, write reflections, write letters, manage schedule)
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How about some specially designed AAC activities? Unity books &Unity games
http://teaching.prentrom.com/ Adapted learning
http://www.adaptedlearning.com/ Not for AAC, but a good resource for pictures
according to parts of speech – http://www.english-4kids.com/flashcards.html
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