simple strategies for integrating aac into classrooms jennifer monahan, ma, ccc/slp augmentative...

SIMPLE STRATEGIES FOR INTEGRATING AAC INTO

CLASSROOMS

Jennifer Monahan, MA, CCC/SLP

Augmentative Communication Specialist

The Prentke Romich Company

[email protected]

Questions for you: Show of Hands

Classroom types? Early Intervention Preschool K-2 3-6 Middle School/High School

Who is currently supporting a non-verbal or minimally verbal student(s)?

Who is currently supporting an AAC system?

Your Presenter TodayJennifer is an ASHA certified speech-language pathologist

(SLP) and Senior Consultant for Prentke Romich Co. (PRC).

Financial Disclosure:

She is a salaried employee of PRC. PRC is a 100% employee owned company.

Non-financial Disclosure:

ASHA member and ASHA SIG 12 member

Research Says: Two-year-olds with larger oral vocabularies enter kindergarten better prepared

A new study has found that children with larger oral vocabularies by age 2 arrive at kindergarten better prepared academically and behaviorally than their peers.

http://www.sciencedaily.com/releases/2015/08/150818085741.htm

Journal Reference:

Morgan, PL, Farkas, G, Hillemeier, MM, Hammer, CS, and Maczuga, S. 24-Month-Old Children with Larger Oral Vocabularies Display Greater Academic and Behavioral Functioning at Kindergarten Entry. Child Development, 2015

Our GOALS? Our ROLES?

Goals:

Increasing Communication Opportunities

Encouraging Language Development

Roles: Educating our Educators

-Sharing language development norms

-Providing strategies that encourage Communication vs. Compliance

-Alignment with Common Core/Curriculum

1) Setting up for SuccessSelecting a LANGUAGE based system

Does your AAC system include:

Single Words? Core Words (80/20 rule)? Enough Words? Readily Available Words?

Low tech examples Mid tech examples High tech examples

Speech and Language Development

Age Receptive Vocabulary 2 ½ - 3 years Comprehends 500 words; uses 200 3 ½ - 4 years Comprehends 1,500 – 2000 words; uses 1,000 - 2000 4 ½ - 5 years Comprehends 2,500 – 2,800 words; uses 1,500 - 2000 5 – 6 years Comprehends 13,000 words 6 – 7 years Comprehends 20 – 26,000 words

Source: PRO-ED, Inc.

Vocabulary Development

Age Expressive Vocabulary 2 years 500 words 3 years 1,000 words 5 years 3,000 words 6 years 14,000 words

Smith, 1973; Macnamara, 1982; Carey, 1978

106 Most Frequently Used Words

Interjections

Adjectives

Question Words

Pronouns

yes nothank you pleaseokay

what whenwhere whowhy how

I meyouhe sheit wethey

all morebig littlehot coldsame differentprettynew oldright wrong


Verbs (helping verbs)

Verbs

be am is arecan could do didhave had was werewill would

ask buy call cleancome eat feel findget give go helpknow like look makeneed put remember saystart take tell thinktry turn use wantwish work


Prepositions

Conjunctions

Adverbs

Demonstratives

about atfor ofup downon offto fromin outwith

not nowhere theremuch very

this that and butif because

2) Setting up for SuccessUsing Aided Language Input

Do your teachers and aides know where vocabulary is located?

Do they have a way to easily find it if not?

Do they understand how essential modeling is to learning language?

Are they modeling using the same access method as the student?

Considering the number of hours a Typically Developing Infant is awake and exposed to language before they begin to use spoken symbols at around 12-18 months.

A child with an AAC system, who gets exposure 2-4 times a week for 20 min. with the SLP, it will take him 84 years to have the experience Commensurate with the typically developing child.

Jane KorstenEvery Move Counts

Learning Time

2) Aided Language Con’t

What can we do to help? Make smart charts for teachers/aides Make functional room labels for classrooms Invest time in showing aides how to

model/scaffold-don’t assume it’s naturally happening

Teach use of Word Finder tool (in PRC devices/apps)

Provide Weekly Reminders (Samples attached to your power point)

3) Setting up for SuccessConnecting to the Curriculum Word Wall supports Literacy supports Create teaching sets for the teachers (use

vocabulary builder if using PRC device/app) Add academic words to Word Prediction Connect to classroom computers Rephrase questions to elicit Core Words not

Fringe Words Create Writing Templates with fill in the blank

Common Core State Standards: English Language Arts

Kindergarten:

CCSS.ELA-Literacy.L.K.1b Use frequently occurring nouns and verbs.

CCSS.ELA-Literacy.L.K.5b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

CCSS.ELA-Literacy.L.K.5d Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

http://www.corestandards.org/ELA-Literacy


Kindergarten:

CCSS.ELA-Literacy.L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-Literacy.L.K.1d Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

CCSS.ELA-Literacy.L.K.1e Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

CCSS.ELA-Literacy.L.K.1f Produce and expand complete sentences in shared language activities.


First Grade:

CCSS.ELA-Literacy.W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

CCSS.ELA-Literacy.L.1.1c Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

CCSS.ELA-Literacy.L.1.1d Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).



First Grade:

CCSS.ELA-Literacy.L.1.1e Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

CCSS.ELA-Literacy.L.1.1f Use frequently occurring adjectives.

CCSS.ELA-Literacy.L.1.1g Use frequently occurring conjunctions (e.g., and, but, or, so, because).

CCSS.ELA-Literacy.L.1.1h Use determiners (e.g., articles, demonstratives).



First Grade:

CCSS.ELA-Literacy.L.1.1i Use frequently occurring prepositions (e.g., during, beyond, toward).

CCSS.ELA-Literacy.L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

CCSS.ELA-Literacy.L.1.5d Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.



First Grade:

CCSS.ELA-Literacy.L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

Second Grade:

CCSS.ELA-Literacy.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups..



Second Grade:

CCSS.ELA-Literacy.L.2.1c Use reflexive pronouns (e.g., myself, ourselves).

CCSS.ELA-Literacy.L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified.

CCSS.ELA-Literacy.L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).



Find live online, on demand and in-person product training: Unity®, Vocabulary Builder™,

LAMP Words for Life™, CoreScanner™, Spanish Unity,

Essence™, and Accent Operations and Programming

Earn ASHA CEUs!AAC 101

Getting Beyond Basic RequestingApps to Help Grow Language

AAC EvaluationsAAC in the Home

Many more…

simple strategies for integrating aac into classrooms jennifer monahan, ma, ccc/slp augmentative...

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