Transcript Make & Take - R4SLPAdvisory12-13

Implementing the Use
of Core Vocabulary
Strategies in Functional
Activities
Presented By:
Shannon Paige, M.S. CCC-SLP
Sarah Hudson, M.A. CCC-SLP
(with a little help from the students
and staff in Cypress-Fairbanks ISD!)
Disclosure Statement
No relevant financial relationship(s) or nonfinancial
relationship(s)
 We have no relevant financial or nonfinancial
relationships in the products or services described,
reviewed, evaluated or compared in this presentation.
Learning Objectives
Participants will learn:
 To navigate a simple low technology core vocabulary
board to make basic wants and needs known.
 Adapt current therapeutic strategies to incorporate the
use of core vocabulary.
 Embed the use of the core vocabulary board in daily
activities promoting active learning and developing
functional communication.
As speech pathologists, we are here
to support and to promote
functional communication in all
settings.
What is a core vocabulary
(communication) board?
A Core Communication Board (Core
Board) is a research based low
technology (low tech) tool that can
come in many shapes and/or sizes to
support functional communication with
children and adults.
Core Vocabulary is based on
research
Joanne Cafiero-Increase available
vocabulary
Caroline Musselwhite-Social Scripts
Gail Van Tatenhove-Pixon Project
How is Vocabulary Selected?
 Just like sight words, the vocabulary
on the Core Board is selected based
on the frequency it is used within
typical children’s and adults’
communication samples.
Core Vocabulary Board
What Makes a Communication
Board Work?
Every one uses it
all of the time!
Who does that Include?
 Child/Client
 Teachers/Teaching Assistants
 Therapists
 Classmates
 Parents/Caregivers
 Siblings/Extended Family
Rule of Thumb
 The more exposure each individual has to the
Core Board, the better chance they have of
learning it and using it.
Rule of Thumb
 The more proficient the individual is, the
better chance he/she has of moving on to
devices that will grow with him/her if
needed.
Rule of Thumb
 We need to model at every opportunity.
 Therapists and other important service
providers/caregivers need to model the
use consistently.
 Any other individuals that interact
regularly should be trained and need to
model also.
Where do we go next?
 Continue to implement one step at a
time!
 Magic doesn’t happen over night, but
with consistency, it will.
Learning to Navigate the Core
Vocabulary Board
Specific Uses (Functional)
Entering a new Environment
“Hello”
“I am here”
“I want to eat”
Specific Uses (Transitioning)
Controlling Environment
“do something different”
“finished”
“something new, something fun”
Specific Uses (Leaving)
“I go to eat”
“I go to bathroom”
“I go outside”
“I go to play”
“I go to bus”
Specific Uses (Requesting)
“I want it”
“I want something to eat”
“I want a turn”
“I want something different”
“more”
Specific Uses (Feelings)
“I like it”
“I am happy”
“I am tired”
“I don’t like it”
Specific Uses (Describing)
“It is big”
“It is yucky”
“It is yellow”
Specific Uses (Turn-Taking)
“I want a turn”
“not now”
“I want to wait”
Specific Uses (Directives)
“stop”
“wait”
“stand”
“walk”
“sit”
Know Your Client
Where are they functioning?
 Mildly Delayed
 Moderately Delayed
 Severely Delayed
What does that look like?
Mildly Delayed
 Typically uses 3 word utterances or more for labeling,
repeating, answering, requesting, calling, greeting
protesting and practicing
 Fit in with peers until you have a conversation with
them
 Generally working on vocabulary development (higher
level descriptive concepts, prepositions, and
sequencing-first, then, last), articulation, increased
utterance length-quality, turn taking and grammatical
structures (articles, pronouns, question forms)
Moderately Delayed
 Typically uses 1-2 word utterances for labeling,
repeating, answering, requesting, calling, greeting
protesting and practicing
 Appears younger than typical peers
 Generally working on vocabulary development
(increasing MLU/Mean Length of Utterance to 3
words, verbs and verb forms, early developing
descriptive concepts), articulation, increased
utterance length-quantity, following general
directions in class
Severely Delayed
 Typically uses behavior or single word utterances for
labeling, repeating, answering, requesting, calling,
greeting protesting and practicing
 Uses more gestures paired with behavior to
communicate
 Limited attention span
 Typically working on imitating sounds and words, using
words more than gestures, remaining in area, attending
to activity, vocabulary development (nouns and verbs)
Adapting Environment and Materials
to Promote Communication
Adapting Materials
Our Toolbox
Adapting environment
Adapting activities
Adapting books
Embedding Core Vocabulary in
the Environment
Adapting Environment to Promote
Use of Core Vocabulary
Sentence a Week
 Pick a sentence, put it in your lesson plan
and everyone uses it that week
 Find ways to practice phrases/sentences
in a variety of settings (rooms, activities,
people)
 Model sentences when possible
 Reinforce to gain independence
Writing Goals & Objectives (The Plan)
Or at least thoughts to ponder…
 We base many of our therapy objectives on
the Pixon Project which is available through
Meyer-Johnson. The Pixon Project provides a
starting point for writing functional goals using
core vocabulary for your clients.
Questions & Answers
Sources
 The University of Nebraska http://aac.ul.edu/VLN1.html
 Gail Van Tatenhove’s and the Pixon Project
www.vantatenhove.com
 Caroline Musselwhite www.aacintervention.com
 Joanne Cafierro PH.D. www.cafierocommunications.com
 Email us at any time: [email protected] or
[email protected]