Transcript Using Core Vocabulary in Dynamic Display

Using Core Vocabulary in
Dynamic Display AAC Devices
Kathy Clapsaddle, M.S., CCC-SLP
ESC Region XIII
[email protected]
Augmentative and Alternative
Communication
…refers to ways (other than speech) that are
used to send a message from one person to
another. (gestures, writing, sign language,
manual communication boards, voice output
devices etc…)
American Speech Language Hearing Assn.
Dynamic Display
• Displays that change
based upon selection
• Symbols are integrated
part of vocabulary
software
Advantages
• Extremely flexible
• Items arranged based on
preference
• Synthetic speech
• Large vocabulary
• Environmental controls
• Computer functions
Disadvantages
• More difficult to learn
• Require power
• Computer glitches
Language Representation Methods
• Single Meaning Pictures
• Alphabet-based
• Semantic Compaction
Single – Meaning Pictures
• Each word requires a picture
• Easy concept to understand
However
• Most words are not picture produced
• Not natural
• Severe organization issues
Single Meaning Pictures
• Each word requires a picture
• Easy concept to understand
However . . .
• Most English words not
concretely represented
• How do you organize?
Alphabet-based Systems
• Spelling one letter at a time
Simple Concept
Requires spelling skills, slow
• Rate enhancements
Abbreviations
Requires good memory skills
• Word Prediction
Requires some spelling
Distracting
Semantic Compaction or
Minspeak/Unity
• Multi – Meaning Icons
• Static overlay (does not change)
• Not obvious – Like single meaning
pictures, requires training
• Use with a variety of individuals
18 months to adult
IQ of 40 up
Core vs. Extended
• Core vocabulary is reusable
• Extended vocabulary is specific
Core Words are …
• Consistent
• Predictable
• Combinable
You need a MAP for
where you want to
go if you have any
chance of getting
there!
The MAP
• Have access to CORE
vocabulary
• Develop a core vocabulary
of 50 – 300+ words
• Use words from ALL word
classes
• Follow early language
development patterns
Core Vocabulary Resources
• Starter Set of Word for Curriculum
Enhancement and Functional
Communication – Gail M. Van Tatenhove
• List of Starter Vocabulary –
Gail M. Van Tatenhove
• Dolch Word List
• 106 Important Early Words –
Pamela Elder
Top 25 Most Frequently
Occurring Words by Adult
Augmented Communicators
(Hill, 2001)
1. I
8. was
15. for
22. but
2. the
9. that
16. have
23. know
3. to
10. in
17. like
24. with
4. and
11. of
18. me
25. they
5. a
12. my
19. do
6. it
13. you
20. on
7. is
14. yes
21. people
TEACHING with Core
Language
How We Teach . . .
• Teachers are taught how to….
– Help students learn information by
implementing curriculum
– Focus on critical concepts &
vocabulary identified in curriculum
– Get fluid, up-to-date information
about what their students have
learned
Referential Teaching
• What is . . . .?
Where did . . . .?
• Requires:
– Access to increasing amount of
specific vocabulary
– Least amount of critical thinking or
language production by the student
– Highest memory demand on AAC
users with the least pay-off
Critical Thinking/Descriptive
Teaching
• Why did . . . ?
How did . . .?
• Requires:
• Access to core vocabulary for
longer, descriptive answers
• More integration of the information
• The student using AAC to focus on
the information in the lesson and
not on learning new pages and
symbols
PLAN to give the student
access to 50 - 400
permanently available,
APPROPRIATE, HIGH
FREQUENCY, RE-USABLE
words and word variations
Permanent, Re-usable
Vocabulary
• Words to which student ALWAYS has access
• Words the student can use across activities
• Words the student needs to learn to use to talk
when not in school anymore
Which Words?
• The first words
should allow
RANGE of
REASONS to talk
• Normal language
development is the
guide to select
Vocabulary Needs for AAC System
•
•
•
•
Access to large set of vocabulary
Core vocabulary
Fringe vocabulary to supplement
Vocabulary to function in various
environments, pragmatic needs and
functions
• Organized method for expansion
Today’s Method
• Role play to select words from a
manual communication board that
already has a robust set of core words
– Do a reading activity with a book
– Script for those words in 3 activities per
table
Instructions . . .
• Divide into 3 groups/table
• Each make ONE list of words
– To MEDIATE
– To DISCUSS
– To RE-TELL
• Scripting
– Jot down a simple script – what you say, what you expect
the child to say
– Circle the words you need on the communication board
Mediating Tasks
• Take turns
• Do a physical activity
(turn page)
• Repeat
• Stop
Discussing Tasks
•
•
•
•
•
Make positive comments
Make negative comments
Ask questions
Give information
Get information
Re-Telling Tasks
• Re-phrase the story
• Replace specific words
with generic words
• Re-define extended
vocabulary with core
vocabulary
Any ideas?
1. Learn AAC basic operations
• Help student learn basic operations
• Make adjustments
– change volume
– revise message
– add vocabulary
• Problem solve when device does not work
– plug in charger
– contact team member for difficult problems
2. Encourage others to become
involved with the AAC user
• Communicate regularly
with parent to encourage
them, select vocabulary
and program
• Familiarize peers with
AAC techniques and why
it is used
• Identify communication
mentors to practice
communication
3. Identify and program
vocabulary student will need
• Determine core / fringe
vocabulary student will
need to participate in a
variety of activities
• Prepare materials for
training target vocabulary
• Inform designated person
of new vocabulary to
preteach
4. Provide MANY communication
opportunities throughout the day
and easy access to the AAC device
• Provide the same number of
opportunities for the AAC student
as other students
• Tell AAC user
questions/assignments in
advance with time to prepare
• Be sure AAC system is set up
AND available
• Be prepared with a backup lowtech system
5. Use strategies to facilitate
communication
•
Expectant Wait
•
Reinforce all attempts to
communicate
•
Give instructions slowly
6. Encourage Literacy
• Provide a literacy rich
classroom
• Use the AAC system during
reading, writing, & spelling
activities
• Read to students encouraging
active participation using the
AAC system
• Non-spellers can use symbols
on the AAC device to write.