Transcript AAC Interventions

CSD 460
Intervention
1
Partner Augmented Input
2
Aided Language Stimulation (ALS) and
Partner Augmentative Input (PAI)



The facilitator highlights/points symbols on the device as the facilitator interacts
and communicates during an activity
The facilitator is modeling communication by using on-going language
stimulation as (s)he uses the board.
Research shows that individuals can effectively learn through modeling
Philosophy: typical children hear and see language a year before they speak. We
should allow our AAC users the same opportunity!!
BECAUSE-18mo old has been exposed to 4,380 hours of oral language at the rate of
8 hours /day from birth!
S/L therapy 2xs a week for 20-30 minutes will reach the same amount of exposure
in 84 years!
(Korsten, J)
3
How do we do that?
•
The communication partners need to be more fluent than the AAC user.
•
The AAC user must be inundated with seeing the system being used
frequently, interactively and generatively.
(model, model, model)
• Strive to use ALS 80% of the time.
• We practice systematically to build fluency.
• RESPOND TO WHAT THE CHILD’S MESSAGE IS NOT THE ACT OF TALKING
• Model from the AAC users perspective (“I want”…instead of “time for ___)
4




Model communication functions, vocabulary, language structures, etc.
Modeling IS talking NOT just asking questions all the time! We strive to use an
80:20 ratio of statements vs. questions/commands.
Talk about what the child is doing or did.
Focus also on commenting, making statements, describing what is going on
around the individual

Also model important concept- help, feelings, protesting etc.

Use ALS for general modeling and for what you will be teaching the individual.
5
What are Our Outcomes




It slows us down.
Shortens our sentence length
Forces us to emphasize key words
Takes us from being in a “ I question,
you answer” mode. In this mode they
are only responders NEVER initiators.
6
What does it do for our AAC user?





Increases comprehension and production
Reinforces the effectiveness of using the
system.
Teaches multi symbol messages
Improves utterance length and complexity
Increases responsiveness and use of the AAC
system.
Let’s try it!
7
What in the World do We Teach?
8
Teaching Pragmatic Development
Teaching choice making and requesting.
Choice Making- THIS COMES FIRST
Step 1- Develop preferences
Frequently this comes without teaching
BUT if not…
EXPOSE AAC users to LOTs of new things
(foods, activities, environments, toys, etc)
9
Choice Making VS Requesting
Choice making



Not self initiated
Not always a
communicative
interaction
Choice making may not
involve interaction
between 2 people
Requesting


IS self initiated
ALWAYS involves a
communication partner
10
Choice-Making Opportunities

“People who are learning to make elicited choices
need frequent, meaningful opportunities to control
their environments in this way.” (200 a day)
 When, where, by whom
 Age-appropriate
 Progress in number of choices
 Objects or symbols (or both)
 Preferred/preferred? referred/non-preferred?
preferred/distractor? preferred/aversive (no)
 Natural consequences are important
11
Requesting



Basic, a must, taught early
Teaching requesting can reduce problematic
behaviors! (let’s look at A)
Let’s look at Picture Exchange Communication
System.
Let’s look at M
12
Picture Exchange Communication
System (PECS) by Bondy and Frost

3 main purposes
1. teach initiation
2. find a communication partner
3. teaches requesting
6 phases
Small group project
13
6 Phases of PECS
****Getting Ready for PECS
1.
2.
3.
4.
5.
6.
The exchange
Pulling of picture- distance and persistence
Discrimination and reduce pic size
Adding the sentence strip and “I want” and attributes
Respond to “What do you want?”
Respond to “want, see, have, etc”
****Additional Critical Communication Skills-help, yes/no, break
Mickey video
14