Transcript Title CSHA--Bookman Old Style Bookman Antique

AAC: A Family Perspective
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Kourtney’s story
AAC and AT introductions
AAC and AT applications in the classroom
Example for Science assignment
Resources and Examples
Strategies that worked
Kourtney’s Story
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8 year old Second Grader
Twin sister Kaitlyn
Medical conditions
Therapy
– Physical Therapy, Occupational Therapy, Speech therapy,
PROMPT, AAC, specialized school learning
Loves the ballet, Disneyland, volleyball and shopping
Very social and loves to go out with friends
AAC and AT introductions
• Early, early, early intervention
• PECS and sign language early on
• Started with adapted toys and books
– Page fluffers, electronic toys, books on computer,
Ipod, etc.
• Started using AAC device in speech therapy at age 2
• Obtained an AAC device at age 3 ½
• In Pre-School, used AAC device for curriculum and
social activities
My new PINK Talk!!! 2008 age 4
AAC Pre-school and Early Elementary School
• How AAC has enable Kourtney to be mainstreamed at school
– Able to clarify her speech
– Pre-literacy and literacy skills
– Fully participate in classroom
• Circle time
• Star of the Week
• Answering questions
• Presenting weather, etc.
• Has her classmates, teachers and friends names on
device if she can’t pronounce their name
• Journaling
• Utilize device for testing
• AT in the classroom
– Netbook, iPad
– Print out her own work from her AAC device
– Math software, writing software, electronic books
Strategies that increased Kourtney’s
interest in AAC and AT
Personalizing her AAC device:
Music
Princess Pages
Scenes with stories about her weekend
Jokes, funny phrases
Books
Kourtney Reading Books
Kourtney Reading Books with Miss Kathy
Kourtney in the Closet When She was
Suppose to be Taking a Nap!
Books that are Recorded onto
Her AAC Device
Kort Reading Books to Her Friends
Kort doing Star of the Week Presentation
in Kindergarten
Star of the Week Presentation
Sight Words
Presentation for Science
Activity: Just Do It
• Review the curriculum assignment
• Consider what she needs to know to participate
socially and academically?
– Ask yourself, “What would Kourtney need to say?
What knowledge would she need to demonstrate?
– Parent/Aide/Teacher/SLP programs device
• Kourtney shows us how she uses her device
• Reinforce priorities: did you consider linguistic,
operational, social, and strategic competency?
Resources and Examples
What Was I Supposed to Do?
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Outline of how to use the device, a quick “take away”
Front load the device for new vocab, lessons, concepts
Get worksheets a week in advance to adapt
Generate daily schedule of accommodations, modifications,
strategies, and tools
Take a screen shot and email to parents
Get images from Internet for icons
Go to Language Lab at Prentke Romich Corporation
Legally entitled to digital version of textbooks
Write letter to teacher and aide of helpful hints
www.setbc.org to use with Clicker, Boardmaker, power
point for lesson plans
Example of Daily Classroom Activities
with Accommodations, Modifications and Strategies
Use
AAC
Use
AT
Accommodations
Modifications
Strategies
Daily Five
1.
Read to self
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Read to partner
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Word work
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Journaling
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Book club
X
Language Arts/Phonics
Daily Language
Practice
Use books that have
been adapted with
AAC icons
Partner assigned
before class splits up
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Math
Use AAC device to
generate Word
document OR use
writing software
Icons on books or
books on her AAC
device
Magnetic letters
Word families on AAC
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DLP ahead of time to
ensure that the words
are on her device
Write out sentence
using her device
instead of writing by
hand
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Math software
Science
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Vocabulary added to
AAC prior to lesson
Social studies
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Vocabulary added to
AAC prior to lesson
Guided Reading
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Spelling
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Computer Lab
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Tests one week prior to
create AAC icon
practice page
Touchmath
Mathpad
Testing allows answers
from AAC that are full
words (not spelled out)
Using math software
Use other software to
replace Study Island
curriculum?
Strategies that worked…
• Early intervention using AAC to develop literacy
• Social closeness matters most
– How does that make you feel?
– Get past wants and needs to more in-depth information
sharing
• Allow child to select own icons and program their
device
• Let child initiate and make connections
• Practice before the child has to use vocab and concepts
in classroom – pre-teach
• Being creative to develop ways to access curriculum
and participate fully in all environments
What Worked for Kourtney
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Early, early, early intervention
Try, try and try again different methods
Sensory Integration Disorder base for treatment
Treating all symptoms – Physical, Occupational, Speech,
medical, learning
Getting diagnosis from all types of doctors
Using diagnosis to work with therapists and teachers
PROMPT, AAC-PRC’s Vantage Lite, SID, aide in classroom
Specialized learning programs that utilize technology
How You Can Help
• Each child is unique
• Take a holistic approach to each client
• Be an advocate – parent and therapists and
teachers
• Integrated treatment plan
• Treat and train the family
• Be open to different methods
• Work together with treatment team
• Celebrate accomplishments and be honest with
the family on the term of treatment outlook
What Was I Supposed To Do?
What activities demonstrate AAC Competencies?
Linguistic-build child’s language, e.g.
develop 2-4 word utterances, expand
pronouns with everyday toys, tools and
curriculum, cars, ipad, books
Operational—how device works, locating
pages, programming icons
Social—communication wallet to talk to peers.
use eye contact with speech generating device
Strategic—multimodal, repair messages,
“I have more to say”
References
Beukelman, D. & Mirenda, P. (2012). Augmentative and alternative communication: Supporting
children & adults with complex communication needs (3rd ed.). Baltimore, MD: Paul H. Brookes.
Hyter, Y.(2007). Pragmatic language assessment: A pragmatics-as-social practice model. Topics in
Language Disorders 27:2, 128-145.
Light, J. (1988). Interaction involving individuals using augmentative and alternative communication
systems: state of the art and future directions. Augmentative and Alternative Communication, 4(2),
66-82.
Light, J. (1989). Toward a definition of communicative competence for individuals using augmentative
and alternative communication systems. Augmentative and Alternative Communication, 5(2),
137-144.
Light, J. & Kelford Smith (1993). Home literacy experiences of preschoolers who use AAC systems and
of their nondisabled peers. Augmentative and Alternative Communication, 9, pp. 10-25
Mayne, L. (2008). Let’s Talk Social Skills. Speechmark, Inc.
Rogers, S. (1999). Hearing them into voice: An instrument for assessing and teaching communication.
Available at www.drsharonrogers.com.
Smith, M. & Murray, J. (2011). Parachute without a ripcord: The skydive of communication interaction.
Augmentative and Alternative Communication, 27(4), 292-303.
Vygotsky, L. (1986). Thought and Language. Cambridge, MA: The MIT Press.