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CDCI Assistive Technology Tryout Center,
Communication Connection!
The conference call in number for today is
Phone number 1-888-850-4523
Passcode is:859908
Let me show you!
Using modeling to teach language
and communication skills
MAUREEN NEVERS, M.S. CCC-SLP
VERMONT ITEAM
MAY 18, 2011
Vermont ITeam
Today’s Agenda
1.
Modeling defined
2. 5 STEPS Planning Process
1.
Targets
2.
Teaching
3.
Tasks and Tools
4.
Testing
5.
Team
3. References and Resources
Be alarmed…
“There is also strong neuropsychological
evidence that very young children with
complex communication needs require early
intervention, and that the consistency and
quality of the instruction they receive is likely
to have a lasting impact on the level of
linguistic and communicative competence
they will ultimately achieve. Even so, few
people are ringing loud the alarm bells.”
Augmentative Communication News: September 2006 Volume 18, No 3
What is Modeling?
Modeling is an instructional strategy where you show
someone how to do something so that they can do it in
the future.
What is Modeling?
As a strategy for learning language, modeling occurs
when the partner communicates with the person in
natural contexts using the modes and materials that
the person is expected to use.
What is Modeling?
Modeling is a valuable teaching and learning strategy
that is is important for learning language at any age or
stage, but is critical for beginning communicators.
Modeling is key to intervention …
“Despite their diversity, the research reports
summarized in this article all have a common
thread…all studies investigate the use of
aided AAC modeling as a key
component of AAC instruction.”
Drager, 2010
Other Names Associated with Modeling
 Aided-language stimulation
 Non-directive language
 Augmented Input
 System for Augmenting Language (SAL)
 Aided Language Modeling
 Aided AAC Modeling
 Total Communication
Why do communicators need models?
 Benefits of new forms are not obvious
 No natural models to observe and imitate
 Telling doesn’t work
 Language learning requires ongoing support
Don’t just tell, show…
“We just can’t tell beginning communicators
how to interact ... using AAC … We need to
show them how to use the modes of
communication … and demonstrate that
using AAC works and can work for them.”
Augmentative Communication News: September 2006 Volume 18, No 3
Why is Modeling important?
 Partners input is consistent with the expected output
 Shows the person how the system can be used
 Sends message that the AAC system is an acceptable
form of communication
 Facilitates comprehension by providing additional
visual information
 Demonstrates appropriate interaction skills
 Provides opportunities for learning new language
concepts
Benefits of Modeling
 Provides opportunities to observe the functional uses of
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the AAC system
Helps identify strengths and limitations of the system
Sensitizes facilitators to difficulties in using the AAC
approach
Requires facilitators to become competent users of AAC
Makes communicative interactions naturally slower,
allowing more time for processing the language
Ensures language input will is relevant to the context and
needs of communicator
Targets
Learning
outcomes,
standards
Teaching
Instructional
methods,
formats
Tasks &
Tools
Activities,
themes,
topics,
materials
Testing
Formal and
Informal
Assessment
Team
Personnel
supports and
services
Targets
What are the goals or outcomes that I am
hoping to achieve?
Potential Partner Goals
Set the stage for production of language using AAC.
2. Provide support for individuals who have difficulty
understanding spoken language to increase their
participation across activities and interactions.
3. Assist in eliciting target language forms (e.g. teach
specific vocabulary, syntactic structures, or
communicative functions).
4. Elicit target behavior as part of a prompt hierarchy.
1.
Potential Communicator’s Goals
1.
2.
3.
4.
5.
Learn meaning of vocabulary
Increase use of morphological markers
Expand syntactic structures
Increase communicative functions
Follow routines
…can be applied to nearly any individualized
language or communication goal…
We aren’t great partners...
“Research shows that the partners of people
with complex communication needs tend to
ask
predominantly
yes/no
questions,
interrupt, take the majority of conversational
turns, provide few opportunities for
communication, and focus on the technology
rather than the individual.”
Augmentative Communication News: September 2006 Volume 18, No 3
Teaching
What are the instructional methods and
approaches associated with this strategy?
Modeling
 Partner use of communication
modes/materials
 Partner represents:
 own
words
 communicator’s words
 instructor’s words
 others’ words
 words related to the current situation….
Modeling challenges…
 Limited AAC system
 Balancing use of AAC modes during interactions
 Understanding the demands on the communicator
 Determining the amount of support needed
 Skilled trainers for partners
Partner’s Role/Responsibilities
 Modeling requires that the partner:
 Understand what modeling is
 Understand the support necessary for the communicator
 Know the target to model
 Be competent in using the AAC system
 Provide multiple opportunities for learning
 Be flexible for application in natural contexts
Don’t just tell, show…
“If
a
facilitator
with
competent
communication skills cannot effectively
communicate using a communication
display, then we cannot reasonably expect
the augmented speaker to develop
communication competency with that
display”
Elder and Goossens’, 1994
Communicator’s Role/Responsibilities
 Modeling requires that the communicator:
 Pay attention
 Retain an image of the model to reproduce later
 Have multiple opportunities to practice the modeled behavior
 Be motivated (internally or externally) to imitate the behavior
 Make the effort to reproduce the model
Modeling Notes
 Communicators need to experience models of their
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language
Aided language communication does not naturally occur,
so we have to create this environment
Language is not learned through straight imitation, but
through broad experiences of concepts, vocabulary and
applications.
Give logical feedback for communicator’s attempts
Focus on the interaction, having a conversation as
opposed to “working on the system”
Talk in short sentences while pointing to targets
Modeling Guidelines
 Application is genuine, natural, meaningful
 Partners are trained and supported
 Partners practice, with and without the communicator
 Supports are accessible, available
 Supports contain sufficient quantity of symbols
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representing range of functions
Models are at and above student’s current expressive
skills - Model “one more stage” of language for the child
Partners point to one or more symbols per utterance
Communicator is not “required” to use the support
Partners comment, wonder, observe, notice…
Partner Modeling Strategies
 Teach partners to become effective facilitators by
using strategies such as:
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Responding to the child’s point of focus
Using aided AAC modeling
Using expectant delay
Asking open-ended questions
Use cuing hierarchy
What are the types of modeling?
Language Immersion
2. Comprehension
3. Production
4. Prompt
1.
Modeling as a Language Immersion Approach
 Goal: setting the stage for production of language using AAC
rather than eliciting it
 Measured by: increase in person’s use of AAC modes and
speech.
 Focus is on activities and interactions, not instruction
 Modeling and scaffolding occur
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throughout the day
In natural contexts
With multiple partners who are competent users of the language
 Learners experience people interacting with them
 Learners observe people as they interact with one another.
 Total immersion is ideal, but partial immersion is possible
Large Group Reading and Modeling in Classroom
Get Ready for Outside Language - Preschool
Modeling to Support Comprehension
 Goal: provide support for individuals who have difficulty
understanding spoken language to increase their participation
across daily activities and interactions
 Measured by: increase in comprehension and participation,
possibly decrease in frustration or challenging behaviors
 Trained facilitators use AAC paired with speech
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Examples:
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speak + point to icons on device
speak + sign
speak + point to symbol + point to its referent
 Examples:
 Visual scene displays (VSDs)
 Visual supports, such as calendards, schedules
 Written scripts
Modeling with a High Tech Device
Grocery Store
http://www.youtube.com/watch?v=zE297KJ4p4U
Schedule on iPad
http://www.youtube.com/watch?v=hhrNPRvXLJ8&feature=related
Modeling to Support Specific
Language Target Production
 Goal: elicit target language forms (e.g. teach specific
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vocabulary, syntactic structures, or communicative
functions)
Measured by: child successfully uses targeted
language forms in expanding contexts
Skilled clinician models the language target while
speaking
May combine with scaffolding strategies
Helpful for young children or early communicators
who are learning language and using AAC for
expression.
Navigating to “cut” after model
Modeling as Part of a Prompting Hierarchy
 Goal: elicit target behavior
 Measured by: number of times child produces the
target behavior and under what circumstances
 Adult/teacher models are commonly used as part of
a prompt hierarchy to elicit specific behaviors

Visual (point to), verbal (“say…”) and tactile (touch arm)
prompts are also often part of prompt hierarchies
 Carryover and maintenance are also important
factors to track
YouTube Video Mom with Book
 Goal: elicit target behavior
 Measured by: number of times child produces the
target behavior and under what circumstances
 Adult/teacher models are commonly used as part of
a prompt hierarchy to elicit specific behaviors

Visual (point to), verbal (“say…”) and tactile (touch arm)
prompts are also often part of prompt hierarchies
 Carryover and maintenance are also important
factors to track
Scaffolding and Response Strategies
 Response strategies are modeling techniques that are
specifically employed after the user has
communicated a message.
 Scaffolding is helps us determine “what” we model.
Scaffolded Response Strategies
 imitate
Partner repeats message that was expressed by the
communicator
 repeat
Partner repeats message that was expressed in
another form (e.g. person standing at the door,
partner says “go” and “out” with Core)
 expand
Partner adds to message (e.g. person says “want”,
partner expands to “want this”)
Scaffolded Response Strategies
 connect
Partner adds a connecting word (e.g. because,
and, then, so, but) to encourage person to
continue.
 correct
Partner repeats message using the correct
grammar or marker (e.g. person says “that
want”, partner models “want that”)
Tasks
What are the activities that will provide an
appropriate context for learning?
Modeling should occur…
 During meaningful exchanges
 In natural environments
 Across contexts and activities
 Again, and again, and again
Tools
What materials and supports will be
necessary?
Modeling Materials
 No-tech
 Speaking only
 Low-tech
 Paper-based tools
 Pair with speech
 Mid-tech
 Recordable devices
 High-tech
 Speech generating devices
 Personal digital electronic devices (e.g. iPad)
No-tech Modeling
Adult:
“Tell me about Wilbur”
Student: “small”
Adult:
“Yes, he is small”
Low Tech Book for Modeling
Modeling with a Low Tech Board
Modeling with Low Tech Materials
Emergency prep lesson
http://www.youtube.com/watch?v=0-jL0wTJF2k&feature=related
Saying “help”
http://www.youtube.com/watch?v=Cq7nfiBIrzA&feature=related
Modeling with a High Tech Device
Modeling with a High Tech Device
Grocery Store
http://www.youtube.com/watch?v=zE297KJ4p4U
Schedule on iPad
http://www.youtube.com/watch?v=hhrNPRvXLJ8&feature=related
Modeling Materials
 It may be necessary to have separate or
supplemental displays for the adults to use so that
they have access to the greater volume of vocabulary
Modeling Materials
The only pre-requisite for modeling is that the
communicator’s AAC supports have to be available….
“See the child, see the device”
“See the communicator, see their ‘voice’”
Change is purposeful…
“Being an effective communication partner or
AAC facilitator is not intuitive. It often
requires one to change long-established,
unconscious ways of communicating.”
Augmentative Communication News: September 2006 Volume 18, No 3
Testing
How will I evaluate the student’s progress
towards the identified outcomes?
Measuring Communicator Outcomes
 increase in person’s use of AAC modes and speech.
 increase in comprehension and participation,
possibly decrease in frustration or challenging
behaviors
 child successfully uses targeted language forms in
expanding contexts
 number of times child produces the target behavior
and under what circumstances
Outcomes of Modeling…
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In addition to changing partner behaviors, Drager
and her colleagues found that instruction in
modeling resulted in increases in:
communicative turn-taking
use of communicative functions
lengths of utterances
semantic diversity
syntactic complexity
Drager, 2010
Team
What are the resources and supports that the
Team will need to implement this
intervention?
Opportunity is purposeful…
“While we know modeling is an important, if
not key, instructional strategy, we also know
that modeling does not flow naturally from
environmental exposure and daily social
interactions. Rather, it must be orchestrated…”
Augmentative Communication News: September 2006 Volume 18, No 3
The reality…
 Few guidelines for how to model
 Few people trained to model
 Most people don’t model
 Communicators have a deficit of appropriate input
 Communicators have few opportunities for rich
communication experiences
Partner Instruction Model
1.
2.
3.
4.
5.
6.
7.
8.
Pretest and solicit the partner’s commitment to learning
the targeted strategy.
Describe the strategy.
Demonstrate use of the strategy.
Provide verbal practice of the strategy steps
Practice implementing the strategy in controlled contexts
(i.e., in role plays with the first author).
Practice implementing the strategy in natural contexts
(i.e., book reading with the children).
Complete posttest and solicit the partner’s commitment
to long-term implementation of the strategy.
Demonstrate generalized use of the strategy.
Binger, 2010
Planning to Model
The Instructor models (shows or uses) the
communication display:
☐ targeted word(s) or language targets: ________________
____________________________________________
for:
☐
☐
☐
☐
a specific length of time ____________
a specific activity ____________
specific event/occurrence ____________
a defined quantity of models ____________
Resources and References
Binger, C. (2010) Teaching Educational Assistants to Facilitate the
Multisymbol Message Productions of Young Students Who Require
Augmentative and Alternative Communication American Journal of
Speech-Language Pathology Vol. 19 108–120
Drager, K. (2009) Aided Modeling Interventions for Children With
Autism Spectrum Disorders Who Require AAC Perspectives on
Augmentative and Alternative Communication 18 114-120.
Goossens’, C., Crain, S., & Elder, P. (1992). Engineering the preschool envir
onment for interactive, symbolic communication. Birmingham, Southea
st Augmentative Communication Conference Publications.
Resources and References
Augmentative Communication News: September 2006 Volume 18, No
3
Description: Modeling is the target topic of this issue of the ACN newsletter. This
11-page document is an excellent resource on this topic, and is available for
anyone to download from the link below.
Web address:
http://www.augcominc.com/newsletters/?fuseaction=newsletters&V=18&C=CAN
Teaching Strategies - Modeling in Everyday Activities
Multi-page handout on how to use model.
www.rockybay.org.au/download.cfm?DownloadFile=DDB0B2BF-1372