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AAC B OOTCAMP (A LDINE ISD) angela standridge@esc4 net AAC B OOTCAMP (A LDINE ISD) HTTP :// AAC 101. WIKISPACES . COM / angela.standridge@esc4.net 2013 1 REGION 4 ESC

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AAC BOOTCAMP (ALDINE ISD)

angela standridge@esc4 net

AAC BOOTCAMP (ALDINE ISD)HTTP://AAC101.WIKISPACES.COM/

[email protected]

20131REGION 4 ESC

ASHA2 ASHA

Financial disclosure: Region 4 and associated presenters are employed by Region 4

R i 4 d i d h fi i l Region 4 and associated presenters have no financial or non‐financial relationships to disclose

Participants must sign in each day and initial when Participants must sign in each day and initial when returning from lunch to receive ASHA CEUs

Participants must stay for the entire session to Participants must stay for  the entire session to receive CEUs 

2013REGION 4 ESC

AGENDA3 AGENDA

What is AAC?

AAC Assessment

AAC and Literacy Assessment 

Core Vocabulary Core Vocabulary

A little bit on intervention and implementation

Low Tech AAC

Mid Tech AAC

High Tech AAC

2013REGION 4 ESC

WHAT IS AAC?4 WHAT IS AAC?

2013REGION 4 ESC

WHAT’S IN A NAME?5 WHAT S IN A NAME?

AAC‐ augmentative and alternative communication

CCN‐ complex communication needs

VOCA i t t i ti id VOCA‐ voice output communication aids

SGD‐ speech generating devices

Low, mid and high tech

2013REGION 4 ESC

AAC ASSESSMENT

2013REGION 4 ESC 6

WHAT DO YOU ALREADY KNOWAT/AAC A ?

7

ABOUT AT/AAC ASSESSMENT?

Involves a team 

Reps‐ training

positioning

why kind of students, NV, word finding, au

cognitive ability 

trials with tools

low tech back up

different environments 

2013REGION 4 ESC

AAC ASSESSMENT ISSUES8 AAC ASSESSMENT ISSUES

W t We assess to:

Select, develop, modify AT systems

Create or adjust instructional plans Create or adjust instructional plans

Measure progress

Assessment plan (if you write it down you will do it) DATE Assessment plan (if you write it down, you will do it), DATE

The Law:

Highly qualified Highly qualified

Completed in a timely manner

Connection to IEP goals/TEKS/STAARg / /

Timely acquisition  of tools2013REGION 4 ESC

AAC ASSESSMENT ISSUES9 AAC ASSESSMENT ISSUES

Effective trials

Follow‐up (data driven)

Have and follow procedures and policies

Seating and Positioning Seating and Positioning

Access of system(s)

Vi i d h i Vision and hearing 

Cognitive/linguistic skills 

2013REGION 4 ESC

AAC ASSESSMENT ISSUES10 AAC ASSESSMENT ISSUES

Existing natural speech skills 

Communication context and partners Communication context and partners

Current and past use of AAC

Transition

Changes in environments,  

partners, 

vocabulary, 

support personnel/team  2013REGION 4 ESC

AAC ASSESSMENT “HOW TO”11 AAC ASSESSMENT HOW TO

Develop an Evaluation Plan (DATE)

Standardized and Norm Referenced‐ usually not ffi i b hsufficient  but use what you can

Establish receptive language skills, establish expressive language skills, fill in the gap

Collect data in multiple environments with input from multiple team members

Explore total communication: voice, oral speech, low tech, high tech, sign, written language, etc.  

Trial tools collect data adjust as needed Trial tools, collect data, adjust as needed

2013REGION 4 ESC

FREE ASSESSMENT TOOLS12

DATE: http://www texasat net DATE: http://www.texasat.net

Communication Matrix http://www.communicationmatrix.org/

Pre‐verbal Communication Schedule http://www.education.gov.uk/complexneeds/modules/Module‐2 4‐Assessment‐monitoring‐and‐les/Module‐2.4‐Assessment‐monitoring‐and‐evaluation/All/m08p030b.html

Pragmatics Profile of Everyday Communication Skills http://wwwedit.wmin.ac.uk/psychology/pp/

WATI ASNAT (Chapter 3) http://www.wati.org

Choose one to explore2013REGION 4 ESC

FOR PURCHASE AAC A T

13

ASSESSMENT TOOLS

Communication and Symbolic Behavior Scales Communication and Symbolic Behavior Scales

Triple C: Checklist of Communication Competencies 

Every Move Countsyhttp://www.youtube.com/watch?v=OV35UNwlZUU

AAC Profile

Social Networks Inventory 

Communication Sampling and Analysis

SCERTS (Barry Prizant) 

Test of Aided‐Communication Symbol Performance

S AAC d i h i i li i i d Some AAC devices have cognitive, linguistic and access assessment tools built into the software

2013REGION 4 ESC

DEVICE CONSIDERATION14 DEVICE CONSIDERATION

Effectiveness and efficiency

Technical Support options

Portability and access

Programming/vocabulary/languageg g/ y/ g g

“Features”: SETT Framework

D d bilit / t i d Dependability/support required

Growth potential 

2013REGION 4 ESC

SOMETHING FUN TO WATCH15 SOMETHING FUN TO WATCH

http://www.youtube.com/watch?v=KJi_Si_jTHk&feature=related

2013REGION 4 ESC

AAC AND LITERACY

2013REGION 4 ESC 16

ASSESSING LITERACY17 ASSESSING LITERACY

Many non oral speakers do not have access to literacy instruction Many non‐oral speakers do not have access to literacy instruction

70% are behind their peers in literacy skills  http://aac.unl.edu/csl/litdev.html

90% of AAC users will enter adulthood functionally illiterate 

Literacy Assessment 

http://aacliteracy.psu.edu/AdditionalResources.html

http://www.med.unc.edu/ahs/clds/

Successful access to the curriculum is very dependent on literacy Successful access to the curriculum is very dependent on literacy skills 

Lack of strong literacy skills is the main obstacle for AAC users to obtain employment and independenceobtain employment and independence 

2013REGION 4 ESC

ASSESSING LITERACY18 ASSESSING LITERACY

Contextual factors:  expectations, opportunity, quantity and quality of literacy instruction 

Literacy skills: criterion referenced tools, standardized tests, observations adapted materialsobservations, adapted materials 

Qualitative Reading Inventory

The Bridge Assessment The Bridge Assessment

Dr. Janice Light’s website http://aacliteracy.psu.edu

Tools: materials/devices/software/equipment enabling AAC users to read and write

Use non‐verbal motor responses to assess (i.e. pointing, eye gaze) with text and/or pictures

If a phonics approach does not work, try a visual approach2013REGION 4 ESC

ACCESSIBLE INSTRUCTIONALM SLP

19

MATERIALS AND THE SLP

Universal Design for Learning 

http://www.cast.org

htt // t b / t h? bD K Y0 6 4 http://www.youtube.com/watch?v=bDvKnY0g6e4

AIM‐ http://aim.cast.org/ and http://www.texasat.net/default.aspx?name=resources.aim

TEA

http://www.tea.state.tx.us/index2.aspx?id=2147487109

Bookshare https://www.bookshare.org/

Learning Ally http://www.learningally.org/

Learning materials can be anything 

2013REGION 4 ESC

BEST AAC AND LITERACY: C E

20

CHOOSE ONE TO EXPLORE

Dr. Janice Light http://aacliteracy.psu.edu

Center for Literacy and Disability Studies y yhttps://www.med.unc.edu/ahs/clds/

Alternate Pencil

Reading Assessment and AT

Route 66

Bridge Assessment

Tarheel Reader Tarheel Reader

2013REGION 4 ESC

A LITTLE BIT ABOUT COREA LITTLE BIT ABOUT COREVOCABULARY

201321REGION 4 ESC

JUST THE FACTS22 JUST THE FACTS

Core vocabulary consists of the most frequently used words we speak and write

About 80 % of what we say is comprised of  about the same 300 words‐ across age levels, gender, culture, etc. 

In order to communicate, access to core vocabulary in single word units is required

If intervention time is invested in teaching, modeling and reinforcing core vocabulary, communicators will be able to say most of what they need to say

VanTatenhove and Normal Language Development 

2013REGION 4 ESC

SO WHAT ARE THE CORE?

23

VOCABULARY WORDS?

Most of those words are pronouns, prepositions, demonstratives, common verbs, common , ,adjectives, common adverbs and a few common nouns

2013REGION 4 ESC

26 Core Words: Toddler24

Words Percentage Words PercentageWords  Percentage Words  PercentageI 9.5 you 3.2no 8.5 what 3.1yes/yeah 7.6 on 2.8yes/yeah 7.6 on 2.8the 5.2 in 2.7want 5.0 here 2.7is 4.9 more 2.6it 4.9 out 2.4that 4.9 off 2.3a 4.6 some 2.3go 4 4 help 2 1go 4.4 help 2.1my 3.8 all done/finished 1.0mine 3.8 TOTAL 96.30%

Banajee, M., Dicarlo, C., & Stricklin, S. B. (2003). Core vocabulary determination for toddlers. Augmentative and Alternative Communication, 19, 67‐73. 

2013REGION 4 ESC

25 Most Frequent Core 25

Words: College Texting( ) ( d) ’yo (u)  are my want(ed) I’m

to(2 too) ye (yep ya) and with itto(2 too)  ye (yep ya)  and with it

I we is a likeI we  is a like

o (okay k)  be just  at me( y ) j

that(s) good no have y (why)

2013REGION 4 ESC From http://aac.unl.edu

that(s)  good no have y (why)

THE LANGUAGE STEALERS26 THE LANGUAGE STEALERS

http://www.youtube.com/watch?v=Vib2__BDCXc

2013REGION 4 ESC

WHAT ABOUT THE OTHER WORDS?

201327REGION 4 ESC

FRINGE, CONTENT/CONTEXTS A V

28

SPECIFIC, ACADEMIC VOCABULARY

Vocabulary that is less frequently used, but is often germane to the interaction

Often consists of nouns

May or may not need to be utilized again: May or may not need to be utilized again:

Naming the capitals of the 50 states

I Th D d h k d I saw The Descendents over the weekend

We are playing a Dungeons and Dragons game this weekendweekend

2013REGION 4 ESC

SHOULD WE WORRY ABOUTF V ?

29

FRINGE VOCABULARY?

Often, the fringe vocabulary conveys relevant meaning‐in fact it may be the most important part of the message

Many times, the meaning can be gleaned from context:

I want it I want it

I need help

I go I go 

But, not always…

2013REGION 4 ESC

SO…WHAT SHOULD WE DO?

30

ABOUT THAT?

Absolutely teach/model core vocabulary first and often

The communicator gets a huge benefit from being able to say 80% of what they intend

Concurrently enable/teach/model access to fringe/context specific vocabulary

2013REGION 4 ESC

SO HOW DO YOU DO THAT?31 SO HOW DO YOU DO THAT?

Reliable assessment to determine receptive and expressive language levelsp g g

Expect communicators to use core and fringe to their receptive level

Provide access in a variety of modalities to core and fringe‐ PROBABLY LOW TECH

2013REGION 4 ESC

PROVIDING ACCESS TO FRINGE32 PROVIDING ACCESS TO FRINGE

MODEL what you expect!

T h th b l tl i ll d i Teach the vocabulary overtly‐ especially academic vocabulary

Utilize technology Utilize technology 

Communication partner assisted scanning

Literacy‐ low and high tech strategies 

“ESL” vocabulary and literacy strategies  

2013REGION 4 ESC

MODEL33 MODEL

Partners know the communicator’s AAC systems fluently and are able to access the fringe/context specific vocabularyspecific vocabulary

Aided Language Stimulation‐ Communication partner speaks the target vocabulary orally while pointing to picture‐most often used with low tech

With a high tech system, be able to access the same way communicator does AND know the vocabulary locations

2013REGION 4 ESC

TEACH VOCABULARY34 TEACH VOCABULARY

i d i i i h f i / Invest time and instruction in the fringe/content specific vocabulary

Clearly define the communicator’s receptive skills and Clearly define the communicator s receptive skills and teach to that level

Be cognizant of the communicator's learning styles, Be cognizant of the communicator s learning styles, modalities, sensory issues

Provide opportunity for expressive practice in context (may be sign, eye gaze, pointing, AAC device, vocalizing, all of the above, etc.)

2013REGION 4 ESC

TECHNOLOGY35 TECHNOLOGY

Low Tech High TechLow Tech Communication/spelling boards, books, 

flip charts

Eye gaze systems‐ simple to complex

High Tech AAC systems

Computers/tablets Eye gaze systems‐ simple to complex

Word Walls

2D and 3D Dial Scans

p /

Accessible software

Alternative access tools

Sticky notes, Lok‐Lift

Dry Erase Boards

General Education applications 

Word processing 

Flip charts and sentence strip holders

Take a photo of an “on the fly” system and save/print/share 

Internet 

Text‐to‐speech software

Smart phones

2013REGION 4 ESC

Anything! Smart phones

MP3 players

COMMUNICATION PARTNER36

ASSISTED SCANNING

With low tech picture choices

With spelling

With oral choices (similar to “twenty questions”)

It is about school, home, other?

Is it about something that happened before, today or will  happen later?

Pragmatic Organization Dynamic Display (PODD) Pragmatic Organization Dynamic Display (PODD)

Novita (Gayle Porter) http://www.novita.org.au/Content.aspx?p=683

Linda Burkhart http://www.lburkhart.com/podd.htm

2013REGION 4 ESC

TEACH LITERACY!37 TEACH LITERACY!

Access and opportunity 

Penn State AAC Literacy

Center for Literacy and Disabilities

Synchronous development of reading, writing and y p g, gspelling

Visual methods of teaching literacy

JUST START!

2013REGION 4 ESC

HIGH TECH AND LITERACY38

AAC systems with access to spelling and word prediction‐MODEL!

C / bl d ibl i h d Computer/tablet word processors‐ possibly with word prediction

Email IM web conferencing social networking Email, IM, web conferencing, social networking

Smart phones

2013REGION 4 ESC

VOCABULARY STRATEGIES39 VOCABULARY STRATEGIES

d l Model

Teach cognates, prefixes, suffixes, and root words (Nifty Fifty)Fifty) 

Teach students how to utilize context clues: embedded definitions, pictures, and chartsdefinitions, pictures, and charts 

Pre‐teach essential academic vocabulary before it is to be introduced in class

2013REGION 4 ESC

VOCABULARY STRATEGIES40

Multiple formats graphic kinesthetic multimedia Multiple formats‐ graphic, kinesthetic,  multimedia, word walls, notebooks, low tech boards 

Bridging‐ connecting new vocabulary by utilizing Bridging connecting new vocabulary by utilizing existing mastered vocabulary; connect to background knowledge

Practice in holistic, natural environments expressively as well as receptively

Dilemma: natural environment is the GE classroom

2013REGION 4 ESC

INTERVENTION AND IMPLEMENTATION

2013REGION 4 ESC 41

LANGUAGE REPRESENTATIONREGION4 ESC

METHODS4 ESC

Spelling (includes word prediction and phrase prediction)

Single meaning symbols Single meaning symbols Minspeak™/Semantic Compaction

Multiple‐meaning symbols Symbol sequencing Small symbol set

201342

AAC SYMBOL SELECTIONREGION4 ESC AAC SYMBOL SELECTION4 ESC

Arbitrary Linguistic associations must be taught, OR Physical location must be taught Physical location must be taught

201343

IT’S JUST LANGUAGE THERAPY!44 IT S JUST LANGUAGE THERAPY!

Clearly define expressive/receptive skills

Note the gap between the two

Write an Intervention Plan

Teach at the appropriate developmental level Teach at the appropriate developmental level

Utilize multiple customary contexts (see Objective Opportunity Chart)

MODEL

Review and adjust regularly

2013REGION 4 ESC

DR. JANICE LIGHT’SR

45

RESEARCH

http://aackids.psu.edu/index.php/page/show/id/14

Indentify contextsy

Provide an effective means

Select appropriate vocabulary Select appropriate vocabulary

Set up the environment

U i t ti t t i Use interaction strategies

http://aac‐rerc.psu.edu/index.php/webcasts/show/id/7

2013REGION 4 ESC

OTHER IMPLEMENTATIONR

46

RESOURCES

http://www.aacintervention.com

http://aac.unl.edu

http://aac.unl.edu/yaack/

http://www.aaclanguagelab.com/

http://www.setbc.org/p g

http://www.lburkhart.com/

2013REGION 4 ESC

RESOURCES47 RESOURCES

http://www.everymovecounts.net/

http://praacticalaac.org

http://aackids.psu.edu/index.php/page/show/id/1

http://www.scoop.it/t/speak‐up‐1

http://www.lburkhart.com/podd.htmp p

http://www.vantatenhove.com/index.shtml

10/21/2013REGION 4 ESC

WHAT IS EXPECTED FROM THETOOL, THE CHILD, THE STAFF AND48 , ,

THE ENVIRONMENT?

Participation Press and play

Communication Low and high tech

Allows students to engage in an activity

Circle time

Involves the use of core vocabulary

May involve the use of Circle time

Scripted activities

“tell me”, “show me”

May involve the use of fringe, content/context specific, and academic vocabulary 

tell me , show me

Often utilizes only content or context specific vocabulary 

Sharing of basic needs/wants AND novel utterances (thoughts, feelings, opinions)y feelings, opinions)

12/19/2012REGION 4 ESC

LOW TECH AAC

2013REGION 4 ESC 49

TYPES OF LOW TECH50 TYPES OF LOW TECH

Boards

Books

Wallets 

Walls

Eye Gaze

Dial Scans

Auditory Scanning

Tactile Symbols 

“Just in Time” “Just in Time”

2013REGION 4 ESC

STRATEGIES51 STRATEGIES

Partner assisted scanning

PECs or other picture exchange programs

PODD 

http://www.novita.org.au/Content.aspx?p=683

http://www lburkhart com/podd htm http://www.lburkhart.com/podd.htm

Aided Language stimulation 

Janice Light’s resources Janice Light s resources http://aackids.psu.edu/index.php/page/show/id/14

http://www.aacintervention.com

DON’T FORGET CORE

2013REGION 4 ESC

MID TECH AAC

2013REGION 4 ESC 52

TYPES OF MID TECH53 TYPES OF MID TECH

Single message devices

Single message, multiple level devices 

Static multiple level devices‐ 2 to 32 locations 

Dynamic digitized speech devices

Some Tablet (iPad, Android, Windows) appspp

2013REGION 4 ESC

STRATEGIES54 STRATEGIES

Use for fringe and content specific vocabulary

U f d ti iti th t t l th Use  for games and activities that control others

Use in conjunction with electronic aids to daily living and environmental controlsand environmental controls 

Dr. Janice Light http://aackids.psu.edu/index.php/page/show/id/14

http://www.aacintervention.com

DON’T FORGET CORE

2013REGION 4 ESC

HIGH TECH AAC

2013REGION 4 ESC 55

THE BIG SECRET56 THE BIG SECRET

2013REGION 4 ESC

FEATURES57 FEATURES

Synthesized Speech (text‐to‐speech feature) allows for spelling & word predictionprediction

Usually have digitized speech option well Large memory  Multiple access modes Generative language  Independent programming by p p g g y

communicator Usually have core vocabularies built into 

the devicesthe devices 

2013REGION 4 ESC

TYPES58 TYPES

Dedicated‐ is only an AAC device 

Integrated‐ is an AAC system integrated into a full computer system (usually a Windows laptop)

T bl t t h ( l ) Tablets, smart phones (some apps only) 

2013REGION 4 ESC

STRATEGIES59 STRATEGIES

Use existing core and customize (personal, academic, high interest)

Direct instruction vs customary environments Direct instruction vs. customary environments 

What is the demand on the student (linguistic, academic, physical, cognitive)

LITERACY can be addressed concurrently

Natural language cues

M d l Model

http://aac.unl.edu/yaack/

http://www aaclanguagelab com/ http://www.aaclanguagelab.com/

2013REGION 4 ESC

THE TABLET REVOLUTION60 THE TABLET REVOLUTION

iPads, Androids and Windows! Oh My!

Not a Computer  (except Windows)

Not a dedicated AAC device

The Good‐ cost, cool, accepted

Th B d f ti lit ibilit The Bad‐ functionality, power, accessibility 

The Ugly‐ developer maze, the apps, the rate of change

So what should we do? So…what should we do?

Keep an open mind

And a critical consumer eyey

Hold on for the ride2013REGION 4 ESC

GOOD BOOKS TO HAVE61 GOOD BOOKS TO HAVE

Bugaj C & Norton Darr Sally (2010) The Practical Guide to Assistive Bugaj, C. &. Norton‐Darr, Sally. (2010). The Practical Guide to Assistive Technology in Public Schools. Eugene, OR:Iste.

Glennen, S. and Decoste, D. (1997). Handbook of Augmentative and Alternative Communication. Singular publishing: San Diego, CA.

Light, J., Beukelman, D., Reichle, J. (2003). Communication Competence for Individuals who Use AAC. Baltimore, MD: Paul H. Brookes.

Mirenda, P.  and Iacono, T. (eds.). (2009). AAC for Individuals with Autism Spectrum Disorders. Baltimore, MD: Paul H. Brookes.

Paul, R. (2001). Language Disorders from Infancy through Ad l A t d I t ti St L i Mi i M bAdolescence: Assessment and Intervention. St. Louis, Missouri: Mosby.

Soto, G., & Zangari, C. (Eds.). (2009). Practically Speaking: Language, Literacy, and Academic Development for Students with AAC Needs. Baltimore, MD: Brooks Publishing., g

2013REGION 4 ESC

UPCOMING AAC TRAINING AT R4 62 UPCOMING AAC TRAINING AT R4

Texas AT Conference June 10‐12, 2014 @ Region 4 http://www.texasatconference.net

TCEA‐ AT Academy and AT Playground, February 207, 2014 cade y a d ayg ou d, eb ua y 0 , 0in Austin http://www.tceaconvention.org/2014/

The Power of Access‐ December 11‐12, 2013; Session #1000715#1000715

Advanced PECs‐ January 8‐9, 2014; Session #1004787

LAMP January 28 2014; Session #1001997 LAMP‐ January 28, 2014; Session #1001997

AAC and AU‐March 5, 2014; Session #1008155

AT S l ti i Mi t A il 10 OR A il 11 2014 AT Solutions in Minutes, April 10 OR April 11, 2014; Session# 1005065 OR 1005095

OCTOBER 2013REGION 4 ESC

CONCLUSION63 CONCLUSION

Congratulations, PFC!

Complete ASHA paperwork

Call me if you have questions or concerns

2013REGION 4 ESC