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REgion 4 ESC 1
Clear CreekLow Incidence and AT/AACAngela [email protected]
http://aac101.wikispaces.com/
10/21/2013
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• 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-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
AAC Assessment
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• Communication and Symbolic Behavior Scales• Triple C: Checklist of Communication Competencies • Every Move Counts
http://www.youtube.com/watch?v=OV35UNwlZUU• AAC Profile• Social Networks Inventory • http://csa.acts-at.com/offer.html• SCERTS (Barry Prizant) • Test of Aided-Communication Symbol Performance• Some AAC devices have cognitive, linguistic and access
assessment tools built into the software
AAC Assessment
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Engagement, participation and communication
Participation• Press and play• Allows students to engage in
an activity– Circle time– Scripted activities– “tell me”, “show me”
• Often utilizes only content or context specific vocabulary
Communication• Low and high tech• Involves the use of core
vocabulary• May involve the use of fringe,
content/context specific, and academic vocabulary
• Sharing of basic needs/wants AND novel utterances (thoughts, feelings, opinions)
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Nutrition, Medications and/or Seizures
• Feeding issues- can’t engage if one is not nourished
• Medications – Time of day– Time rerelease?
• Seizures• Keep a log to document the “best”
times/days to work/learn
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Starting where they are• Language development- where they are;
where to go next; what to expect• Core vocabulary- even (especially) at this
level• Where does low/mid/high tech come in• Never say never, but…
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• 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
Core Vocabulary Just the Facts
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So what are the core vocabulary words?
• Most of those words are pronouns, prepositions, demonstratives, common verbs, common adjectives, common adverbs and a few common nouns
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Words Percentage Words PercentageI 9.5 you 3.2no 8.5 what 3.1yes/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 2.1my 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.
26 Core Words: Toddler
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25 Most Frequent Core Words: College Texting
2013 From http://aac.unl.edu
yo (u) are my want(ed) I’m
to(2 too) ye (yep ya) and with it
I we is a like
o (okay k) be just at me
that(s) good no have y (why)
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Students with some speech?
• Research consistently says use of AAC will support the development of speech if it is to develop at all
• Does not keep a child from developing speech• Provides an avenue for teaching and supporting
language development and access IEP/curriculumMillar, Light, & Schlosser (2006). The impact of augmentative and alternative communication
intervention on the speech production of individuals with developmental disabilities: A research review. JSHR. 49:248-264
Does AAC impede natural speech?- and other fears. Unioversity of Nebraska-Lincoln’s AAC Connecting Young Kids [YAACK] website – www.aac.unl/edu/yaack/b2.html
Parent blogs: http://www.schuylersmonsterblog.com/ & http://supportforspecialneeds.com/2013/10/07/the-invisible-man
SLP blog http://jessicacurrall.com/?p=39 10/21/2013
12
Some participation ideas…• Games• Access videos with accessible YouTube site and
switch interface http://accessyoutube.org.uk/ • Low tech AAC with Circle time vocabulary• Picture exchange with calendar/schedule items• 2-3 single switch voice out put devices with
choices for snack/activity• Early learning app for colors, letters, numbers
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Some communication ideas…
• Greetings• Like/Don’t like• More• Stop• Done• Next• Help• Jokes• Friend’s names
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LOW TECH AAC
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Types of Low Tech
• Boards• Books• Wallets • Walls• Eye Gaze• Dial Scans• Auditory Scanning• Tactile Symbols • “Just in Time”
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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
• Aided Language stimulation • Janice Light’s resources
http://aackids.psu.edu/index.php/page/show/id/14
• http://www.aacintervention.com • DON’T FORGET CORE2013
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MID TECH AAC
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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) apps
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Strategies• Use for fringe and content specific vocabulary• Use for games and activities that control
others• Use in conjunction with electronic aids to
daily living and environmental controls • Dr. Janice Light
http://aackids.psu.edu/index.php/page/show/id/14
• http://www.aacintervention.com • DON’T FORGET CORE
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HIGH TECH AAC
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The big secret
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Features
• Synthesized Speech (text-to-speech feature) allows for spelling & word prediction
• Usually have digitized speech option well• Large memory • Multiple access modes• Generative language • Independent programming by
communicator• Usually have core vocabularies built into the
devices
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Types
• Dedicated- is only an AAC device • Integrated- is an AAC system integrated into a
full computer system (usually a Windows laptop)
• Tablets, smart phones (some apps only)
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Strategies• Use existing core and customize (personal,
academic, high interest)• Direct instruction vs. customary environments • What is the demand on the student (linguistic,
academic, physical, cognitive)• LITERACY can be addressed concurrently• Natural language cues• Model• http://aac.unl.edu/yaack/ • http://www.aaclanguagelab.com/
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The Tablet Revolution
• iPads, Androids and Windows! Oh My!• Not a Computer (except Windows)• Not a dedicated AAC device• The Good- cost, cool, accepted• The Bad- functionality, power, accessibility • The Ugly- developer maze, the apps, the rate
of change• So…what should we do?
– Keep an open mind– And a critical consumer eye– Hold on for the ride
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• Where will the student be in 3, 5, 10, 15 years• RERC- AAC: McNaughton http://
aac-rerc.psu.edu/index.php/webcasts/show/id/15
• Adolescents and Young Adukts Who use AAC
Transition
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Resources• PrAACtical AAC http://praacticalaac.org • AAC Intervention http://aacintervention.com • AAC kids http://aackids.psu.edu/index.php/page/show/id/1• USAAC- Speak Up Digital Digest
http://www.scoop.it/t/speak-up-1 • Every Move Counts http://www.everymovecounts.net • PODD http://www.lburkhart.com/podd.htm• Barkley AAC Center http://aac.unl.edu • Gail Vantatenhove
http://www.vantatenhove.com/index.shtml• “Literacy” and other academics- connection to TEKS
– http://aacliteracy.psu.edu/index.php/page/show/id/1– http://www.med.unc.edu/ahs/clds
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Upcoming PD at Region 4 • Texas AT Conference June 10-12, 2014 @ Region 4
http://www.texasatconference.net • TCEA- AT Academy and AT Playground, February 207,
2014 in Austin http://www.tceaconvention.org/2014/
• The Power of Access- December 11-12, 2013; Session #1000715
• Advanced PECs- January 8-9, 2014; Session #1004787• LAMP- January 28, 2014; Session #1001997• AAC and AU- March 5, 2014; Session #1008155• AT Solutions in Minutes, April 10 OR April 11, 2014;
Session# 1005065 OR 1005095October 2013
