March 25, 2011 Dear Parent, Your CHILD is learning to use a
communication device (Augmentative Alternative Communication-AAC)
& we would like to have your input! If we had a summer AAC
camp, would your child attend? _____ YES ______NO If the camp is
held on July 20-August 11 would your child be able to attend? _____
YES ______ NO If your child could attend, would you or another
caregiver be able to attend some of the sessions with your child?
_____ YES _____NO If your child attends an AAC summer camp, will
someone be able to transport? _____YES _____NO The purpose of this
camp would be to teach new skills, practice new vocabulary,
interact with other AAC users, and educate family/caregivers about
the importance of AAC use in all environments. Thank you for your
input!! Please return by April 15, 2011 MORE TO COME.. It started
with a survey.. MSHA Annual Conference 2013
Slide 4
NEED based Determine age level of group 4 students registered-3
attended + peer mentor Goals: Students will be responsible for
carrying devices They will use voice to interact with building
staff Vocabulary based on theme-Pirates Parent Education MSHA
Annual Conference 2013
Slide 5
Students: Brayden is a 4 year old with a special education
eligibility of Physically Impaired. He has been receiving special
education services since he was an infant. Exploration of AAC began
for Brayden as a toddler. Kendra is a 3 year old and has received
special education services since infancy. She has a special
education eligibility of Early Childhood Developmental Delay
supported by a medical diagnosis of Downs Syndrome. Jacob is 3 year
old that has received special education services since infancy. He
is a child with a medical diagnosis of Downs Syndrome and has
significant motor planning issues. MSHA Annual Conference 2013
Slide 6
Mentoring Program Caitlin Current AAC user Using the Vantage
Going into 3 rd. Grade Looking for leadership opportunities for her
Alec Current AAC user Going from the Dynavox to ECHO w/eye scan
Uses eye gaze to access device Great role model!! MSHA Annual
Conference 2013
Slide 7
ArRgh!! ALL Aboard Ship Porter Education Center Sailing on
Thursdays, 9:00 11:30 a.m. Room 320 July 21 July 28 August 4 August
11+ PARENTS EDUCATIONAL TIME August 18 + PARENTS COME & SEE!!
MSHA Annual Conference 2013
Slide 8
Schedule 9:00: Arrival 9-9:15: Openings/Greetings 9:15-9:30:
Calendar time 9:30-9:50: Story time 9:50-10: Bathroom 9:50-10:20:
Scavenger Hunt 10:20-10:30: Bathroom 10:30-10:45: Snack 10:30-11:
Craft 11-11:20: Games (11-11:10 Optional Bathroom break)
11:20-11:30: Treasure Box, Rhyme, Closing Parents are invited the
last 2 weeks Last Day: Caitlin orders lunch. MSHA Annual Conference
2013
Slide 9
Our Focus MSHA Annual Conference 2013
Slide 10
A learning opportunity. MSHA Annual Conference 2013
Slide 11
Changing focus from curriculum vocabulary to core Motor
planning AAC teaming Language Stealers YouTube MSHA Annual
Conference 2013
Slide 12
http://www.youtube.com/watch?v=iOVm8q0 mCYA Language Stealers
YouTube MSHA Annual Conference 2013
Slide 13
All the children that I work with begin with language such as:
me, mine, I want, up, down, in, out, all done, . With all of my
years of experience, why am I thinking that children that need a
voice output device should learn the name of items to interact ..
MSHA Annual Conference 2013
Slide 14
Stage I -- Semantic Roles and Syntactic Relationships MLU
1.75Earliest 18 months; latest 27 months See mommy.See daddy. Find
it.Hide it.Fix it. Mine.All gone.Up here/Over there. Stage II --
Grammatical Morphemes and the Modulation of Meaning MLU
2.25Earliest 21 months; latest 30 months That's daddy's nose. Stage
III -- Modalities of the Simple Sentence (Yes/no questions, WH
questions, negatives, & imperatives) MLU 2.75Earliest 23
months; latest 37 months Who is this? What is this? I can't swim.
Stage IV -- Imbedding of One Sentence within Another MLU
3.50Earliest 26 months, latest 44 months Now, where's a pencil I
can use? That's a box that they put it in. Stage V -- Coordination
of Simple Sentences and Propositional Relations MLU 4.00Earliest 27
months, latest 48 months You snap and he comes. I did this and I
did that. We went up to Foxboro and there were slides. MSHA Annual
Conference 2013
Slide 15
Words Percentage I9.5 No8.5 Yes/yea7.6 my5.8 the5.2 want5.0 is
4.9 it4.9 that4.9 a4.6 go4.4 mine3.8 you3.2 what3.1 on2.8 in2.7
here2.7 more 2.6 out2.4 off2.3 some2.3 help2.1 all done/finished1.0
96.3% Banajee et al. 26 core words shown at left comprise 96.3
percent of the total words used by toddlers in this study Are any
of these words picture producers? Which of these words commonly
seen on language boards? MSHA Annual Conference 2013
Slide 16
15 a about after again all almost already also an and another
ant any are aren't around as at away baby back bad ball bathroom be
bean because before being bet better big bird birds bite Christine
A. Marvin, David R. Beukelman, Denise Bilyeu AAC, Vol. 10, Dec.,
1994 black blue both box boy bugs but buy by bye call came can
can't candy car catch cause chair come comes cookie corn could
couldn't cup cut day did didn't different do does doctor doesn't
dog doing don't done door down drink duck eat eating else even
everybody everything face fall find finger fire first five fixed
fly foot for from found get gets getting girl girls give go goes
going gonna good great green guys had hair hand hands has have
haven't he he's her head hear hello help here here's hi high hill
him his hold home horse hot house how huh hum I I'll I'm if in
inside is isn't it it's juice jump jumped jumping just kind know
last leaves let let's lift like little long look looking lot lunch
made make man many may maybe me mean messy middle mine mom mommy
more most move much must my myself Name name named need never new
next nice no not of off oh other ok old on one only open or our
ours out over paint people pet name pick piece play please push put
ready really red remember ride right room run said same saw say see
she she's show shut side sit so still some somebody someone
something sometimes somewhere stop stuff swing tape tell than that
that's the their them then there there's these they they'll they're
thing things this those three threw through time to today together
too top toys trees try trying turn turtles two um up us use used
very wait want wanted was wasn't watch water way we we'll we're
well went were what what's when where where's which while who whole
why with won't would ya yes yet you you'll you're your yours In the
Course of Development the Banajee Core Vocabulary is Nested Within
the Marvin Sampling MSHA Annual Conference 2013
AAC for summer ESY services Daily Schedule Year 2
8:30-8:35/10:30-10:35Book/puzzle time
8:35-8:40/10:35-10:40Introductions/hello song
8:40-9:00/10:40-11:00Book time 9:00-9:20/11:00-11:20 Request time
9:20-9:25/11:20-11:25Bathroom/wash hands 9:25-9:55/11:25-11:55Snack
9:55-10:00/11:55-12:00Good bye song MSHA Annual Conference
2013
Slide 19
Date: Core Vocabulary ActivitiesSnack July 12 I, want, it,
that, yes, no Book/request items Pretzels and dips (cheese,
mustard, ranch & salsa) August 16I, want, it, that, yes, no,
more, all done, help, on, off, in, out, color words, my, mine, you,
stop, go Book/request items Question and answer time with Gabe. Ice
cream baggies: ice, vanilla, salt, milk MSHA Annual Conference
2013
Slide 20
I Want.. Books for Summer Camp # 2 I Like. MSHA Annual
Conference 2013
Slide 21
I want popcorn. Do you want it? I want it! I dont want it. MSHA
Annual Conference 2013
Slide 22
I want asparagus. Do you want it? I want it! I dont want it.
MSHA Annual Conference 2013
Slide 23
I like m & ms. I like it! I dont like it! MSHA Annual
Conference 2013
Slide 24
I like red m & ms. MSHA Annual Conference 2013
Slide 25
Student : Brayden Device used this summer:Vantage Fall
teacher:XXXX Sessions attended:4 out of 5 Strengths: This is
Braydens second year in our summer AAC camp. Brayden is very bright
but often does not work up to potential. He is very happy and
enjoys his social role with others. Brayden has some word
approximations and an excellent use of his gestures to interact.
Weaknesses: Brayden needed max cues to use device. He often refused
to use device and would turn it off/move it away. It appears that
Brayden does not see the need for communication, other than what he
currently uses. This is a difficult place for Brayden and his
family, a transition with no true decisions or commitment. **This
weakness can be turned into a strength as a commitment to
consistency (home & school) of a strategy is determined and
used-Brayden knows that all the adults are not on the same page and
he is playing the game. Recommendations:Brayden has been using the
LISD Vantage for over a year. Teacher, therapist, and family need
to make a decision to trial other devices or move forward to
purchase a device for Brayden. Summer Progress and Suggestions
Update Early Childhood Special Education Program Currently using
iPad with Touch Chat app Background -Brayden Brayden is 5 yo with a
special education eligibility of Physically Impaired. He has been
receiving special education services since he was an infant.
Exploration of AAC began for Brayden as a toddler, but caregivers
have waivered in their focus-voice output support or Brayden voice.
*Year 2 of camp attendance. MSHA Annual Conference 2013
Slide 26
Summer Progress and Suggestions Current AAC use Early Childhood
Special Education Classroom Currently using iPad with Proloquo only
at school Background-Kendra Kendra is 4yo and has received special
education services since infancy. She has a special education
eligibility of Early Childhood Developmental Delay supported by a
medical diagnosis of Downs Syndrome. Kendra has some pop out
language, but communication support began early with sign language,
pictures, and voice output devices. *Year 2 of camp attendance.
Student: Kendra Device used this summer:Springboard Fall
teacher:XXXX Sessions attended:4 out of 5 Strengths: This is
Kendras second year in our camp. She was very eager to learn and
participate in activities during summer group. Kendra needs cues
and models to use the Springboard. Mom has now seen Kendra using
the device and sees the need. Weaknesses:Kendra needs continues
support in the area of independence with using the Springboard. She
is distracted, but understands the benefit of communication this
year! Kendra is a swiper due to her use of an Ipad. When using a
device, she will need a keyguard to support direct selection. High
expectations are key for Kendra because she CAN do it!
Recommendations:We recommend continued trial of the Springboard.
MSHA Annual Conference 2013
Slide 27
Summer Progress and Suggestions Update Early Childhood
Moderately Cognitively Impaired Classroom Currently using Go
Talk-(& has communication book available), according to
classroom teacher Background- Jesse Jesse is 5 yo with a special
education eligibility of Early Childhood Developmental Delay. He
has been receiving special education services as a toddler and was
non verbal. Jesse has been involved in using PECS, sign, Go Talk,
& apraxia programs. Minimal progress was noted. *Year 1 of camp
attended. Student: Jesse Device used this summer:Springboard Fall
teacher:XXXXX Sessions attended:5 out of 5 Strengths:Jesse enjoys
interacting with people. He can vocalize/verbalize, but is stuck in
the I want stage. It is exciting that he is able to verbalize, but
due to his Weaknesses:Jesse needs handover hand assistance to use
device. He was not able to locate pictures independently even with
model.Jesses focus interferes with his independence-as well as
follow through of activities at home. **a device was sent home with
home practice. Recommendations:We recommend continued trial of the
Springboard. MSHA Annual Conference 2013
Slide 28
Summer Progress and Suggestions Update Early Childhood
Moderately Cognitively Impaired Classroom Currently using
communication notebook Background-Daniel Daniel is 6yo and has
received special education services since age 24 months. He was
originally given The eligibility of Early Childhood Developmental
Delay, but that was changed to Autism Spectrum Disorder @ age 40
months. Daniel has been exposed to visuals paired with many low
tech voice output Beginning as a toddler. He is driven to be
independent & use his behavior to get his needs met. Daniels
motivation is extremely selective. He is one of 6 other children in
his family, with one sister Who is also ASD. *Year 1 of camp
attendance. Student: Daniel Device used this
summer:Springboard/Vantage Fall teacher:XXXXX Sessions attended:5
out of 5 Strengths:Daniel benefits from a model. After a few trials
he is able to be independent. He prefers the freedom to do things
independently, but will not try new things if he is not guided.
Weaknesses:Daniel has many protesting behaviors. He needs many
prompts and cues to use communication device.Daniel resists new
learning, but when he GETS something he likes-he is VERY capable!!
Daniel will benefit from strong adult persistence, consistency, and
the understanding that he can do it! Recommendations:We recommend
continued trial of the Vantage. MSHA Annual Conference 2013
Slide 29
Summer Progress and Suggestions Update Early Childhood Special
Education Classroom Currently using iPad with Proloquo only at
school Background-Rebekah Rebekah is 4 yo and has received special
education services since 20 months of age. Her initial Eligibility
was Early Childhood Developmental Delay until 2/2012 when the MET
changed it to Autism Spectrum Disorder. Rebekah is one of 6
children. She has a twin sister with significant language delays, a
brother w/ASD, and mom is a person with a hearing impairment. *Year
1 of camp attendance. Student: Rebekah Device used this
summer:Springboard Fall Pre-school teacher:XXXX Sessions attended:5
out of 5 Strengths:Rebekah benefits from sensory activities
(swinging, squishies, and joint compressions) before group work.
She is able to match colors and numbers with the device. Rebekah is
able to use two to three word utterances with prompts and some hand
over hand guidance. She enjoys using the device once she sees the
intent/purpose it serves. Weaknesses:Rebekah has many protesting
behaviors. She needs structures activities to use communication
device. Rebekah will resist the use of something new, until she
sees a purpose. She is very capable and persistence &
consistence of adults will support her learning. Recommendations:
We recommend continued trial of the Springboard/Vantage. **a device
was sent home with practice homework, so the family was also
exposed to an AAC device. MSHA Annual Conference 2013
Slide 30
Summer Progress and Suggestions Update Early Childhood Special
Education Classroom Currently using Go Talk at calendar time;
Springboard Lite; some low tech; and trialing other devices from
MiTs. Parents have AAC evaluation scheduled at U of M
Background-Katelyn Katelyn is 4 yo. She has a medical diagnosis of
Retts and has received special education services since a toddler
as a child with the eligibility of Otherwise Health Impaired.
Katelyn has been exposed to alternative communication strategies
since a toddler including pictures, switches, Go-Talk 9, &
Springboard. *Year 1 of camp attendance. Student: Katelyn Device
used this summer:Vantage Fall teacher:XXXXX Sessions attended:5 out
of 5 Strengths: Kate is able to match objects to device. She
benefits from limited vocabulary/highlight key words for her to
access. Weaknesses:Needs a way to access device from walker;
distractable-hand over hand assist with waiting for focus (put
m&m over color to get Kate to look at color icon); device needs
keyguard for direct access; used thumb on left hand for access
Recommendations:Recommend continued use of AAC devices and parent
trainings. MSHA Annual Conference 2013
Slide 31
Summer Progress and Suggestions Current AAC use Early Childhood
Special Education Classroom Currently using low tech pictures and
sentence strips; at home also using sentence strips and pictures
Trial Dynavox Background-Max Max just turned 4 and has received
special education services since age 2 . He is eligible for
services As a child with an Early Childhood Developmental Delay.
Max is a twin and at this time, his sister is not Eligible for
service. He is developing expressive language of an echolalic
nature. Max has been Exposed to visual supports for language
comprehension and other expressive opportunities since toddler
services. Use of AAC may facilitate the organization of Maxs ideas
into words. *Year 1 of camp attendance. Student: Max Device used
this summer:Vanguard Fall teacher:XXXX Sessions attended:4 out of 5
Strengths: Max is a very bright young man. He was able to change
settings on device (always have a copy of your customization &
lock the tool box). Maxs speech output increased during summer
therapy with the use of the Vanguard device. He imitates phrases,
sentences, questions, jokes, etc. Max is using more un-prompted
communication The device has been assisting with sentence structure
and grammar. Weaknesses: **not really weakness-Maxs desire to learn
and explore the information in the device is hard to keep up with!!
Structured learning opportunities will assist with his ability to
learn and address goals. Recommendations:Recommend continued use of
AAC devices to facilitate expressive language development, grammar,
and comprehension. MSHA Annual Conference 2013
Slide 32
Whats NEXT?? Meeting with Supervisors Meeting with other SLPs
Bridging gaps in support Continues professional development around
AAC devices & users Providing additional resources for parents
Continuing to advocate for preschoolers MSHA Annual Conference
2013
