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© 2020 Tobii Dynavox. All Rights Reserved. 1
Lisa M. Geary, MS, CCC-SLP
Supporting Functional Communication for Symbol-Based Communicators
Lisa Geary, MS, CCC-SLPLearning Consultant
• Speech Language Pathologist
• Over 25 years’ experience in speech-language therapy, teaching, and supervision
• Previously served as Clinical Assistant Professor at Towson University in Maryland
• Additional experience in public school, outpatient rehab, and skilled nursing facilities
• Passionate about AAC implementation and helping to give people a voice
Lauren Taylor, MS, CCC-SLPAAC Solutions Consultant• Speech Language Pathologist
• Master’s from University of Mississippi
• Over 8 years experience in Speech-Language Therapy
• Previously served as primary Outpatient Speech Therapist at Methodist Germantown Hospital
• Additional experience in outpatient rehab at Methodist North Hospital, acute care at Methodist Germantown Hospital, and in the Shelby County Public School System
• While in outpatient rehab, became passionate helping patients (ALS, MSA, Parkinson’s Plus, Stroke) find a voice through AAC
Email: [email protected]
901-482-7544
Power to Be You
Empowering communicators to do what they once did or never thought possible
What is AAC?
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© 2020 Tobii Dynavox. All Rights Reserved. 2
Learning Objectives
• Describe threecharacteristics of symbol-based communicators
• Identify three features of arobust communicationsystem
• List four interventionstrategies to promotecommunication forsymbolic communicators
Symbol-Based Communicators• Learning to communicate
• Beginning to use symbols to learnlanguage
• Might use 1 or 2 symbols or more tocommunicate
• Communicate intentionally
• Range in age from birth to adult
• Varying diagnoses
• Variety of physical and sensory abilities
Needs of Symbol-Based Communicators
• Successful interaction
• Ability to reach their potential
• Knowledgeable partners to facilitatecommunication and literacy
Requesting is a way to express desire or make a choice.
I need…
Give me…
May I?
I want…That one!
Requesting is necessary but
not enough.
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© 2020 Tobii Dynavox. All Rights Reserved. 3
Most of our research and clinical attention to date… have served to support the
communication of needs and wants…
(Light, 1988)
We have assumed these needs to be of the greatest importance…
It is time to question these assumptions…
(Light, 1988)
Only being able to request………
Regulates others’ behavior
Limits communication functions
Prevents social interactions
I have more to say
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© 2020 Tobii Dynavox. All Rights Reserved. 4
https://www.asha.org/NJC/Communication-Bill-of-Rights/
Communication Interactions
Requesting
Sharing information
Social Closeness
Etiquette
Requesting Beyond Requesting
Reject
Protest
Comment
Gain attention
Social etiquette
Ask a question
Answer a question
Share information
Confirm
Deny
Tell a story
Make a choice
Request an object or action
1. Watch the following video
2. Tally which communicationfunctions you observe
3. Share in the chat
Suggested Activity
Motivation
Physical – Cognition - Time
(Baker, 2005)
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© 2020 Tobii Dynavox. All Rights Reserved. 5
Adapted from Fink, J. (2011, April 25). Lianna Bryant’s Poem [Video file]. Retrieved from https://www.youtube.com/watch?v=OQH21BD5o6U
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Promoting FUNCTIONAL
communication:
Provide a ROBUST
communication system
Word lists
Core vocabulary
Keyboard access
Pre-stored phrases
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© 2020 Tobii Dynavox. All Rights Reserved. 6
Word lists
Corevocabulary
Keyboard access
Pre-stored phrases
What are the characteristics of core vocabulary?
Core vocabulary is… Reusable
Small but mighty
Diverse
Center for Literacy and Disability Studies
Project-core.com
Academic Core
Systematic growth
1. Identify how manycommunication functionsyou can achieve with theprovided core board
2. Share what functions youidentified in the CHAT.
Group Activity
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© 2020 Tobii Dynavox. All Rights Reserved. 7
Prep - Printing from Snap Core First
https://youtu.be/BUtnTxPDQ5M
Word lists
Core vocabulary
Keyboard access
Pre-stored phrases
Pre-stored phrases are… Efficient
Predictable
Frequent
QuickFires
Reusable messages
Apply across contexts
Support multiple functions
Topics
Reusable messages
Apply to specific contexts
Support multiple functions
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© 2020 Tobii Dynavox. All Rights Reserved. 8
Word Lists
Increase specificity
Fringe vocabulary
Combine with core
Set supportive goals for increasing functional
communication.
Ability Level Continuum
Checklist of skills
Identify baseline and track progress
Monitor skills from emergent to independent
Pathways for Core First Demo
Goals Grid in Pathways for Core First
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© 2020 Tobii Dynavox. All Rights Reserved. 9
Linguistic - Skills for expressive and receptive language use
Operational – Skills to operate a device
Social – Skills to target social closeness and interactions with others
Strategic – Skills to avoid or repair communication breakdown
1. Momentum Strategy
2. Observation
3. Prompting Hierarchy
4. Positive CommunicationEnvironment
5. CommunicationTemptations/Sabotage
6. Modeling
Implementation Strategies: Teaching & Promoting Functional Communication
Momentum Strategy
Create 3 opportunities for interaction using a function the communicator can do (elicit obligatory comments)
Change the prompt on the 4th
opportunity (provide opportunity for non-obligatory comment)
Davis et al, 1998
Who are you going to play with at
recess?
What will you do with
Jimmy?
What is your favorite thing to do at recess?
I love recess
Jimmy
obligatory
Slide
obligatory
Tag
obligatory
Love it
NON- obligatory
Davis et al, 1998
Jimmy
Who are you going to play with at
recess?
What will you do with
Jimmy?
Slide
What is your favorite thing to do at recess?
Tag
Love it
I love recess
Role Play
Light et al. (1999)
Observation
Call out function in natural settings
Play video examples from preferred shows or movies
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© 2020 Tobii Dynavox. All Rights Reserved. 10
Prompting Hierarchy
Fink, et al., 2017
BridgeSchooler. (2017, June 2). Bridge School News Network – Backstage interviews at the Concert. [Video file]. Retrieved from https://www.youtube.com/watch?v=xYaiiuYdPzA
Sabotage Modeling
• Augmented input
• Aided language stimulation
• Aided language modeling
• Modeling
AAC Communicators need to see and
hear other people speaking in their
modality
Louden County Public Schools (2015, August 11). Aided Language Stimulation Explained [Video File]. Retrieved from: https://www.youtube.com/watch?v=flFNMky22-U
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© 2020 Tobii Dynavox. All Rights Reserved. 11
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Modeling is NOT
QUIZZING
Lotsacomptons. (2018, July 9). Cookies and Core [Video File]. Retrieved from: https://www.youtube.com/watch?v=kGFqjhKajdM
How to Model
Show them on their AAC system
Match non-verbal signals with symbols on their AAC system
Point out key words as you say them on their AAC system
Model their message back in a slightly longer form
Sees someone else communicating the same way
Sees AAC as acceptable
Improves language skills
Increases use of AAC
AAC User
Learns location of vocabulary
Slows down speech rate
Emphasizes key words and ideas
Interacts more naturally
Communication Partner
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Core First Learning
https://tinyurl.com/TD-CFL
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© 2020 Tobii Dynavox. All Rights Reserved. 12
Lotsacomptons. (2017, September 18). AAC Core Vocabulary: Want [Video File]. Retrieved from : https://www.youtube.com/watch?v=8IKqvfNEP4U&t=1s
Lotsacomptons. (2019, February 2). AAC Core Vocabulary: I [Video File]. Retrieved from : https://www.youtube.com/watch?v=WxKdYKjgjt8
Lotsacomptons. (2017, November 14). AAC Core Vocabulary: STOP [Video File]. Retrieved from : https://youtu.be/5qh8GC4l6Tw
• Focus on MODELING andFUNCTIONAL USE ofvocabulary:
• Directing actions of others• Commenting• Requests• Expressing opinions• Questions• Participation/inclusion
Next Steps and Q&A
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© 2020 Tobii Dynavox. All Rights Reserved. 13
Next Steps
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