How you can use AAC to help your child use AAC
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Post on 18-Dec-2014
DESCRIPTIONThis presentation is applicable for any AAC device or system. It not specific to Alexicom AAC. The focus is on educating parents, SLPs, and teachers AAC basics, roles, and strategies on how to more effectively teach children how to develop their own voices and become independent communicators.
<ul><li> 1. How you can use AAC tohelp your child use AACStaci Neustadt, M.S., CCC-SLPSeptember 25th, 2012 </li> <li> 2. Today we will talk about..Basics of AAC devicesRoles in AACUsing AACGoals in AAC </li> <li> 3. Myths about AAC Myth: AAC will inhibit a child from talking Truth: AAC can support and enhance speech production (Millar, Light, Schlosser, 2006) Myth: The child doesnt need AAC, I understand him/her. Truth: When around peers or unfamiliar listeners your child may not be understood losing out on social opportunities. Myth: The child is too young for AAC Truth: Basic communication is learned in the first 3 years of life (Romski, Sevcik, 2005) </li> <li> 4. What most devices have in common? The words are organized by category Colors are either in school/art/activities/coloring, etc Food is under eat/kitchen/food Bath/wash are under tub/bathroom, etc All devices should all have core words </li> <li> 5. What most devices have incommon? Charger need to be charged nightly On/off button our goal is to teach the children how to access their voice Need a case/strap comes with one from DDD or can order cases through AMDI, Amazon, etc </li> <li> 6. TroubleshootingSEARCH exploring a device can never hurt itSupport most if not all devices have on-line access or a phone number for supportContact me/your childs DDD SLPTake baby steps </li> <li> 7. Questions?Questions about your childs device?Do you know how to turn it on/off?Do you know where the food is or your childs favorite activity is? </li> <li> 8. Everyones role is toExplore with your child and MODEL!!!!! </li> <li> 9. Everyones role is to teach/model thepower of AAC. Have devices out and with your child at all times. YOU use the device when youre talking to your child Navigate and find pages/vocabulary (While the user is watching!) Ask or give commands using your childs device </li> <li> 10. Encourage your child to own thepower communication!They all have carriers so the children need to carry the deviceThis is their voice, teach them to bring it with at all timesDont make it your responsibility to carry. </li> <li> 11. Roles and Responsibilities of thesupport TEAM. Remember that one person doesnt do it all.A team approach is the most effective.Designating roles and responsibilities to all of those working with the student will alleviate unwanted stress. </li> <li> 12. Parent/Guardian Programming new vocabulary into the device Identifying situations in which the student experiences Communication breakdowns to report to team for help in devising strategies Identifying successes and useful strategies Charging the students device on a daily basis Carrying over strategies implemented at school at home (i.e. reading weekly books at time) </li> <li> 13. Teachers, SLPs, Aides roles.(summarized)ProgramProvide language opportunitiesTeach new vocabularyModelProvide and teach social language through social activities </li> <li> 14. QuestionsHow can you fulfill your role?What help would you like from your team?Where have you taken your childs device or could you take their device to provide the power?What have you programmed into your childs device or what would you like to program? </li> <li> 15. This box talkervoice computer is your childsVOICE TO BE HEARD! Your childs voice should be used and with your child at ALL times </li> <li> 16. Ways we communicate Requesting (I want.. Can I have..) Commenting (I like that.. Cool) Protesting (No, Dont like) Greeting (Hi, good morning) Telling (Today at school I.) Questioning (whats that) Express discomfort or feelings (hurt, sick) Joke (knock knock, thats an apple with eyes) Socialize (play with me) </li> <li> 17. What communication isntShow meTell meSay.Do thisWhere is. </li> <li> 18. What kind of communicator is yourchild? Emergent communicator May use gestures or havent developed that skill yet Need a visual cue to communicate May have lucky hits Does not yet understand that a word has a meaning (ex. no means no or chair means chair) Context Communication is intentional but dependent on environment and communication partner Independent the ability to communicate anything on any topic to anyone in any context </li> <li> 19. Where is your child in language development? Browns Stages of Language Development Single words Two words or morphemes, use ing, in/on, s- plurals (i.e. go car, walking) Irregular past tense, possessives, copular verbs Articles, regular past tense, third person, present tense 3rd person irregular, uncontractable auxiliary, verbs contractable copular verbs Brown 1973 </li> <li> 20. Teach communication andlanguageCommunication: By modeling and providing opportunities, teaching the cause/effect of AAC, children learn communicationLanguage: Reinforcing specific words (i.e. cookie gets cookie, car gets a car) teaches language/vocabulary </li> <li> 21. Moving beyond non-verbalcommunication How to: Play dumb (i.e. sabotage) Model (Ex. Your child brings you a remote, you say tv with device) Provide visual cues Why: Words are easier than gestures Teaches vocabulary Beginning stage of language/speech development single words Teaches expressive language </li> <li> 22. SabotageBetsy walks over to her teacher holding hercoat. (with the zipper stuck) Her teachersays Yes, thats a nice coat. Betsy pushesthe coat towards her teacher. Oh, you wantme to wear your coat, says the teacher.Betsy grabs her coat back. The teacherpoints to the Dynamyte that is lying nearby.I need to understand what you are trying totell me. Betsy gets her device and pressesthe button, I need help. Yes, says theteacher. Now I see that the zipper isstuck. </li> <li> 23. Language opportunities (see attached)Activity : Non-verbal Inferred communication Language that can be taught communication/intent intentEx. Mom is Pulling on moms shirt, Child wants to vacuum my turnvacuuming reaching for vacuum I do and making noises I help you Making upset noise Child does not like vacuum stop dont </li> <li> 24. Teaching Language Acquisitions You have to provide the foundation, start where your childs language development is at (i.e. single words, short phrases, developing syntax/grammar etc. ) Dont get stuck (i.e. I want) Model expansion (i.e. car-car go, cookie- yummy cookie, etc) Provide opportunities (i.e. missing spoon with cereal, commenting on fun activity, refusing undesirable food/toy) Model words that go together to make a phrase/sentence (I like that, she/he is + action) </li> <li> 25. Teaching powerful words - language Motivating words (i.e. food, sensory toys/activities, movies, etc)*Fringe words Core words:In Banajee, M., DiCarlo, C., & Buras-Stricklin, S. (2003). Core VocabularyDetermination for Toddlers, Augmentative and Alternative Communication, 2, 67 73 1. all done/finished 9.mine 17. that 2. go 10. more 18. the 3. help 11. my 19. want 4. here 12. no 20. what 5. I 13. off 21. yes/yeah 6. In 14. on 22. you 7. Is 15. out 8. It 16. some </li> <li> 26. Teaching phrases - language Model expansion (i.e. more-more that, go- you go) Carrier phrases (i.e. I like, I go, I play) Model what you say showing how you put the words together Talk at the same level as your child (amount of words) Model verbs that go with noun Ex. Your child says cookie, you model eat cookie Ex. You child says car, you model play car </li> <li> 27. StoryJosh enters the classroom each day as the other studentsare circling around the teacher to tell some exciting thingthey did the night before. Today when Josh gets hisDynamyte out of his backpack, he takes it up to theteachers desk. Pushing a single button on the commentspage, he announces, Guess what I did last night.(sentence based message). His teacher looks over andresponds, Well, Josh, I dont know. What did you do lastnight? Josh quickly navigates to his core page andpresses I go, then to the people page he pressesGrandma. (word based vocabulary) His teacherresponds again, Oh, you went to Grandmas house. Whatdid you do there? Josh navigates again on the Dynamyteand presses eat popcorn back to the comments page Thats yummy in my tummy. His teacher says, Thatdoes sound like a good snack. She then moves on toanother student who is seeking her attention. And Joshwalks happily to his seat, Dynamyte in hand. Today, Joshhad his chance to communicate too!! </li> <li> 28. Child/Home communication Please record what your child does the night or weekend before so he/she can share like his/her peers do in class (under at school I) Personalize your childs device with favorite items/activities, soothing activities or items, desired food/drink Use real pictures or pre-stored images of people in your childs life Ask your child what he/she did at school, who they played with, etc </li> <li> 29. Beyond the basics (my childtalks)My child talks, why do I need AAC?Some of our kiddos think in pictures, cant find word (TempleGrandin)YOU can model longer sentences/grammar with device to helpyour child learn longer sentencesAAC is truly alternative communication, sparks the thoughtMost often, wont be needed long termHow to use AAC when they say the word?Acknowledge what your child says, YOU support by repeatingand expanding on what your child says using the deviceDont make them say it again, MODEL the next word or helpthem be specific Ex. Child says ball. You can find out if they want to throw ball, bounce on ball, comment cool ball by modeling the phrases with the device </li> <li> 30. QuestionsWhen does your child attempt to communicate?How can you start to use AAC at home?What routines do you have common vocabulary in everyday?What does your child love to do? </li> <li> 31. Goals Teach your child to be an independent communicator Help your child learn the power of communication Provide your child with a voice to comment, refuse, request, command Give your child a voice to tell us what they know or may want to learn </li> <li> 32. We are a TEAM!We work TOGETHER!We all take a step up toteach your child to use their VOICE! </li> </ul>
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