school team: your critical role in aac implementation · • use modelling • establish habits the...
TRANSCRIPT
School team: your critical role in
AAC Implementation
(An example presentation)
Claire Hayward, Occupational Therapy Lead for AAC
Julie Atkinson, Speech & Language Therapist
Plus the team at Access to Communication and Technology
Outline of the session
• What is AAC?
• Awareness of the overarching principles
that contribute to the success of AAC
• Signpost to useful resources
• Practice modelling low tech
• Time & space to think & discuss & plan
Use an example from their
Ofsted / CQC report
“Consider how to bring together
elements from the work on improving
communication with elements from
the mental health project to best
support the pupils with the most
complex needs to communicate
their feelings and concerns”
Key Message & Principle:
Augmentative & Alternative
Communication (AAC) • Any system that is used TO and BY someone who doesn’t
use speech as their main form of communication
• The form of AAC used varies with need
• Language is represented by objects, photos, pictures, symbols, written words, signing
• It can be any combination of:
– No tech
– Low tech
– Medium tech
– High tech
What is Low Tech?
“Low-tech communication systems do not
need a battery to function and include:
• pen and paper to write messages or draw
• alphabet and word boards / books
• communication charts or books with pictures,
photos and symbols
• particular objects used to stand for what the
person needs to understand or say” http://www.communicationmatters.org.uk/page/what-is-aac
Least Dangerous Assumption
We can never really know what a person is capable of until we provide them with the opportunity to learn and show us
1
Presuming competence
- No prerequisites
- Will become competent if we use it
- Consistently & for the long term
- ASAP
- Replicating an ordinary acquisition pathway
- While working on other things the child might need
http://praacticalaac.org/video/presuming-competence-and-
using-the-least-dangerous-assumption/ (30 min video) Donnellan, A. (1984). The criterion of the least dangerous assumption. Behavior Disorders, 9,
2, 141-150.
“Consistently” = A Language System
A child using speech will independently select the words she wishes to use from the vast array of words she hears used every day. A child using AAC will independently select the words she wishes to use from the vocabulary other people have chosen to model and for aided symbols, made available for her to use
2
Language System
- Readily available
- A way of initiating communication - “I’ve
got something to say”
- Motor pattern – stay in the same place
- Core words, not just nouns
- It’s about language generation
- Autonomy of message
- Don’t be a ‘gate keeper’
Core Vocabulary
Core is more
3
Core Vocabulary
• 400 high frequency words that make up
80% of the words we use
• Are most common in early language
development
• Need a shift in questioning approach
(descriptive teaching rather than direct /
referential questioning)
• ‘Language stealers’ video https://www.youtube.com/watch?v=iOVm8q0mCYA
Van Tatenhove, 2009, Witkowski & Baker, 2012
Core vocab game
(to practise using core vocab)
Modelling
Language is caught not
taught
4
• OR:
Learning language with an
added way 1
Learning language with an
added way 2
Modelling
https://www.youtube.com/watch?v=flFNMky22-U
‘Smart’ Partner
• Use modelling
• Establish habits the child can copy
• Mistakes happen!
• Make it about the language not the motor
skills
• Let the child lead
• Clarify
• Motivate & have fun!
https://www.youtube.com/watch?v=tz6QY-
wPGA0
Using a Communication book
• Using the book provided, tell your
communication partner something that they
don’t know about you
• … but I can’t find the words!!!!
– This is what our children have to do when we
give them a beautiful new book or communication
aid that they have never seen before!
– Hence the need for you to know their books and
model it to them
What next?
• AAC policy in school?
• Shared learning sessions?
• Training from your hub??
• Request to Senior Management Team / SLT
team for more support?
• Revisit EHCPs and goal setting
• Look at links below
• And MODEL AAC!!!
Takeaways
• AAC is not optional, it is
critical
• Get the book or device out
at all times
• Talk naturally, pointing as
you would sign
• Value low tech
• Plenty of carrots, plenty of
sticks
Further information
• Communication Matters
• We Speak PODD youtube channel
• Uncommon Sense Facebook Page
• AAC SIG Facebook Group
• http://praacticalaac.org/
• http://www.1voice.info/
• https://ilc.com.au/wp-content/uploads/2014/12/Top-
tips-for-implementing-AAC.pdf
References
• Van Tatenhove, G. (2009). Building
Language Competence with Students Using
AAC Devices: Six Challenges. Perspectives
on Augmentative and Alternative
Communication, 18(2), 38-47.
• Witkowski, D., & Baker, B. (2012). Addressing
the content vocabulary with core: Theory and
practice for non-literate or emerging literate
students. Perspectives on Augmentative and
Alternative Communication, 21, 74-81.
Feedback
• Questions?
• Comments?
• Feedback forms
• Certificates
THANK YOU