supporting functional communication for symbol-based … · communication-bill-of-rights/...

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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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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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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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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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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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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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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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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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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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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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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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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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Next Steps

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https://tinyurl.com/TDLearn

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