use aac in class - amazon s3€¦ · use aac in class module 9 gail m. van tatenhove, ccc-slp 1....

Use AAC In Class

Module 9

Gail M. Van Tatenhove, CCC-SLPwww.vantatenhove.com

www.pattan.net 1

http://www.vantatenhove.com

Learning with POWER:AAC

• PowerPoint Video download

• PowerPoint Presentation used in the video pptx

• PowerPoint Presentation Handout with notes pdf docx

• Pre/Post-Test Assessment pdf docx

https://dl.dropboxusercontent.com/u/108595397/powerpoints/vocab_presentation.pptx

http://dynamiclearningmaps.org/unc/facilitated/vocab/vocab_assessment.pdf

http://dynamiclearningmaps.org/unc/facilitated/vocab/vocab_assessment.docx

http://dynamiclearningmaps.org/unc/facilitated/vocab/vocab_assessment.pdf

http://dynamiclearningmaps.org/unc/facilitated/vocab/vocab_assessment.docx

Assessment of Learning

Please complete the pre-test before starting this module.

• functional activities

• daily routine

• planned repetition

• current curriculum

• state standards

Module 2

• collaborative team process

Module 3

• core vocabulary is used across all school lessons and activities

Module 4

• monitor and document use of representation systems

Module 5

• core word walls and wall charts

• environmental engineering

• schedules and classroom charts

• adapted lessons

• writing supports

• home-school communication

• specific vocabulary instruction

Module 6

• model on an AAC system

• create communication opportunities

• respond to students after they use their AAC systems

• ask questions that promote communication

Module 7

• vocabulary learning through immersion

• explicit vocabulary instructional strategies

Module 8

want or need information

closeness

polite

Purposes of Communication

Wants & Needs

• to communicate to another person to get something

Information Transfer

• to convey information from person A to person B

Social Closeness

• to establish and maintain relationships with others

Social Etiquette

• to conform to the social conventions of politeness

Light, J. (1989). Toward a definition of communicative competence for individuals using augmentative and alternative communication systems. Augmentative and Alternative Communication, 5,2,137–144

Communicate Needs and Wants

Needs Have to have, can’t do without to survive

Universal for all human beings

Constant throughout a person’s lifetime

Wants Something you desire, either now or in the future

Personal to that person

Changes over times

Social Studies for Kids: http://www.socialstudiesforkids.com/articles/economics/wantsandneeds1.htm

AAC & “Needs” Communication

• Interpret body language and physical signals– thirsty-dehydrated

– hungry

– uncomfortable/hurt

– tired

– sick

– unhappy

• Give meaning to the signals

• Provide and model word(s)

• Meet the need

• Provide and model word(s)

hurtchange (position)

goodhappy

AAC & “Wants” Communication

• Choice making and making requests– Motivating

– Reinforcing

• Choose and mediate an activity– Specific Choices: music, book, puzzle, something else

• Chooses “music”

• Choose a specific CD/song

– Additional Choices:• listen “again”

• “different” song

• “stop” listening

Choice Boards in the POWER:AAC Classroom

• There is a place for choice boards in the POWER:AAC classroom.

• “Choice boards help give a learner power, but under our guidelines and boundaries. With choice boards, a student learns more communication while having less power struggles or behavior challenges.”

– Robin Parker, PrAACticalAAC, October 3, 2012

Use as a starting point for beginning communicators

BOUNDARIES

Give multiple opportunities throughout the day

BOUNDARIES

Include non-preferred choices

BOUNDARIES

Provide a way out

BOUNDARIES

Honor the choice/request

BOUNDARIES

Choice Boards & Core Boards

Pair choice boards with a core board

•Model and talk to the student with a core board

•Offer the choice board to make the choice

•Mediate choices with core board


Post choice boards in key locations

•indoor locations

•outdoor locations

•include people as well as thingsDerse, Christine (2008). Accessible Picture Communication on the Playground, SIG 12

Perspectives on Augmentative and Alternative Communication, Vol. 17, 131-134.


Design core boards with a section for “change-able choices”

•quickly and easily accessible choices

•flexible for changing interests, options, and preferences

Expanding Requesting and Choice Making

Person You can work/play with me or Bobby or no one. Use your eyes and show me who you want to work with.

Who do you want as your helper today? Miss Mary, me, or no one. (Use people choice board)

You can sit by me or him or by yourself. Use your core board and show me.

Place Where do you want me to put this? Here or there? Do you want it here? Do you want it there?

Where do you want to play next? Let’s look at the playground board and you can show me.

Where do you want to rest? In your chair, in the bean bag, or or on the bed? (personal nouns on personal board)

Expanding Requesting and Choice Making

Time Tell me when you want to do this: now, later, never? (Highlight options on core board)

Let’s plan your schedule. When do you want to do this? first, next, last, never (Highlight options on core board)

You have 1 more thing to do. You can do it before snack. You can do it after snack. When? Before? After?

Condition I’m going to push you over there. How do you want to move? Your choices are fast or slow. Do you want to go fast? Do you want to go slowly?

It’s your turn to play the music. Do you want to play it loudly or quietly? Show me on your core board.

Make a Choice

Select from a choice board

Select from a core board

Select from personalized nouns on core board

Answer a yes/no question

Describe Object Choices

• Pair symbol of a word core with the object

– “soft” bread

– “long” banana

– “break” chocolate bar

– “hard” cracker

• Use a color word as a back-up option

– “brown” peanut butter

– “white” marshmallow fluff

Describe Object Choices

• Add texture/tactile features to symbol

– Soft stuffed animal toy vs. hard toy

• Add cotton ball to the “soft” symbol (onto the ear of the dog) and a craft stick to the “hard” symbol (along the hammer shaft)

– Art supplies of finger paint and glue

• Add paint to a laminated “slippery” symbol and some glue to the “sticky” symbol

Object Choices with Letters or Numbers

• Use alphabet letters to represent choices

– Focus on the initial sound

– Pair a letter with the initial sound

• The student selects the letter that represents his/her choice

– Present letters individually for 2 – 3 choices

– Circle letters on a spelling board

• Number each choice


Wants & Needs




Social Closeness


Social Etiquette



Conversation or Skill Building?

• Keep them exciting about wanting to communicate– Focus on understanding what they want to tell you

(clarity), NOT on completeness or correctness

– Respond with enthusiasm

– Respond with partner skills (recast or expand)

• Come back to it later– Use the topic initiated by the student

• Role play a conversational dialog

• Practice new vocabulary

• Practice language structures

ideas gleaned from “From Conversation to Skill Building?” PrAACticalAAC, February 23, 2016.


Wants & Needs




Social Closeness


Social Etiquette




• “A big reason that we express ourselves is to share information ….. It may not seem like a high priority until we realize how often we need to do this to function in our daily lives.”

Carole Zangari, PrAACticalAAC

February 2, 2013.

Relay Information

Report a Problem

Direct Others

Tell Personal Narratives

I have something to tell you.

• Sentence– Pre-programmed or recorded in an AAC device or

app

– Record in a single message device

– Written in a space on a manual communication board

– Written on a card to hand to person

• Words– Build the sentence word-by-word

– Say only key word(s) (e.g., tell, I tell you, tell something)

I have something to tell you.

Relay Information

• deliver messages

• make announcements

• tell home information

• tell school information

• share opinions

Opportunities

Goal: Deliver a Message

• The student will use his/her AAC system to deliver a message to a member of the school staff.

– Suzie had the message(s) recorded in a single message device or a sequential message device.

– Tommy had the message(s) as a pre-stored sentence(s) in an AAC device/app.

– Billy said the message(s) word-by-word with the help of symbolized text as a visual support.

– Megan said the message(s) word-by-word with the help of printed text only as a visual support.

Example “Messages”

• Attendance– Teacher: Write names of student present/absent

– Student: “I have something to tell you.”• “This is for you.”

• “This says who is out today.

• Lunch Orders– Teacher: Fills out lunch order

– Student: “I have something to tell you.”• “This is for you.”

• “This is what we want.”

• “This is what we want to eat today.”

Goal: Make Announcements

• The student will make an announcement to the class.

– “I have something to tell you. “

• “We are going – to do something new.“

– to go somewhere.“

– to make something.”

• “We have– a visitor.”

– a surprise.”

– a treat.”

Goal: Tell Home & School Information

• Every morning, the student will relay information sent to school by the family.


– “I have something from home. Look in the book.“

• Every afternoon, when at home, the student will relay information sent home for the family.


• “I had a great day. Look in the book.“

• “Nothing special happened at school today.”

Symbolized Text

• Create a personalized symbolized dialog

• Requires time and resources

School Day Report Form

A Friends & Family Plan

• Important friends and family members

• School people

• Neighborhood people

• Family people

• Present choices

– Photographs and printed names on a board

– Photographs and printed names on a list

Relay Information

Report a Problem

Direct Others


Report a Problem

• cite stressors

• request help

• report broken stuff

Opportunities

Goal: Cite Stressors

• When people are too close to him, Daniel will say “you are too close” by handing the “too close” card to the person.

• When it is too loud in the room, Daniel will say, “I need my headphones” by handing the “I need headphones” card to his teacher/aide.

• When he needs a break, Daniel will say, “I need a break” by handing the “break” card to his teacher/aide.

Request Help

• Core Words & Phrases for Generative Language

– Phrases: I need, I want

– Verbs: help, get, put, take, turn, etc.

– Adverbs: away

– Prepositions: on, off, in, out

• Sentences for Fast Communication

– I need help

– Help me, please

• When Daniel can not do something independently, he will request help using his multi-modal communication system.– Using his iPad, he will say “help” as a single word or in

a short phrase or sentence (e.g., help me, want help, I want help).

– Using his cards, he will hand the “help” card to someone.

• After people respond to his request for help, Daniel will use his iPad to tell his partner what kind of help is needed, focusing on the action (verbs) needed by his partner to help him.

Goals: Request Help

Report Problem, Request Repair

• Core Words & Phrases for Generative Language– Phrases: I need, I want

– Determiners & Nouns: this, that, something, one

– Verbs: fix, break/broken

– Adjectives/Adverbs: not, right, wrong, different

– Pronouns: I, you, it

• Sentences for Fast Communication – Something’s not right.

– Something is broken.

– I need you to fix something.

Goals: Report Problem, Request Repair

• Daniel will report problems he can not handle independently. – Using his iPad, he will say one of the following words:

“help,” “problem,” “wrong,” “fix” or other appropriate word. He could also use a pre-stored sentence.

– If he is having problems with the iPad, he will hand the “help” and “iPad” cards to his communication partner.

• After people respond to his report of a problem, Daniel will use his iPad to tell his partner what kind of help and/or repair is needed, if he is able.

Relay Information

Report a Problem

Direct Others


Direct Others

• find/put things

• provide directions

Opportunities

Goal: Find/Put Things

• Every morning, Ashley’s helper will mount her AAC device, then say, “what do you need me to do now?” Ashley will respond by telling her at least 2 things. Visual supports for 5 options will be available, as needed.

– Put + away + my + lunch.

– Look + in + my + bag.

– Take + off + my + coat.

– Fix + my + hair.

– Give + me + a + drink.

Goal: Provide Directions

• During computer time, Ashley will direct her helper using the following pre-stored sentences. – Turn on the computer.

– Make sure my bluetooth adapter is ON and talking to my device.

– Adjust the volume of the computer.

– Put on my headphones and double check the volume.

– I can take it from here.

– Come back and check on me in 10 minutes.

Goal: Provide Directions

• During snack and/or lunch time, Ashley will guide her helper in feeding her. – Ashley will tell her helper how much she wants to eat

of each lunch or snack option, using the following words: a lot, a little, none.

– Ashley will direct her helper as to when to give her another bite, using the following words: ready, wait.

– Ashley will mediate the rate of her eating, using the following words: faster, slower

– Ashley will control the amount of each bite, using the following words: smaller, bigger

– Ashley will say when she is or isn’t finished eating, using the following words: more, enough, all done, finished, full

Relay Information

Report a Problem

Direct Others


Research on AAC & Narratives

• Solomon-Rice, P.L. & Soto, G. (2011). Co-construction as a facilitative factor in supporting the personal narratives of children who use AAC. Communication Disorders Quarterly, 32, 70-82.

• Soto, G., Solomon-Rice, P. & Caputo, M. (2009). Enhancing the personal narrative skills of elementary school-aged students who use AAC:” The effectiveness of personal narrative intervention. Journal of Communication Disorders, 42, 43-57.

• Soto, G., Yu, B., & Kelso, J. (2008). Effectiveness of multifaceted narrative intervention on the stories told by a 12 year old girl who uses AAC. Augmentative and Alternative Communication, 24, 76-87.

• Soto, G., Yu, B., Henneberry, S. (2007). Supporting the development of narrative skills of an 8 year-old child who uses an augmentative and alternative communication device: Case Study. Child Language Teaching and Therapy, 23, 27-45.

Blog Postings: PrAACtical AAC

• March 2, 2013 – Narrative Skills for People with AAC Needs, Carole

Zangari

• March 9, 2013 – PrAACtical AAC and Personal Narratives, Robin

Parker

• March 16, 2013 – Narrative Assessment and People who use AAC,

Carole Zangari

• March 23, 2013 - Let Me Tell You Something: Narratives for the

Beginning Communicator, Robin Parker

• March 30, 2013 - Helping People with AAC Needs Develop Personal

Narratives, Carole Zangari

• July 29, 2013 – Five Resources for Social Narratives, Carole Zangari

• July 15, 2015 – Video of the Week: Narrative Skills in Students with

ASD, Carole Zangari

What is a Narrative?

Go roller coaster six times. Tonight.Go fast yell loud.

Boy bad.Michael.Take water.

look bookme littleoutside


• tell about a recent event

• tell about a future event

• tell about a past event

Opportunities

Visual Supports …

Tangible Reminder

• actual object

• remnant of the event

• photograph

• symbol

Symbolized Text

• key points of the event

Drawing Out Information

Limit wh questions that require specific words

• Where did you go?

Ask questions that can be answered with core

• What were you doing there? = eat

• How did you feel? = hungry

Confirm information with yes/no questions

• Is this something you got at McDonald’s?

• Did you eat fries at McDonald’s?

Supporting Narratives

Model more core to stimulate comments & questions

• You ate good food.

• I bet it was fun going there.

• I wonder who likes going here?

Tell others with a recorded “narrative”

• I ate MacDonald’s French fries. They were good. I ate all of them by myself. I was full. It was fun.

Goal: Tell About Recent Event

• Jaden will tell about a recent event that he did with his family. Family will provide a tangible visual support from the event. Jaden will be prompted to tell at least 2 things about the event.

• Jaden will tell his family about a recent event that he did at school. Staff will provide a tangible visual support and symbolized text for the family. Jaden will be prompted to tell at least 3 things about the event.

Goal: Tell About A Future Event

• Jaden will tell about a future event that he will do with his family. Family will write about the event in his home-school book. Jaden will be prompted to tell at least 1 thing about the event.

• Jaden will tell his family about a future event that he will do at school. Staff will provide a simple social story and/or symbolized text for the family. Jaden will be prompted to tell at least 2 things about the future event.

Write about Event

Goal: Do a “Tell About”

• Jaden will bring something to “show & tell” and tell at least 2 things about whatever he brought. Family will provide the needed information in his home-school book.

• During “family news time” at morning meeting, Jaden will tell about something happening with his family, based on information provided by his family in his home-school book. He will say at least 1 thing.


Wants & Needs




Social Closeness


Social Etiquette



PrAACticalAAC: May 6, 2013

• “…. there is a pervasive myth that children with ASD are not interested in social interaction and prefer to be alone in their own worlds, separate from other people. But many of you who have worked with children with autism spectrum disorders (ASD) know this is not true. In fact, many (if not all) of the children with ASD I have worked with wanted to be liked, have friends, and be included in social activities. However, many of them lacked the innate ability to make this desire a reality.”– Dr. Erinn Finke, Assistant Professor of Communication

Sciences and Disorders, Penn State University

Drawn to Interact

preferred people

shared interest

group project

team activity

Enter into Interactions

• approach others

• respond to others

Maintain Interactions

• actively participate

• engage in turn taking

• ask partner-focused questions

Brainstorming Activity

• List 2 group projects which would draw your students into interacting.

– 1.

– 2.

• List 2 team activities which are physically possible for your students.

– 1.

– 2.

Drawn to Interact

preferred people

shared interest

group project

team activity


• approach others






Scenario 1

• A visitor has come into the classroom and you are curious about her?

– How do you greet the person?

• Hello

– How do you introduce yourself?

• Hi. My name is Jaden?

– How do you learn the visitor’s name?

• What is your name?

Scenario 2

• It’s free time and you want to play a game with someone.

– How do you ask someone to play a game with you?

• Do you want + play + with + me?

• Do you want + to play + this?

– What do you say if you want to join others to play a game?

• Can I + play + with + you?

• Can I + play + too?

Scenario 3

• You are doing an art project and can’t do it by yourself. However, there are peer helpers in the room from another classroom. – How do you get someone to work with you? What

do you say?• Can you + help + me?

• Help + me + please.

– What do you say if the helper says he is working with someone else?• Okay

• Why + not?

Preparation & Instruction

Preparation Personal information

Meet & greet

Core vocabulary

Instruction & Supports

Role play

Social script

Social skills curriculum

Starting Points

Say hello and good-bye

Meet someone new

Invite someone to share/play/help

Be a good sport

Give compliments

Drawn to Interact

preferred people

shared interest

group project

team activity


• approach others



& Turns




Conversational Script

Attention Getters: come here, hey you

Starters/Context Setters: I have something to tell you. Did you see the game last night?

Maintainers/Holders/Interjections: go on, oh wow, tell me more, there’s more, that’s interesting, you are so funny, etc.

Repairs/Clarifies: Say that again, I don’t understand,

Turn Transfers/Questions: How about you?

Topic Closures/Transfers: enough about that, later, gotta go

Carolyn Musselwhite & Linda Burkhart, 2001. Anatomy of a Conversation at: http://lburkhart.com/chat_ideas.htm

Supports and Scaffolds

• Visual Supports

– Flip cards for each step in the script

– Visual chart of the conversational exchange

• Scaffolds

– Color code speaker vs. partner

– Turn exchange signal (object, graphic, gestural, auditory, look with silence)

Flexibility

• Alternatives & Options– Create 2 to 5 versions of a

script– Provide optional

comments, statements, questions

• Unexpected Partner Responses– Provide “exit” messages

• When is a good time for you?

• Sorry about bothering you.

– Role play unexpected partner responses

Visual Support for Conversation

• De-constructed phrases & sentences into their core words

– Row 1: greet

– Row 1: starter

– Row 2: topic vocabulary

– Row 3: maintain, hold, interject; repair

– Row 4: transfer turn

– Row 5: close

Activity

• Develop a script for one student based on one of these topics:

– My Favorite Thing & Your Favorite Thing

– Show & Tell Time

– What I Did Last Night

– Getting or Giving a Gift

– Watching TV

• Create a visual support for your script.


Wants & Needs




Social Closeness


Social Etiquette



Social Etiquette

• Polite words

– Hello/goodbye

– Please/thank you

– Sorry

• The Art of Negotiation

– Time words (now/later/ready/when)

– Action words (change/go/stop/do/wait)

– Condition words (different, new, gone, broken)

Strategies

Choice Board

Scripts

Role Play


Wants & Needs


Social Closeness

Social Etiquette

Assessment of Learning

Please complete the post-test for this module.

POWER:AAC

www.pattan.net 85

use aac in class - amazon s3€¦ · use aac in class module 9 gail m. van tatenhove, ccc-slp 1....

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