Language Skills & Communication devices
- 1. Language Skills & Communication Devices Where Do I Start?
- 2. Basic Overview of AAC What is AAC? AAC defined: an area of clinical practice that attempts to compensate (either temporarily or permanently) for the impairment and disability patterns of individuals with severe expressive communication disorders (i.e., the severe impairments in speech-language, reading and writing). AAC incorporates the individual's full communication abilities and may include any existing speech or vocalizations, gestures, manual signs, and aided communication. AAC is truly multimodal, permitting individuals to use every mode possible to communicate. The ability to use AAC devices may change over time, although sometimes very slowly, and the AAC system chosen today may not be the best system tomorrow. (ASHA)
- 3. Basic Overview of AAC Means of communicating wants, needs & ideas Decrease frustration & isolation Help build communication & language skills Increase interaction with family & friends Increase participation in school, community events & work No tech (gestures, signs) to low tech (communication board, simple voice output) to high tech (voice output communication systems)
- 4. Introduction & use of AAC will keep an individual from using or developing his or her natural speech False 89% increase in speech production 11% no change in speech production 0% decreases in speech production (Millar, Light & Schlosser, 2006)
- 5. “ By providing an individual with a variety of means to communicate, the pressure to produce speech is diminished” -Linda Burkhart on why AAC does not hinder the user’s development of speech
- 6. Who Uses AAC? People who were born with a disability, People who have acquired a disability later in life, People who have a temporary disability, People who have a lifelong disability
- 7. AAC Institute Self-Study Program Can earn CEUs Free Courses & Quizzes http:// www.aacinstitute.org/welcometoaacissp.html
- 8. Static vs Dynamic Static Dynamic
- 9. Low vs High Tech Cost Level of Programming Level of Vocabulary
- 10. Language Representation Methods Alphabet-based Methods Single-Meaning Graphic Symbols Phrase and word-based Multiple-meaning Graphic Symbols Minspeak
- 11. Hands-On Demonstration Low Tech High Tech Prox Talker One Step Step by Step GoTalk Quick Talker Supertalker Tech Talk Tech Speak Springboard Lite Alt-Chat Tech Touch Vmax V Maestro Vantage Lite ECO2 iPad
- 12. Getting Started Evidenced Based Practice Knowledge about best practices Knowledge about Student Assessment process WATI (Wisconsin Assistive Technology Initiative) www.wati.org SETT (Student, Environment, Tasks, Tools) ppt Knowledge about the Devices, Technology & Systems Gather information about technology, feature matching Need to be a role model for the user by using the device as well Exploration Wizard & Startup User
- 13. Accessing the Device Can the individual make the selection by themselves? How hard do they have to work to make the selection? How clear is their selection? Are they accurate? How quickly can they make the selection? Do they have the attention and cognitive skills necessary to use that selection method? What is their primary & secondary means of selection for AAC?
- 14. Accessing the Device Direct Selection With or without keyguards Access Training on Dynavox Switches Scanning Eye Gaze Headtracker/Headmouse
- 15. Positioning the Device Mounts Importance of Positioning Device & Switches (if applicable) Device or switch will be available in all places where needed In a place where the communicator can reach it easily Provides a safe way for a communication system to be moved from place to place Lockline handout
- 16. Application: How to Implement AAC First Steps Select, Implement, Train Feature Matching for Appropriate Devices Method of access Language system Durability & portability Flexibility of the device Implementation Provide a supportive environment Bill of Rights & Things to Remember… handouts Challenge the user Keep communication open among team members Take an active role Try simple strategies first
- 17. Application: How to Implement AAC Training Activities for Learning Vocabulary Activities should: Provide a reason to perform the activity Provide opportunities for success Be functional, interactive and motivating Be age-appropriate Preferred or non-preferred Communication breakdowns “ Making the Most…” & Dynavox Implementation Tool Kit Handouts
- 18. Application: How to Implement AAC Strategies & Tips including apps Language Representation Core Vocabulary Vocabulary Size Features of Various iPad apps
- 19. Videos & Powerpoints Youtube video Vantage Lite ppt
- 20. Hands On Vocabulary Selection Can be a combination of words, phrases , sentences Think about the following: Initiation Clarification/Repair Denials/Rejections Asking Questions Ending/Wrap Ups Take turns trying to communicate with partner
- 21. Hands On Game Activity Partner up Pick a game (pre made or just created) Describe how to implement AAC (pictures, voice output, etc)
- 22. Benefits of Game Playing Turn taking Initiation of interactions Beginning & Ending Appropriate social interactions Cause & effect Fun structured routines allowing for practice Developing enjoyable pastime Associations Concept development Categorization Sequencing Generalizations Receptive and expressive communication
- 23. Types of Communication Interaction Expression of Wants & Needs Information Transfer Social Closeness Social Etiquette Linguistic Operational Social Strategic
- 24. SNUG 6 Points AAC parallels normal language development Unique sentences Rarely used pre-stored messages Do not find pre-stored messages useful Logged language samples Research project by Sue Balandin & Teresa Lacono
- 25. Case Scenarios Groups of 4 Brainstorm Determine device to try Determine first steps to introduce, set up and implement the device into the curriculum Share
- 26. Case Scenarios PK student with severe apraxia Unintellible speech Needs to communicate and interact with peers Student using the Tango Little or no interest Difficulty programming 5 th grader Nonverbal
- 27. Case Scenarios Student with little or no interest in device At first, enjoyed pushing buttons to hear the words Later, he would throw it when time to work with it All sessions included hand over hand prompts Attention was an issue