Date Created: 7/15/2016
Posts: 6
I am Speech-Language Pathologist and early childhood educator with a passion for AAC, specifically to create environments where students with complex communication needs can thrive. From my early days in school at Central Michigan University, University of Wisconsin Stevens Point, or working for a large metropolitan school district I loved discovering strategies, supports and implementation systems to impact environments. Be they classrooms for students with apraxia, district AT Centers, or county level initiatives. Anywhere we can strategically impact the communication and learning environment with powerful and universal supports which can be utilized by the staff and students with ease is a win. Currently, as an AAC Consultant and member of a county level AAC Team at Oakland Schools I have the opportunity to explore, develop and implement dynamic service delivery models and professional learning opportunities to build capacity in local teams in the implementation of language and AAC. Recently through invitations and collegial connections I am expanding my desire to encourage and influence others in the field of AAC. Increased professional speaking opportunities, posts on PrAACtical AAC, consultations with SLPs in private practice and teaching graduate students in AAC is providing new spheres of influence and learning opportunities galore.
One way to "get started"! “A Framework for Success in AAC: Building Competent Communicators™
In an attempt to fulfill the charge to provide AAC and language implementation support to teams serving students needing or using AAC, my colleagues and I had an AHA moment. We discovered there was a ...
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Here is the first implementation strategy in the "foundational shared knowledge" toolbox.
I used a set of 20 core vocabulary in my early childhood classroom for students with complex communication needs 30+ years ago. It served as a powerful symbol based language system for all the student...
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You may ask, "what's all the hype about aided language input?" It's 2nd in our Top 4 Strategies. Take a look!
One description of “aided language input” is when the speaking partner uses AAC to visibly represent language, as well a speech, to provide a model to the student using AAC that closely represents the...
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Vocabulary Instruction is # 3 in our TOP 4 Implementation Strategies
One question we are grappling with is, “what does intervention before assessment look like in AAC and language?” How often do we assess student’s vocabulary and draw all sorts of conclusions before t...
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It really is all about the words. Here is more to consider when choosing and teaching core words.
There is one recent study that specifically targeted conceptual vocabulary in an AAC intervention for a child with multiple disabilities including deafblindness. You can find more about it here: htt...
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The communication environment is filled with opportunities. How many do we really take advantage of for our student using AAC?
We can provide a robust core vocabulary, a powerful AAC system, aided language input by all of the communication partners and explicit vocabulary instruction, but without OPPORTUNITIES galore we are n...
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The only way I know that he wants something is because he fusses or whines when he's unhappy or uncomfortable, and he smiles, makes noises or calms down when he's happy and comfortable. Does this statement describe your child?
She doesn't come to me to let me know what she wants, but it's easy for me to figure out, because she tries to do things for herself. She knows what she wants, and her behavior shows me what she wants. If she runs out of something to eat, she will just try to get more, rather than trying to get me to give her more.
Does this statement describe your child?
He knows how to get me to do something for him. He uses some of the kinds of behaviors below to communicate:
Does this statement describe your child?
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
– Does this independently most of the time when the opportunity arises
– Does this in a number of di erent contexts, and with di erent people
– Does this inconsistently
–
Only does this when prompted or encouraged to do so. Only does this in one or two contexts or with one person.
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
