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Carole Zangari
4/27/2016 7:46 PM
Another evidence-based strategy for helping our clients understand the expected behaviors is video modeling. We all know how powerful it is to see examples of clinicians and educators in action. Knowing what to do is one thing, but seeing others implement it brings our understanding to another level.
Could that same idea work for our AAC learners? We've been using these strategies for awhile and are encouraged by the experience. Initially, we set up a private YouTube channel for our learner (with family permission, of course) and create playlists of existing videos that demonstrate the target behavior. The learner then gets to watch these at home. If they use schedules at home, we make a symbol for this activity and add it to the schedule for down time in the evenings and weekends.
Later, we begin filming the learner in therapy sessions as they work on the target behavior. Of course, they need a lot of support and prompts in the first few months. We edit out those bits so that the final video shows them doing the full skill from beginning to end. We've used this for skills like greeting, following a schedule, and using an AAC device.
Here are some resources to peruse if you'd like to try this with your beginning communicators.
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Have you seen Tar Heel Game Play? It will let you insert pauses with auditory and visual prompts into your youtube videos. You can select where the pauses go so that the learner can have a moment to THINK before hitting a switch (or clicking the mouse or hitting any key) to restart the video. You can even insert choices as you'll see in this example that a teacher made.
erickson@unc.edu - 5/2/2016
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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
