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Armen
10/19/2016 11:17 PM
I was meaning to share with the community an impressive set of aac sessions generously posted by the Foundation for Angelman Syndrome Therapeutics (FAST) from their global conference.
This group of videos gives parents and aac practitioners an opportunity to hear Gayle Porter and Linda Burkhart speak on aided language input or stimulation and the principles that all families need to consider when making decisions about what kind of a communication system to use.
The video is family friendly and not overly scientific. If you have never had the opportunity to hear either of these pioneers speak, you are in for a treat.
This first video is neither PODD specific, nor Angelman specific but really helps the viewer think about some very important issues. Something near and dear to my heart is remembering about output vs. outcomes. Whether or not a little friend can say "something" in therapy is really of no consequence if they can't do it in the real world.
This year,I am focusing on this question: "Will what I do with a student today positively affect long term outcomes for my communicator in the future?" If not, then why am I doing it?
The first video is only an hour. It will be an hour well spent.
cheers.
please comment and let me know your thoughts.
@ispeakpodd
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I'll always remember the first time I heard Linda Burkhart speak. It was at Closing the Gap and I was blown away. I remember running back to my classroom and trying all the stuff.
Dr. Samuel Sennott - 10/28/2016
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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.
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He knows how to get me to do something for him. He uses some of the kinds of behaviors below to communicate:
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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
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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
