Language Skills & Communication devices

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Language Skills & Communication devices

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

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