Bringing aac home ctg


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Bringing AAC Home Presentation from Closing the Gap 2013

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Bringing aac home ctg

  1. 1. Kate Ahern, M.S.Ed. Ana Burke Closing the Gap
  2. 2.  All photos/videos not created by charities in this presentation are the respective property of the individuals in them and/or their parents or guardians.  We have permission to use these photos/videos – that permission does not extend to the audience photographing or filming them or sharing any downloaded hand outs  Please be respectful of the rights of these families  Special Thanks to Shannon and Jeanne Molloy; Nik and Beth Anderson; Samantha, Kevin, Alison and Ana Burke; Graham and Randi Sargent, Jordan and Stephanie Brown for permission to use the photos and videos!
  3. 3. • My Voice is My Power • Presume Competence • AAC Bill of Rights • How do we help parents? • Simple Steps for Positive AAC Experiences: The MMM Method  Motivate  Model  Move Out of the Way • Grow Vocabulary • Communication Rich Environments • Involve Siblings • I still have something to say!
  4. 4.
  5. 5. Many parents need and want the tools… We as professionals MUST find a way to provide it!
  6. 6. To give their child a powerful voice!
  7. 7. Teach Parents: "The least dangerous assumption is the premise that (in the absence of evidence) we believe we not yet found a way to make it so a child or adult with a disability "can" instead of believing he or she "can't." AKA "Presume Competence" Donnellan, Anne, (1984) "The Criterion of the Least Dangerous Assumption" Behavioral Disorders, v9 n2 p141-50 Feb 1984 (print copy not available). Rossetti, Zach and Tashie, Carol (2002) "Outing the prejudice: Making the least dangerous assumption." The Communicator: Newsletter of the Autism National Committee, 2002. downloaded from dangerous-assumption.pdf on June 30 2010.
  8. 8. •Make real choices •Refuse, reject, say no •Ask for what I want •Share feelings •Be heard and responded to even if the answer is no •Ask for and get attention and interaction •Have and use AAC all the time •Know and ask about my schedule •Be taught how to communicate •Be a full member of my community •Be treated with respect and dignity •To spoken to and not about •Be communicated with in a sensitive manner At School and at Home – Communication is a Human Right!
  9. 9.  Show them how to make small goals that work towards full time communication system use  Help them break it down into things they can do, starting now  If possible offer AAC training in the home  Give information about webinars and online courses  Encourage them to join social networking groups  Help them re-group when things get hard  Encourage and Inspire
  10. 10. Set it and forget it! MMM • Motivate • Model • Move out of the way! Grow the vocabulary!
  11. 11.  Set it and forget it! - Set up and turn on the speech device and then take the focus off of it. The device is a tool. It is your child's voice but in reality the focus is on interaction and connection. The more you try to focus on the device and just asking questions of your child or insisting they "find _____" the less motivating communication will be. Once the device is set up...
  12. 12.  Focus on the fun or connection in an activity or family situation.  Around the dinner table? Don't force asking to pass the peas or for a glass of milk - boring! Instead tell jokes, share about your day and encourage interaction.  Focus on comments, descriptions and the AAC user asking, not answering, questions.  Make communicating irresistible and then...
  13. 13.  Model - language in equals language out (to paraphrase Linda Burkhart).  Fancy word for this is Aided Language Stimulation  Number one way to increase AAC skills is ALS!  The device is set up, you have a topic at hand and it is fun.  NowYOU use the device. Have your other children use the device. Have visitors use the device.  Communicate with the device as you communicate with your voice. Want to say that something is awesome? Use the device! Want to tell someone to quiet down? Use the device!  Show, don't tell, how to use AAC to communicate
  14. 14.  Teach parents how to move out of the way: • Leave the device set up  There is no such thing as "device time being over" or "being too tired".  If someone is too tired to communicate then they just won't say anything.  It is fine to have a device set up and then not say anything! • Moving out of the way means letting life unfold and being ready for the surprises your child throws are you. • You never know what someone will to say until you give them the time and space to say it! • Encourage “talking to yourself!” • Don’t forget to give them wait time! Pressuring them gets in the way. *
  15. 15.  If there is nothing to say… then they won’t say anything!  Start somewhere between where you think they are and where you want them to be in your wildest dreams  Increase vocabulary so there is always more to learn to say
  16. 16.  The goal at home is: • The device is on and ready at all times, you may need to build up to this but it is the goal • Family members use the system when talking to the AAC user • Label everything possible not just with nouns but core words as well • Have posted core word boards or other materials
  17. 17.  Harness their innate tech saavy  Encourage them to model using the device  Insist they respect communications made with the device  Ask for their input on what cool language should be programmed  Teach older siblings how to program
  18. 18.  Access in unusual places might take creativity.  Can you mount the system? • In bed • Near the couch? • The dinner table?  Can you add accessories to make it work out?  Can you use a lite tech version?  The hassle is always worth allowing the human right of communication!
  19. 19.  Communication Bills of Rights Posters  Original Motivate, Model, Move Out of the Way  Living the Least Dangerous Assumption Article  Purchase the MMM Kit http://www.teacherspa /Motivate-Model- Move-Out-of-the-Way- How-to-implement- AAC-888502
  20. 20.  Kate Ahern   Ana Burke 