Handout for a workshop presented for SPOT on DD in August 2011. Video files have been removed for privacy reasons.
Further resources and links
AAC Myths and Legends
Romski, M.A. & Sevcik, R.A. (2005). Augmentative communication and early intervention: Myths and realities. Infants & Young Children, 18:3, 174-185
YAACK http://aac.unl.edu/yaack/
DynaVox Implementation Toolkit http://www.dynavoxtech.com/implementation-toolkit/learning-paths/list/?id=7
Communicative Competence
Light, J. Toward a Definition of Communicative Competence for Individuals using Augmentative and Alternative Communication Systems,(1989). Augmentative and Alternative Communication,5, 137-144
Aided Language Displays
ComTEC Information Sheet on Aided Language Displays
Communication Displays for Engineered Adolescent Environments from Pamela Elder and Carol Goossens’
Boardmaker Share
CHAT-Now
CHAT-Now (manual and CD)
Pragmatics
Dewart and Summers Pragmatics Profile
PODD
Pragmatically Organised Dynamic Displays (PODD)
PODD Communication Books: Direct Access Templates
Videos of Callaghan using PODD (from YouTube)
Core Vocabulary
Core Vocabulary list from University of Lincoln Nebraska
WordPower video (from YouTube)
Pixon
Core Vocabulary board to supplement ALDs from Disability Services Commission, WA
The Language Stealers video (from YouTube)
Communication Technology
Range of speech generating devices from Spectronics
DynaVox Devices
DynaVox Vmax with EyeMax
iPad/iPod touch Apps for AAC list
AAC Apps – Speaking Appropriately
AAC RERC White Paper: Mobile Devices and Communication Apps
Small Talk
SmallTalk for Children and Adults
Sequenced Social Scripts
One Voice video (from YouTube)http://www.youtube.com/watch?v=w5ZlUnU8Oeo
Augmentative alternative communication is basically used by those who are not able to use speech and language as a primary mode of communication. AAC divided in two parts unaided and aided. Again aided divided in high tech AAC and Low tech AAC.
Augmentative alternative Communication used by those who are not able use speech and language as a mode of communication.How AAC started ,what is the name of first AAc,How it develops till now........
Augmentative alternative communication is basically used by those who are not able to use speech and language as a primary mode of communication. AAC divided in two parts unaided and aided. Again aided divided in high tech AAC and Low tech AAC.
Augmentative alternative Communication used by those who are not able use speech and language as a mode of communication.How AAC started ,what is the name of first AAc,How it develops till now........
A training of research based and clinically proven partner techniques to teach functional augmentative and alternative communication to non-verbal or low-verbal individuals.
This presentation is applicable for any AAC device or system. It not specific to Alexicom AAC. The focus is on educating parents, SLPs, and teachers AAC basics, roles, and strategies on how to more effectively teach children how to develop their own voices and become independent communicators.
AUGMENTATIVE AND ALTERNATIVE COMMUNICATION FOR PEOPLE WITH INTELLECTUAL DISAB...Shazia Tahira
People with intellectual disability have the right to communicate in the most appropriate means necessary in order to have some control of their life. About half of these individuals do not develop enough speech and language to meet their daily needs. Therefore augmentative and alternative communication strategies are needed to enhance learning, increase social interaction, and provide functional communication skills.
Introduction toAAC for AAC Bootcamp ESMA 2014Kate Ahern
This slideshow introduces Augmentative Communication to teachers, therapists and school employees who were part of Easter Seals Massachusetts AAC Bootcamp for Professionals in August 2014
Classification of Speech Disorders - A Brief OverviewShazia Tahira
Classification of Speech Disorders - A Brief Overview
Summarizing the Main Points about the Classification of Speech Disorders including Speech Sound Disorders, Fluency Disorders and Voice Disorders
Implementation of Proloquo2Go for Students with AAC NeedsEric Sailers
This presentation shows how to implement evidence-based practices with Proloquo2Go, an iOS app for augmentative and alternative communication. Strategies highlighted include core words, aided language stimulation, and descriptive teaching.
Social Pragmatic Communication Disorder PresentationLaura Justus
This presentation on Social Pragmatic Communication Disorder explores this particular exceptionality from the formal definition, to characteristics, educational considerations for a classroom educator and intervention techniques from the perspective of a Canadian educator and includes additional digital resources. This inclusive presentation was created with all learning styles in mind and includes visual, auditory and written components as well as videos from Dr. Lydia Soifer and other specialists in the area of special education and exceptionalities.
A training of research based and clinically proven partner techniques to teach functional augmentative and alternative communication to non-verbal or low-verbal individuals.
This presentation is applicable for any AAC device or system. It not specific to Alexicom AAC. The focus is on educating parents, SLPs, and teachers AAC basics, roles, and strategies on how to more effectively teach children how to develop their own voices and become independent communicators.
AUGMENTATIVE AND ALTERNATIVE COMMUNICATION FOR PEOPLE WITH INTELLECTUAL DISAB...Shazia Tahira
People with intellectual disability have the right to communicate in the most appropriate means necessary in order to have some control of their life. About half of these individuals do not develop enough speech and language to meet their daily needs. Therefore augmentative and alternative communication strategies are needed to enhance learning, increase social interaction, and provide functional communication skills.
Introduction toAAC for AAC Bootcamp ESMA 2014Kate Ahern
This slideshow introduces Augmentative Communication to teachers, therapists and school employees who were part of Easter Seals Massachusetts AAC Bootcamp for Professionals in August 2014
Classification of Speech Disorders - A Brief OverviewShazia Tahira
Classification of Speech Disorders - A Brief Overview
Summarizing the Main Points about the Classification of Speech Disorders including Speech Sound Disorders, Fluency Disorders and Voice Disorders
Implementation of Proloquo2Go for Students with AAC NeedsEric Sailers
This presentation shows how to implement evidence-based practices with Proloquo2Go, an iOS app for augmentative and alternative communication. Strategies highlighted include core words, aided language stimulation, and descriptive teaching.
Social Pragmatic Communication Disorder PresentationLaura Justus
This presentation on Social Pragmatic Communication Disorder explores this particular exceptionality from the formal definition, to characteristics, educational considerations for a classroom educator and intervention techniques from the perspective of a Canadian educator and includes additional digital resources. This inclusive presentation was created with all learning styles in mind and includes visual, auditory and written components as well as videos from Dr. Lydia Soifer and other specialists in the area of special education and exceptionalities.
Assistive Technology for Students with Moderate to Severe ImpairmentsSpectronics
These are the slides from the full-day Preconference Workshop presented by Amanda Hartmann, Speech Pathologist, Spectronics, for Special Educators as a part of the SPED Conference in Singapore, November 2014. It covers information on a variety of Assistive Technology to support Early Learning, Communication, Literacy, Behaviour and Social Skills.
Presentation at the Education Session of the American Art Collaborative (AAC) Linked Open Data Initiative, 31 March 2015. http://americanartcollaborative.org/
Slides to accompany RALLI video
http://www.youtube.com/watch?v=nGuO1cL4gHQ
For references go to: http://www.slideshare.net/RALLICampaign/cn-slcn-17230953
Arabic Symbol Dictionary - TechshareME presentationE.A. Draffan
This presentation describes the outcomes from the first year of the Arabic Symbol Dictionary research funded by the Qatar National Research Fund. The presentation was give by Nadine Zeinoun from the Mada Center and Amatullah Kadous from Hamad Medical Corporation (HMC) during the TechShareME conference held in Doha on November 4/5th, 2014
Why Develop A Toolkit? (1/2 hour)
• Future building our classrooms - Planning for technology
trends and supporting evidence based practice
• Assistive Technology is too powerful not to have a plan
What is in my Toolkit? (3 hours)
1. Key components:
• Quality Indicators in Assistive Technology (QIAT)
• S.E.T.T. Framework
• Technology rubrics, decision-making frameworks and
AT search tools
• Action Research and data
2. What does your toolkit look like?
• Case studies and examples
• Developing your own toolkit – future actions
Personalised learning experiences are best taught in action. This workshop will be a combination of collaboration, discussion, sandpit time and hands on action using iPad / laptop as a facilitating tool. Solidifying the connections between curriculum content, planning and ICT. You will leave with a range of creative ideas and a clear plan of action for implementing personalised learning in your class. From concept to implementation this workshop will demonstrate by modelling what personalised learning looks like with you as the participant and Greg as the teacher.
iPad Masterclass - East Coast Autism Support GroupSpectronics
Day 2 of workshops presented by Amanda Hartmann for East Coast Autism Support Group in Tasmania. This was a day of planning and playing with iPads, focusing on a few key apps and ways for using them in the classroom.
iPad Integration for Everyone - East Coast Autism Support GroupSpectronics
Day 1 of workshops presented by Amanda Hartmann for the East Coast Autism Support Group, in Tasmania. This workshop covered iPad basics as well as ways of integrating iPads for successful learning.
Switched onto Successful Access to Mobile TabletsSpectronics
Presentation looking at switch access to tablets including assessment, considerations for success and a look at connecting a switch to both Android and Apple platforms.
Using iPads to support students struggling with literacy requirements of schoolSpectronics
This presentation will provide an opportunity for us to explore strategies and support tools proven to be effective in supporting students who are struggling with the literacy requirements in primary and secondary schools. In particular, addressing the needs of students who are struggling to keep up with the reading, writing or organisational tasks required of them. These students may be struggling because of learning difficulties/disabilities. Alternatively, they could be one of the growing numbers of ESL (English as a Second Language) students in our schools.
While the need for effective remediation is paramount for all students struggling with literacy, this workshop will be focused on using the iPad as a compensatory tool for students. While at the same time as being providing with effective literacy instruction, students also need to be getting on with the business of ‘reading to earn’ - accessing the curriculum and learning content across all their subject areas, and being engaged in meaningful communication and assessment of what they have learnt. Compensatory tools are essential in the provision of accommodations and adjustments for all students, and this will be the focus for this presentation.
Integrating iPads into the Classroom - March 2014 WorkshopSpectronics
These slides were prepared for professional development training in Sydney Cluster schools in March 2014, and include information to help educators successfully integrate the iPad into their mainstream classroom.
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
263778731218 Abortion Clinic /Pills In Harare ,sisternakatoto
263778731218 Abortion Clinic /Pills In Harare ,ABORTION WOMEN’S CLINIC +27730423979 IN women clinic we believe that every woman should be able to make choices in her pregnancy. Our job is to provide compassionate care, safety,affordable and confidential services. That’s why we have won the trust from all generations of women all over the world. we use non surgical method(Abortion pills) to terminate…Dr.LISA +27730423979women Clinic is committed to providing the highest quality of obstetrical and gynecological care to women of all ages. Our dedicated staff aim to treat each patient and her health concerns with compassion and respect.Our dedicated group ABORTION WOMEN’S CLINIC +27730423979 IN women clinic we believe that every woman should be able to make choices in her pregnancy. Our job is to provide compassionate care, safety,affordable and confidential services. That’s why we have won the trust from all generations of women all over the world. we use non surgical method(Abortion pills) to terminate…Dr.LISA +27730423979women Clinic is committed to providing the highest quality of obstetrical and gynecological care to women of all ages. Our dedicated staff aim to treat each patient and her health concerns with compassion and respect.Our dedicated group of receptionists, nurses, and physicians have worked together as a teamof receptionists, nurses, and physicians have worked together as a team wwww.lisywomensclinic.co.za/
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, S...Oleg Kshivets
RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunoradiotherapy for LCP with unfavorable prognosis.
Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
Follow us on: Pinterest
Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
NVBDCP.pptx Nation vector borne disease control programSapna Thakur
NVBDCP was launched in 2003-2004 . Vector-Borne Disease: Disease that results from an infection transmitted to humans and other animals by blood-feeding arthropods, such as mosquitoes, ticks, and fleas. Examples of vector-borne diseases include Dengue fever, West Nile Virus, Lyme disease, and malaria.
Knee anatomy and clinical tests 2024.pdfvimalpl1234
This includes all relevant anatomy and clinical tests compiled from standard textbooks, Campbell,netter etc..It is comprehensive and best suited for orthopaedicians and orthopaedic residents.
Pulmonary Thromboembolism - etilogy, types, medical- Surgical and nursing man...VarunMahajani
Disruption of blood supply to lung alveoli due to blockage of one or more pulmonary blood vessels is called as Pulmonary thromboembolism. In this presentation we will discuss its causes, types and its management in depth.
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Ve...kevinkariuki227
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
2. Jane Farrall Speech Pathologist AAC Support Services Manager jane@spectronics.com.au Twitter: @janefarrall
3. What is AAC? Augmentative and Alternative Communication (AAC): An area of specialised clinical and educational practice that provides communication options and interventions for people with complex communication needs. The term augmentative in this context means supplemental or additional to speech. Augmentative techniques (e.g. gestures, and facial expressions) are commonly used when communicating and interacting with others. The use of the term alternative acknowledges that there are some individuals whose speech is sufficiently impaired that they must rely completely on standard and special augmentative techniques, which do not augment speech but are alternatives to speech (Vanderheiden & Yoder, 1996). (Speech Pathology Australia AAC Position Paper 2004)
4. AAC System AAC system: An integrated group of components, including the symbols, aids, strategies and techniques used by individuals to enhance communication. The system serves to supplement any gestural, spoken, and/or written communication abilities (American Speech and Hearing Association, 1991).
5. Unaided and Aided AAC Unaided AAC: All techniques that do not require any physical aids (e.g. gesture, sign, facial expression). Aided AAC: Techniques where some type of physical object or device is used (e.g. object symbols, communication boards, books, wallets). Aided AAC is often divided into high technology or low/light technology systems. (Speech Pathology Australia AAC Position Paper 2004)
6. AAC Myths and Legends Introducing AAC will stop someone from developing speech Low tech before High tech Has a little speech so doesn’t need AAC Too cognitively impaired for AAC AAC will fix all communication difficulties Too young for AAC Doesn’t need AAC as they can express basic needs
7. AAC Myths and Legends - Resources Romski, M.A. & Sevcik, R.A. (2005). Augmentative communication and early intervention: Myths and realities. Infants & Young Children, 18:3, 174-185. YAACK http://aac.unl.edu/yaack/ DynaVox Implementation Toolkit http://www.dynavoxtech.com/implementation-toolkit/learning-paths/list/?id=7
8. Good Practice Approaches to AAC Aided Language Displays (ALDs) Engineering the Environment Chat Now PODD Core Vocabulary
9. Additional AAC options to support good practice Small Talk About Me Books Yes/No ++++ Social Scripts Partner Focused Questions Storytelling
11. Communicative Competence Light (1989) Linguistic Competence (mastery of the linguistic code) Operational Competence (access methods, on/off) Social Competence Strategic Competence (make the most of the vocab they have)
12. Aided Language Displays Prospective users must be provided with frequent examples of interactive, generative use to acquire any semblance of proficiency. No one would dispute the fact that it would be very difficult to become a fluent speaker of French, if your instructor seldom used French in your presence. Goossens’, Crain and Elder (1988); Goossens’ (1989)
13. Aided Language Displays Likewise, it is difficult for a nonspeaker to become a proficient AAC user if other people never model interactive use of their system during all aspects of the day.
14.
15.
16. Aided Language Displays Aided Language Displays are NOT choice making boards. Choice making boards supplement ALDs. E.g. in music time a choice board of songs is followed by boards for singing the songs.
17. It is critical for an individual to not only have symbols, but also to have experience with those symbols in a symbol rich environment / print rich environment. The typically developing child will have been exposed to oral language for approximately 4,380 waking hours by the time he begins speaking at about 18 months of age.
18. If someone is using a different symbol set and only has exposure to it two times a week, for 20-30 minutes each, it will take the alternate symbol user 84 years to have the same experience with his symbols that the typically developing child has with the spoken word in 18 months!!!
19. The typically developing child will demonstrate language competency around 9-12 years of age having been immersed in and practicing oral language for approximately 36,500 waking hours. For 9-12 years that child has been using and receiving corrective feedback while practicing with the spoken word.
20. At twice a week, 20-30 minutes each time, it will take the alternate symbol user 701 years to have the same experience Jane Korsten (2011) QIAT Listserv 4th April
21. Aided Language Displays If children are to gain proficiency in using their aided AAC systems, others must begin to use the children's AAC system to communicate with them.
22. Aided Language Displays By modelling how to use a display to initiate and maintain communication, you show a student how to initiate and maintain – not just respond!
25. Aided Language Display Design If you (as a person proficient in language) cannot use a communication system or display throughout an interaction then how can you provide Aided Language Stimulation? If you cannot use it, is it designed well?
27. Engineering the Environment Displays must be stored in close proximity to where they are needed Displays must be stored in a way that helps with quick access and set-up E.g. in dress-up box, on back of bookshelf, on walls, in plastic bucket, inside game box, with props, in eye gaze arrangement
28. CHAT-Now Developed by Gayle Porter (Cerebral Palsy Education Centre) and Marnie Cameron (Communication Resource Centre) Children’s Aided Language Tools Consists of aided language displays for early childhood settings and general interactive board(s)
31. CHAT-Now A series of ALDs for different activities. Designed for early childhood but suits many special education settings Also includes a general interactive board for use throughout the whole day
32. Special School Project Approx 80% of students in school with CCN A few have individual systems – generally not being used Lots of visual supports in place – all staff carry key caddies and all classrooms use visual schedules, first then boards etc Commonly used AAC is all adult focused language
40. Week 5 Use whole board Made up in Tap Speak Choice, AAC App
41. Weeks 6 - 10 Consolidate use of whole board Ensure all students have yes/no
42. Special School Project Repeat observations and videos end of term one 10 spontaneous uses of AAC by students observed Next term introducing ALDs for a range of activities Term 3 introducing multi-page generic displays
44. Yes/No Need to watch the number of yes/no questions we ask AAC users BUT Every AAC user needs to develop a good, clear Yes/No response
45. Pragmatics Pragmatics – social use of language Using language for different purposes, such as greeting, informing, demanding, promising, requesting Changing language according to the needs of the listener Following conversational rules www.asha.org
46. Pragmatics Need to ensure AAC users have access to and know how to use a range of pragmatic skills Dewart and Summers “Pragmatics Profile” (1998) http://wwwedit.wmin.ac.uk/psychology/pp/
47. PODD PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning.
48. PODD The aim of a PODD is to provide vocabulary: for continuous communication all the time for a range of messages across a range of topics in multiple environments.
49. PODD PODDs can have different formats, depending on the individual physical, sensoryand communication needs of the person who will use it.
50. PODD PODDs have been developed over the past 15 years by Gayle Porter, a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria. Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN), and their communication partners.
51. Core Vocabulary Using common English words on an AAC display to enable a user to construct their own sentences. Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access.
52. Core Vocabulary CORE VOCA High frequency words Can be combined to get your message across in lots of different situations FRINGE VOCAB Low frequency words Only useful in one or two situations Often related to a specific topic
58. High Tech and Light Tech Both are just tools Both need good vocabulary design and good modelling to ensure success High Tech can be less forgiving but can offer more access options Some students more motivated by high tech and some don’t like it!! Most people need both – for different situations
60. Static Display May be more durable Generally cheaper Often run off AA or AAA batteries Overlay based - require Boardmaker or other tool Need to work out system for storing and changing overlays Need to ensure vocabulary is updated Harder to maintain in many ways
61. Dynamic Display May be more durable Usually rechargeable Tools for generating pages in device – and sometimes in free software too Can change vocabulary on the spot Can change pages and levels easily Generally offer a wider range of access options
62. Access Options For a user who need alternative access, SGDs can offer: Large range of access options Flexibility Complete control over device and other software
86. Additional AAC options to support good practice Yes/No ++++ Small Talk About Me Books Storytelling Social Scripts Partner Focused Questions Introducing yourself Taking non-obligatory turns
87. Social Communication Social communication is a BIG part of our day. We use different forms of social communication – small talk, storytelling, greetings, wrap ups and farewells.
88. Social Communication Social communication is more than 50% of our daily conversation. Light (1998) found that reasons for communication between adults were (in ranked order) Social closeness Social etiquette Information transfer Wants and Needs
89. Small Talk A type of conversational exchange used for initiating and maintaining conversational interaction. Some conversation never progresses beyond small talk e.g. at a cocktail party.
90. Small Talk Small talk is used as a transition between the greeting and information sharing stage, especially when people don’t know each other well or don’t possess a lot of shared information. Small talk is often the first step towards social closeness. A quick check at Amazon showed 16 books aimed at helping people improve their small talk skills. Including “How to get people to like you in 90 seconds”. There are even websites to teach you how to small talk! e.g. www.ehow.com, www.englishclub.com, www.ivillage.co.uk and many more!
91. AAC Users and Small Talk Many AAC users use little or no small talk This can be because They don’t have access to small talk in their communication system They don’t see the need for it They think it is a waste of time. Light and Binger (1998) found that AAC users were seen as more intelligent, valued and competent communication partners if they used small talk.
92. Generic Small Talk Generic small talk is small talk that people can use with a variety of different conversational partners because it doesn’t refer to specific shared information. Particularly effective for many AAC users as it has many different uses.
93. Generic Small Talk Several groups of researchers at the University of Nebraska-Lincoln looked at the frequency and types of generic small talk used by speakers of various ages without disabilities. 3 – 5 year olds - 48% of all utterances at both home and pre-school/school were generic small talk 20 – 30 year olds - 39% of all utterances were generic small talk 65 – 74 year olds – 31% of all utterances were generic small talk 75 – 85 year olds – 26% of all utterances were generic small talk
94. Generic Small Talk Most of the age groups used continuers as the most common form of small talk. Really? Yeah? Great! Cool! Go to aac.unl.edu for more detailed information.
95. Differences in Small Talk Vocabulary The small talk vocabulary lists showed that some words were used more frequently than others e.g. OK Some words were common across all age groups e.g. great Some words were specific to certain age groups e.g. “bummer” was used by the 25 – 35 year age group but not by the others. Small talk also differs based on your friendship groups, your geographical location, your interests and life experiences.
96. Small Talk and Mealtimes Balandin and Iacono (2000) found that it was nearly impossible to script the content-specific vocabulary needed for mealtimes for an adult in the workplace (although there was a good chance on Mondays and Fridays that footie would be the topic during the footie season). In this situation, the only predictable thing was small talk.
99. George’s Small Talk 21 year old male with athetoid cerebral palsy Attends a day centre for young adults Uses a Dynavox3100 but only uses the spelling page Controls communication device with a head switch
100. George’s Small Talk Over 20 other people with disabilities and 6 staff attended George’s centre, most of whom talked. George rarely used his device during the day. Staff requested a review of his device because he didn’t “ever” use it. George had previously had a setup with core vocabulary on his device but found it frustrating to find words he wanted when he could just spell them.
101. George’s Small Talk A speech pathology student observed him in two sessions. He “used” his device constantly but only spoke with it twice. George was accessing his device with a head switch and block/row/column scanning. She observed that by the time he had formulated a message the conversation had moved on and he erased and moved onto a new message. A two pronged approach was used. Firstly, a conversational topic was established before each group e.g. “What are your favourite films?”. This allowed George to compose messages in advance. A small talk page was programmed and George practiced using this in one-to-one and then small group conversation.
102. George’s Small Talk At the end of 8 weeks the same speech pathology student observed George in the same two sessions. George used his device 46 times. Five of these were topic setters, 41 were small talk continuers. Several other people in the centre commented spontaneously that “George was much cleverer than they thought” or that “They enjoyed talking to George much more”. And….he’s still using it!
103. Michael’s Small Talk 14 year old with autistic spectrum disorder. Attends a mainstream school with a full-time integration aide. Michael has a DynavoxMiniMo but has recently developed quite a lot of speech, which is only understood by familiar people. Michael’s device has core vocabulary with lots of fringe vocabulary around his topics of particular interest e.g. SpongeBob Squarepants.
104. Michael’s Small Talk Michael has been very keen to interact with his peers. However, as his peers have got older verbal skills have become more important to these interactions. Michael will often walk up to a group and simply stand there. The other children do not try to include him in their conversations, nor does Michael try to join in. Some of the children Michael was friendly with in primary years will occasionally sit down and talk with him, but always on his terms. These occasions are decreasing in frequency.
105. Michael’s Small Talk Introduced Michael to Small Talk. Each of his favourite topic areas had a page built with partner directed questions and small talk continuers. His old friends are very impressed with this change in Michael. They are more likely to have a chat with him and will sometimes call other people over to take part in the conversation.
106. Sequenced Social Scripts Sequenced social scripts can really help a user to Get a 'feel' for the anatomy of a conversation Develop turntaking skills Learn to interact with a variety of partners.
107. What are Social Scripts? They support students in learning to claim, start, and maintain turns in a conversation. Much of the information in this section is taken from “Can We Chat? Co-Planned Sequenced Social Scripts: A Make It / Take It Book of Ideas and Adaptations”by Caroline Musselwhite and Linda Burkhart Also called Participation Scripts
108. What are Social Scripts? Social Scripts are interactions such as joke-telling, sharing life stories and general conversations. They help persons using augmentative and alternative communication (AAC) move beyond wants and needs to using 'real' communication for conversational purposes. Often give developing communicators a sense of the power of communication.
109. Anatomy of a social script Attention getters Starters Maintainers, holders and interjections Turn transfers Closings
110. Communication Passports Template available from CALL Centre Scotland www.communicationpassports.org.uk iPhone App coming soon Also from SCOPE UK at http://www.scope.org.uk/help-and-information/publications/scope-communication-passport
111. Communication Passports Useful for exchanging information about an AAC User between others Often not a tool used by the AAC user directly
112. This book is about me!My name is Mike Please read! This book will help you to get to know me and how I communicate.
113. Page Index All about me You need to know My Family My Friends Special people, special things Things I like to talk about How I communicate How I communicate (2) You can help me communicate Fun things I like to do Places I like going Things I don’t like I’m working on this... Help! Eating and Drinking What’s my eyesight like?
115. You need to know... I have epileptic seizures. They don’t last for long, please just make me comfortable and let me have a snooze afterwards. 2. I am allergic to penicillin CALL Centre page 2
116. CALL Centre page 3 I love my FamilyI like to talk about them so you need to know who everybody is This is my Mum and Dad And my sister Larissa.
117. My Friends CALL Centre page 4 This are my friends. John, Mike, Peter, Sally and Sue.
118. CALL Centre page 5 Special People Special Things I love having a weighted blanket on my lap – it helps me concentrate.
119. You can help me to communicate Please DO give me plenty time Please DON’T ask me more than one question at a time CALL Centre page 9
120. Personal Storytelling As we get older the percentage of small talk decreases and the percentage of storytelling increases. Older adults, in particular, use stories to entertain, teach and establish social closeness with their peers. As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this.
121. Personal Storytelling Schank (1990) discussed story formulation, refinement and storage in detail. He found a few different “types” of stories in common use: First person stories Second person stories Official stories Fantasy stories Marven et al (1994) found that for preschoolers, 9% of their communication at home and 11% at preschool involves fantasy of some sort.
122. AAC and Storytelling Storytelling with AAC systems has become practical and possible with improved technology. However, we must be careful that the stories are ones which the person would choose to tell. Storytelling is very personal and must be individualised.
123. John’s “chat” cards John is an 11 year old with autism spectrum disorder. John uses words (which are mostly intelligible to familiar people), signs and a multi-page communication book. John also has some challenging behaviour. Five years ago, John had challenging behaviour every night when he got home from school. His mum felt that this was due to his frustration over trying to tell her about his day. His team decided that “chat” cards about his day would help. They setup a process to write a sentence about each day.
127. John’s storytelling Many of John’s old chat cards are in a milk crate in his room. John began spontaneously using them with new people a couple of years ago. He selects a few cards and then brings them to the new person. They read them with him and if they show particular interest in one topic e.g. playing basketball he will go and get more things around this topic. He brings out fewer chat cards as people become more familiar with him and understand more of his speech.
128. Ted’s Storytelling Ted is a 78 year old who had a CVA when he was 72. Following the CVA he regained some spontaneous speech, mostly small talk. He can understand everything that is said and can read the paper and magazines. He cannot speak (apart from small talk) and he cannot write. Prior to the stroke he was president of his local RSL Club. His wife and his friends miss his storytelling. His wife was able to work with him and write out many of his stories. These have now been stored in a Macaw, with one of his friends doing the recording. He and his wife are delighted as he is once again able to tell stories and delight his family and friends.
129.
130. Personal Photo Stories A series of photos about a person to give the “listener” a sense of who the person is Can be used to let them have a “conversation” with their “listener”
131. Sarah’s Storytelling Sarah is a woman in her sixties who lives in her own house. In her forties she was in a motor vehicle accident and is now a quadriplegic. She has a good understanding of spoken English but very limited expressive communication, including very little facial expression. She has control of a single switch with her left thumb, but tends to fatigue quickly, although her stamina is increasing. She has a multi-level communication book which she accesses with eye pointing.
132. Sarah’s Storytelling She has a range of in-house care staff who tend to stay around for between 5 months and 3 years. Many of these staff assume she doesn’t understand what is said to her because she doesn’t give body language feedback.
133. Sarah’s Chat Book Inside this book are some of my photos. The writing tells you about them. The questions are things I am interested in about you. Please read out the writing and the questions and we can find out about each other together - but be warned - it might take more than one visit! Sarah
134. Sarah’s Chat Book Sarah’s chat book has completely changed the way staff see her. Each new staff member sits down and goes through the book with her over a few different sessions. They realise how interested Sarah is in them and they gossip with her more. It also gives them topics to talk about that they think will interest her.
135. Maggie’s Storytelling A series of photos about a person to give the “listener” a sense of who the person is Can be used to let them have a “conversation” with their “listener”
137. Just how important is social communication? In Building Communicative Competence with individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skills. 1. Use of an introductory strategy when meeting new people 2. Use of nonobligatory turns to increase participation in social interactions 3. Use of partner-focused questions to demonstrate an interest in the partner.
138. Use of an introductory strategy when meeting new people Teaching a 35 year old with a closed head injury to use an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people, with fewer breakdowns and made the new partners more at ease. Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people. Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post. 100% of them reported she was a more competent communicator when she used an introductory strategy.
139. Use of nonobligatory turn taking Teaching a young (4½ year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities. One of her peers said she was more fun to play with. Her speech improved and she acquired 30 new words. Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking. There was a decrease in his inappropriate behaviours and he was less disruptive in class. 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didn’t know which were pre or post).
140. Use of partner focused questions Teaching a 13 year old child with developmental disability to use partner focused questions produced a change in the focus of his interactions. His partners began to see his communication as more appropriate. Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with.
141. So how do I decide what’s important in an AAC system? Beukelman (2004) wrote that “vocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilities”
142. Choosing vocabulary for pre-literate individuals For people who are pre-literate those designing an AAC system face a hard task. Generally we consider there are two forms of vocabulary for this group – vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives). Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently. Small talk vocabulary fits well within these criteria.
143. Choosing vocabulary for non-literate individuals Aim to meet their daily, ongoing communication needs in a variety of environments.
144. Choosing vocabulary for literate individuals For literate individuals, they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue.
146. Many people who use AAC (Kraat, 1985; Light, 1989; Muller and Soto, 2002) Play a passive role Rarely initiate interaction Express a limited number of speech acts Use restricted linguistic forms Limited opportunities to interact with other people
148. When the communication board is used, it is often used primarily to provide information requested by the facilitator.
149. The range of communicative functions produced is typically restricted.
150. Functionally non-speaking partners tend to assume a respondent role using primarily yes/no answers and other short provisions of information.
151. Patterns of turntaking, initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange.
152. Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns, often initiating topics without expecting a response from the child.
153. In the classroom setting, AAC users tend to communicate predominantly with the adults in the class, not their classmates.
156. Occurring during at least 80% of ongoing classroom programming (as speech or manual sign use is);
157. Being used to mediate communication with classmates as well as personnel (ie teachers, aides, therapists, clinicians);
158. Being designed and implemented in as time and cost effective a manner as possible.
159. What we know Communication displays and devices are often not used AAC users are typically responders not initiators Interaction patterns focus on “closed” questions such as “What do you want?” Conversational partners control interactions (turn taking is unequal) Peer interaction is minimal (Kraat, 1985)
160. Four main issues Lack of Modelling Lack of Access to Vocabulary Communicative Competence Passivity/Learned Helplessness
161. We know how to fix this... We just need to do it! And model, model, model