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Core Vocabulary Implementation for AAC Bootcamp ESMA 2014

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Core Vocabulary Implementation for AAC Bootcamp ESMA 2014

  1. 1. CoreVocabulary Implementation By Kate Ahern, M.S.Ed. Easter Seals Massachusetts
  2. 2. Motivate, Model, Move out of the Way!
  3. 3. Use Motivating Activities
  4. 4. Model, Model, Model
  5. 5. “From the moment a baby is born, they hear and respond to the spoken word.We bombard that infant with language for the first 12-18 months of their lives. During that time, we do not expect that they will utter a single understandable word.” http://atto.buffalo.edu/registered/ATBasics/Populations/aac/consider.php When do you stop?
  6. 6. Aided Language Stimulation Aided language stimulation (ALS) is a communication strategy, where a communication partner teaches symbol meaning and models language by combining his or her own verbal input with selection of vocabulary on the Augmentative and Alternative Communication (AAC) system.
  7. 7. Linda Burkhart www.lburkhart.com
  8. 8. “The average 18 month old child has been exposed to 4,380 hours of oral language at a rate of 8 hours/day from birth. A child who has a communication system and receives speech/language therapy two times per week for 20-30 minutes sessions will reach this same amount of language exposure in 84 years.” –Jane Korsten
  9. 9. What is Aided Language Stimulation?
  10. 10. Best Practice • ALS is best practice for all individuals learning to use all types of augmentative communication • ALS is research based with studies dating back to 1988 • ALS teaches communication on a speech device in the way that verbal children learn language. • ALS also teaches children how to think about language.
  11. 11. ALS Procedure • Gain student’s attention – if possible – but it that is impossible or unlikely model anyway! • Use AAC to model core language as you speak • Start with modeling one or two key words increase as you and the child learn the system • If you get stuck verbally work through your reasoning as you look for language on the device
  12. 12. ALS Skills to Know • Using Non-Verbal Junctures • Non-verbal cue (facial expression, body language) by the adult that happens before language modeling • Serves to gain attention • Decreases verbal distraction • Sets the stage for what will happen next
  13. 13. ALSTips • Using light cues • Use a flashlight or laser pointer to point to symbols • Children with visual issues or developmentally below 8 months may have trouble with looking at what you are pointing to instead of your finger • Allows more physical space between you and the learner which is good for developing boundaries and projecting and image of competence to typical peers
  14. 14. ALSTips • Recasting • Recasts serve to add or correct information without obstructing the natural flow of communication. • Recasting is another form of modeling. • The adult modifies a learners utterance by adding new or different grammar (syntactic) or word meaning information (semantic) information. • Child says “more”, adult models one step ahead, “want more” or “I want more”
  15. 15. ALS Skills to Know • DescriptiveTeaching Method • Rephrase your questions/comments to the AAC user to allow them to answer with core words • Instead of “What landform is surrounded by water?” ask, “Where is the water around an island?” (answer could be “all around” or “everywhere”) or “What is around an island on all sides?” (answer would be “water”)
  16. 16. Classroom Natural Aided Language Communication Boards/Systems 1. Using posters (make at an office store) or decals (CafePress will make them) or just enlarged photocopies you can have a classroom sized communication board for modeling 2.Using a projector or smartboard you can display a communication app or software for use for modeling
  17. 17. Move Out of theWay! • All wait time. Then allow more wait time! • 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! • Use the an expectant pause • Use the prompt hierarchy • Physically back up, give space • Allow the user to talk with new people in new places! • Moving out of the way means letting life unfold and being ready for the surprises your student throws at 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.

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