Sunday, March 25, 2018

Are You Practicing Enough?

We all know that it takes many more exposures to words and concepts for our AAC users to learn them than typical students.  But do you know how to increase that exposure? Do you know how to provide repeating, on-going, opportunities for practice in your AAC user's day?

Obviously, we want to maximize the contexts in which students can practice 'their words.'  But how do we make sure all those opportunities happen?  Often the best way is by creating opportunities for modified incidental teaching.



Many of our students don't learn naturally through incidental teaching moments. So how can we modify those moments?  Take a look at some of these ideas:

"It is (size, color, shape)" - practice with objects in the environment.  A big book and a little one.  A blue pencil or a red one.

Pronoun + to be + preposition: A student on a swing = "He is on it."
"What is in the (crayon box, paper tray, rug, etc.)?" = "They are."
"Where are they?" = "On it."

"Who is washing hands?" =  "He is"
"Who is reading?" = "She is."
"Whose pants are pink?" = "Hers."
"Where is the red one?" = "There."
"What is blue?" = "It is."

Extend these types of questions to read alouds.  Ask questions while reading and looking at the pictures.  And, per Gail Vantatenhove's 'descriptive classroom,' ask questions that focus on core word responses, rather than referential questions that require a name or other fringe word that won't be needed ever again.

Try it.  And, Keep on Talking!




Sunday, March 11, 2018

Being a Good Communication Partner to a Child Who Uses AAC

Good Communication Partners:
     create a positive communication environment
     respond to all communication attempts
     use the child’s AAC system to communicate to them

Creating a Positive Communication Environment:
          There is a positive communication environment when we respond to all of a child’s communication attempts, provide support as needed, focus on positive results, and find solutions to challenges. Even when you respond to an undesirable behavior, if you do so while also modeling how to use the correct message in the AAC system you take advantage of a communication opportunity.

As much as possible, do NOT ask yes/no questions, do NOT ask closed-ended questions

DO ask Wh-questions or other open-ended questions. If necessary, ask multiple choice questions.



Strategies to create opportunities to communicate include:
     providing choices, 
     sabotaging the environment, 
     giving small amounts of desired item/activity, 
     briefly delaying access, 
     using pause time, 
     using fill-in-the- blank activities.


Respond to all Communication Partner’s Attempts:

All children communicate. They don’t all communicate symbolically - that is, with pictures, words, text. And some of their nonsymbolic communication is undesirable.

Think about how this child responds to his/her own name; what (s)he does when a routine is interrupted; what (s)he does when wanting an item, action, attention, or help; or tells you when something is wrong. What we’re talking about is how this child communicates to reject/protest, request, comment. Those are some of the main, early functions of communication. The earliest communication behaviors are social regulatory - regulating another’s actions.  What we need to do is to respond to those other communication behaviors, while shaping them into more acceptable or understandable forms.

The more you practice using the aac system during real contexts, and increase the number of those contexts in which you use the aac system, the more automatically the child will learn to use the system.  Use the AAC System to Communicate TO the Child:

Aided Language Stimulation - also called Partner Aided Input - is crucial to the child learning to use their aac system.
Language is learned through models. Children learn spoken language by listening to others using it. A child using picture-based communication is learning an entirely different language. They need to see models of people using it effectively. And models provided in response to their communication are most powerful.



Facilitating Communication:
  1.    provide access to the aac system - it needs to be available all of the time. This is how this child “talks” and (s)he needs to know that communication is valued enough to be there whenever it is needed 
  2.    provide AAC models - use aided language stimulation as much as possible. When asking questions during an activity, highlight key words by using the aac system
  3.    provide opportunities for the child to take a turn - i.e. by pausing after each turn you take. Don’t be the only one “talking”
  4.    pause/expectant delay - give the child time to process, time to formulate a response. Looking expectant while pausing lets the child know you expect a response
  5.    ask open-ended questions - and wait for the answer before you provide it; if necessary, you can answer the question then provide a prompt for the child to imitate the answer. Asking Wh-questions instead of yes/no questions allows the child to learn higher-level responses.
  6.    prompting those responses - providing verbal prompts lets the child know what they are supposed to do.


When do I do Each of Those Things?
     Begin with routine activities. Many routine activities have a set beginning - middle - end that are predictable , use words that are predictable. This makes it easier for the child.

Other activities are a little less predictable but can easily provide communication opportunities.

Sample activity (based on Kent-Walsh and Binger):
1. Read from a book (a 2-pg. spread) + Model using the AAC system.
Then PAUSE
2. Ask a question + Model using the AAC system. Then PAUSE
3. Answer the question + Model using the AAC system. Then PAUSE
4. If necessary and appropriate to the target goal: Prompt a response.

Take turns with other adults role playing how to do this so it becomes automatic.  Start using ALgS (Aided Language Stimulation) with one activity. When you’re comfortable, add another activity/time.  Keep adding activities throughout the day until the strategies are used all of the time.

Keep track of the need for new vocabulary. By the time you have increased the number of contexts, you may find that there is more vocabulary that you need. Have a plan for how to keep track of this. For example, some classrooms keep a list on a clip board for each applicable student, staff write down words as they come up. The list is given to the
person who updates the system every day/week/2 weeks - as appropriate.


Keep on talking!