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Videos to help support awesome teachers, Speech-Language Pathologists, and students learning to use Augmentative Alternative Communication- AAC. The videos a...

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Check out what's new on AAC Language Lab

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As many of our clinicians mobilize to provide teletherapy and long distance learning, SPG has compiled online resources and tools that we have found beneficial in facilitating better communication and understanding between parents, staff and other members of the IEP team. Please continue to check back for updates.

Please click here for details on providing teletherapy services for your District "

TELETHERAPY RESOURCES

Multidisciplinary

Weekly Activity Calendar - English " and Spanish "

How to Provide Teletherapy for Students with Complex Needs - Video Tutorial "

How to Balance Synchronous and Asynchronous Teletherapy - Video Tutorial "
CA Department of Education Distance Learning Innovations "

Speech / AAC

Distance Learning and Clinical Supervision FAQs (as of 5/18/2020) "
AAC Prompt Hierarchy "

How To Administer AAC Evaluation Genie for Teletherapy - Video Tutorial "

What is Core Vocabulary? "

OT / PT

School-based Perspectives for Physical Therapists during COVID-19 "

Milestones: Fine Motor/Gross Motor Skills "
Pediatric Occupational Therapy Services: Resource Guide for Families During COVID-19 "
School-Based and Early Intervention Occupational Therapy Services - Decision Guide for COVID-19 "

Psych

Executive Functioning Tips for Distance Learning "

Trauma Informed Tips for Educating Through Coronavirus "

Superhero Emotion Detective "

Positive Self-Talk Worksheet "

Kindness Cards "

Behavior

Distance Learning Success "
PBS for Families: Precorrection " (Spanish version ")
PBS for Families: Choice " (Spanish version ")
PBS for Families: Token Economy " (Spanish version ")
PBS for Families: Specific Praise " (Spanish version ")
PBS for Families: Error Correction " (Spanish version ")

TELETHERAPY / DISTANCE LEARNING LINKS & GUIDES

A Comprehensive Library of Multidisciplinary Resources "

NPI Instructions "

Telepractice Trainings Available "

Telepractice Considerations "

Using Google Meets "

12 Teletherapy Engagement Tips for Students with Complex Needs "

Deciding Which Teletherapy Model is Appropriate "

Related Service Teletherapy Models "

Video Conferencing Etiquette "

SPG DISTRICT REMOTE TRAININGS

SPG would like to share these functional and relevant trainings created by our multidisciplinary teams. We are happy to offer all the below listed, pre-recorded titles, on a complimentary basis for the duration of the school closure period.

Contact Koren Fereira at koren.fereira@speechpath.com for directives on how your staff can access the recorded training link(s). Selected trainings of two or more hours are being offered remotely via live GoToMeeting.

Bookshare Overview for Students with Learning Disabilities, Vision Impairments, and Physical Disabilities - new!

Bookshare Overview for Students with Learning Disabilities, Vision Impairments, and Physical Disabilities - new!

Presented by SPG AAC Clinical Supervisors (1 hr)

Audience - Teachers, Families Bookshare makes reading easier. People with dyslexia, blindness, cerebral palsy, and other reading barriers can customize their experience to suit their learning style and find virtually any book they need for school, work, or the joy of reading.

Using Effective Behavior Management

Using Effective Behavior Management

Presented by DeAnna Mercier Glass, M.Ed., BCBA, Clinical Supervisors (3 hrs)

Audience - SLPs This presentation outlines ways to prevent and manage problem behaviors so that classrooms will be optimally productive and fun. Participants will learn about the basic functions of behavior, ways to prevent problems before they arrive, and how to maximize learning time on task. Low effort, high impact strategies will be covered and modeled.

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The Speech Pathology Group | Distance Learning District Resources

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As many of our clinicians mobilize to provide teletherapy and long distance learning, SPG has compiled online resources and tools that we have found beneficial in facilitating better communication and understanding between parents, staff and other members of the IEP team. Please continue to check back for updates.

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# Welcome to the AssistiveWare Core Word Classroom!
Join our classroom to get access to a range of resources designed for AAC implementation. Use these materials to teach and model core words throughout the day! You will find:

Printable core word displays

Planners for teaching core words during common activities

Core Word of the Week planners and displays

Resources and references for AAC implementation

This version of the AssistiveWare Core Word Classroom is in beta. We will continue to improve it and will be adding more material.

You can create a free account by entering your email and a password, or by signing in using Facebook, Google, or Twitter. If you create your account by entering your email, or by using Twitter, you will receive an email with a link to click to complete your registration. If you don't receive an email, check your Spam or Junk folder, as it may have been filed there. Another common reason you may not receive an email is if you misspell the email you use for registration. In this case, just register again using the correct spelling. If you have problems creating an account, or any questions about the AssistiveWare Core Word Classroom, please contact us at classroom@assistiveware.com.

For more information, see our Frequently Asked Questions list here: http://www.assistiveware.com/support/faq/26

By signing up for an account, you are also signing up for periodic email updates from the AssistiveWare Core Word Classroom. You will be able to unsubscribe by clicking the Unsubscribe link in the email. We will not use your email for anything else!

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Welcome to the AssistiveWare Core Word Classroom! Join our classroom to get access to a range of resources designed for AAC implementation. Use these materials to teach and model core words throughout the day!

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Core Word Workouts: Distance Learning Edition

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Core Word Workouts: Distance Learning Edition

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PATINS Core Word Workouts: Distance Learning Edition

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An overview of the multi-year, iterative development project to create the Project Core implementation model for teachers and classroom staff.

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The AssistiveWare Core Word Classroom - AssistiveWare

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The doors to the AssistiveWare Core Word Classroom are open! The Core Word Classroom is a free resource designed to support the implementation of any communication device based on core words.

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Learn With Mister Clay/ Mr Potato Head in slime core words 'YES' 'NO' 'HERE'/kids educational video

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COVID19 has presented clinicians with many unexpected challenges and barriers to service delivery. However, it has also brought a wealth of unforeseen benefits as clinicians and families dive into telepractice. For individuals using augmentative and alternative communication (AAC) the benefits of family involvement, empowerment, and naturalistic implementation will extend far beyond the end of this pandemic. This session will highlight barriers to telepractice while proposing potential solutions to continue the assessment, treatment and parent coaching processes crucial to AAC success. The presenters will share ideas and resources from their own experiences providing AAC telepractice services to a wide range of clients.

Presenters: Sarah Marshall, Catherine Kanter, Abygail Marx

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COVID19 has presented clinicians with many unexpected challenges and barriers to service delivery. However, it has also brought a wealth of unforeseen benefits as clinicians and families dive into telepractice. For individuals using augmentative and alternative communication (AAC) the benefits of family involvement, empowerment, and naturalistic implementation will extend far beyond the end of this pandemic.

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iPad Apps List

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The CALL Scotland 'wheel' of Apps provides a categorised guide to iPad Apps for individuals with complex communication support needs, who may need to use Augmentative and Alternative Communication (AAC). First published in 2014, I'm pleased to share now that it has had it's 2020 refresh and update.

The process of updating has taken a while, but this has resulted in the most significant update yet and the outcome is a resource that maintains the usability and usefulness of its previous versions.

Of the Apps included, many have been tried and tested by us or have been recommended by others. We have included a range of Apps for supporting different communication needs and included those which are more or less expensive to buy.

Other key principles in our selection process are:

the Apps stand out in their category in some way, due to their features, ease of use and reliability

there is evidence of continuing support from the developer for the App, by way of recent updated versions and a website or other web-based presence

user information is provided through a guide or similar resource on how to use the App

The following changes have been made -

A total of 17 Apps have been added to this version 2.0

Speech Assistant AAC, Jabberwocky AAC, Sesame Talking Keyboard, SayIt!, BRIDGE Communication Pro, SymboTalk, GoVisual Experience, iSpeak Button Collection, Make a Choice - AAC Buttons, Verbal Me, Smooth Talker AAC, Yes/No, Special Stories, See Me Talk, PODD with Compass (PCS), simPODD, Pathways for Core First

A total of 20 Apps which appeared in the previous version 1.7, have been removed

Word aaccess, Assistive Express, TotalTalk AAC, Tobii Dynavox Compass Connect, AAC Speak, Able AAC, image2talk, iSpeak Button Series, TapSpeak Button, Use2Talk, TapSpeak Sequence, Our Story, Speakall, PictureCanTalk, So Much 2 Say, Board Communicator, Bitsboard Preschool, MobileSign2, BSL Education, British Sign Language - Finger Spelling

Further indicators showing alternative access options, have been included:

Switch access (previously included) is now shown as a red border around the App image

Head Tracking (Face ID/Attention) is shown as an H, next to the App image

Where there is free versions of an App, there is a red * next to the App name

The BSL section has been removed and a PODD section added

Some app images and symbol sets have been updated

During the update process this year, information was collected through conducting two surveys, one focussing on text-based Apps and the other on symbol-based Apps. Comments and views were sought on App use, features and preferences. I am most grateful to all those who participated in either survey and will provide a summary of the responses in a subsequent blog.
download the wheel
Please get in touch with your feedback and any suggestions for further revisions.

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Updated Aac Ipad App Wheel Available Now

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The CALL Scotland 'wheel' of Apps provides a categorised guide to iPad Apps for individuals with complex communication support needs, who may need to use Augmentative and Alternative Communication (AAC). First published in 2014, I'm pleased to share now that it has had it's 2020 refresh and update.

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AAC Teletherapy Activities with Integrated Modeling

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Free Online Trainings

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PRC-Saltillo response to COVID-19: prc-saltillo.com/covid-19

Due to public health concerns about the Covid-19 virus, PRC-Saltillo will only be providing in-person trainings when we can comply with CDC and local guidelines, and we feel we can ensure the health and safety of our hosts, attendees, and trainers. As conditions change, trainings may be moved online, as necessary. If you have questions about PRC-Saltillo trainings, please email info@prc-saltillo.com.

Due to public health concerns about the Covid-19 virus, PRC-Saltillo will only be providing in-person trainings when we can comply with CDC and local guidelines, and we feel we can ensure the health and safety of our hosts, attendees, and trainers. As conditions change, trainings may be moved online, as necessary. If you have questions about PRC-Saltillo trainings, please email info@prc-saltillo.com.

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PRC-Saltillo response to COVID-19: prc-saltillo.com/covid-19 Due to public health concerns about the Covid-19 virus, PRC-Saltillo will only be providing in-person trainings when we can comply with CDC and local guidelines, and we feel we can ensure the health and safety of our hosts, attendees, and trainers.

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ASHA Information

Participants wanting ASHA CEUs for a multiple day training must attend all days. In addition, if there is a registration fee associated with the class and payment is not received, PRC will not submit your request for ASHA CEUs.

An annual ASHA CE Registry fee is required to register ASHA CEUs. ASHA CE Registry fees are paid by the participant directly to the ASHA National Office. The annual ASHA CE Registry fee allows registration of an unlimited number of ASHA CEUs for the calendar year. Contact the ASHA CE staff at 800-498-2071 ext. 8591 for CE Registry fee subscription information: www.asha.org

PRC-Saltillo licenses a patented technology that is in PRC-Saltillo products trademarked as Accent®, ChatFusion™, NovaChat®, PRiO®, TouchChat®, TouchChat® Express, Look™, NuEye®, and NuPoint®, as well as software (CoreScanner™, Engage, Essence®, VocabPC™, MultiChat15, UNIDAD®, Unity®, WordPower™, LAMP Words for Life®, LAMP Words for Life® - Spanish/English, LAMP Words for Life® - VI, TouchChat® app), and our Language Acquisition through Motor Planning™ (LAMP) approach. PRC-Saltillo also has registered five websites, aacapps.com, aaclanguagelab.com, exploreaac.com, realizelanguage.com, touchchatapp.com, and alpforaac.com. Because there are no other like-kind products available, course offerings will only cover information that pertains to the effective and safe use of the above-named products/softwares/websites.

PRC presentations will focus exclusively on Accent, PRiO, NuEye, Look, NuPoint, Unity, UNIDAD, LAMP Words for Life, LAMP Words for Life - Sp/En, LAMP Words for Life - VI, CoreScanner, Essence, WordPower, Explore AAC, Realize Language, or AAC Language Lab and will not include information regarding other similar or related augmentative and alternative communication (AAC) devices or software.

Saltillo presentations will focus exclusively on ChatFusion, NovaChat, TouchChat, VocabPC, MultiChat15, WordPower, TouchChat app, Explore AAC, or TouchChat website.

WordPower is a trademark of Inman Innovations, Inc; © 2001-2019; All rights reserved. Used with permission.

The Assessment of Learning Process (ALP) for AAC is a trademark of PRC-Saltillo and Lisbeth Nilsson.

Most of our presenters are salaried, employee-owners of PRC-Saltillo. A few of our presenters are contracted presenters.

This course is offered for 0.15 ASHA CEUs (Introductory level, Professional area).

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wordpower español for saltillo &amp; touchchat app 2020

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WordPower Español for Saltillo & TouchChat App 2020

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ASHA Information Participants wanting ASHA CEUs for a multiple day training must attend all days. In addition, if there is a registration fee associated with the class and payment is not received, PRC will not submit your request for ASHA CEUs. An annual ASHA CE Registry fee is required to register ASHA CEUs.

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https://thedabblingspeechie.com/2020/05/free-mealtime-communication-board/

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Activities for Jumpstarting AAC learning 

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Activities for Jumpstarting AAC learning 

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Make it Fun: Activity Ideas for Jumpstarting AAC Learning

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Using Google Classroom for AAC lessons

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Google Classroom for AAC: How to structure trainings and activities

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Lesson Plans - Free Download | Talk To Me Technologies

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Created right here by our team of Speech-Language Pathologists/AAC Consultants, these are a great way to help SLPs, caregivers and educators practice using a speech-generating device in therapy, school and at home! Looking for something specific? Contact us for more resources and ideas! These complete lesson plans cont

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Continuous learning resources for students using AAC 

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Continuous learning resources for students using AAC 

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The PATINS Project is available for consultation, support, and training for all Indiana PreK-12 public schools at no cost. For students using AAC or free training and support for any of the resources below, email Any questions or suggestions to this list, Note: These solutions below are not necessarily an equitable replacement of the system(s) provided by a school to support access to Free and Appropriate Public Education (FAPE). Jessica Conrad and/or David Jackson.

AsTeRICS Grid

Avaz (40 Grid in English, French, Avaz India, and Danish)

email Jessica Conrad.
Cboard
PRC: LAMP WFL, Unity, Unidad, Essence Boards
Proloquo2Go Crescendo Core Boards

Super Core (20, 50 and Learning Grids)

Alphabet-based AAC
Amy Speech Language Therapy
Patient Provider Communication: Alphabet Boards
Core Word & Language Learning Activities

Core Classroom from AssistiveWare
Core Word 5 Minute Fillers PrAACtical AAC & Rachel Langley: A Year of Core Words Language Opportunities for AAC at Home Communication Partner Strategies
AAC Language Lab (paid with free sample lessons, new 3/17/2020: 2 month free subscription)
Pathways to Core First for iOS Pathways to Core First for Windows Core First Learning: Printable Core Books
Software Emulators

Coughdrop (device agnostic through supervisor account) (Windows Only)

Alternative Pencils

Eye Gaze and Flip Charts Alternative Pencils with Instructions

Family/Communication Partner Training

Project Core: Professional Development Module

Aided Language Stimulation Explained (under 3 minutes)
Tobii-Dynavox: Learning Hubs
Tele-AAC Best Practices and Resources

ASHA: Telepractice: An Overview and Best Practices
ASHA SIG 18, Telepractice
School-Based Medicaid Information, Indiana Department of Education

Tele-AAC Resolution from the ISAAC 2012 Conference

PATINS Core Word Workouts: Distance Learning Edition webinar

AAC Consultations

Wanting to discuss options for a specific student enrolled in a public Indiana PreK-12 school? For a no-cost PATINS AAC Consultation, please fill out for each student. Please allow 5 school days for a PATINS Specialist to contact you about the next steps. this referral

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Continuous Learning Resources for Students using AAC

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The PATINS Project is available for consultation, support, and training for all Indiana PreK-12 public schools at no cost. For students using AAC or free training and support for any of the resources below, email Any questions or suggestions to this list, Note: These solutions below are not necessarily an equitable replacement of the system(s) provided by a school to support access to Free and Appropriate Public Education (FAPE).

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Using Proloquo2Go to talk about the Coronavirus

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Using Proloquo2Go to talk about the Coronavirus

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My daughter Maggie uses Augmentative and Alternative Communication (AAC). She is struggling to understand the impact of COVID-19. Her daily routine has changed by the closure of local schools. Her favorite weekend outings are cancelled. We are almost hibernating! I can see her anxiety in her behavior and hear it in the sounds she makes. How do I explain something as abstract as a virus to someone who uses just one or two symbols at a time to communicate?

Explaining COVID-19 with AAC

Maggie understands abstract ideas best when we explain them using her AAC. She needs these visual supports to understand new ideas. It's tempting to create special pages in her AAC. I could add new symbols and pictures to represent all these new words we are hearing. But there are just so many new ones: quarantine, pandemic, social distancing, and many more.

Fortunately, I don't need lots of new words. Maggie has a robust and balanced AAC system. The words that are already in her AAC are almost enough. For example, a pandemic is when "many people get sick at the same time." COVID-19 is "a very small germ that can make us sick." We are social distancing, or "staying home so we can help not get anyone sick." If we get sick, we will quarantine to "keep the germs from getting others sick."

I can use Maggie's ordinary words to explain what is happening. When I do this, Maggie learns new ways to use common, familiar words. This is a powerful skill for someone who uses AAC. There will always be words missing from her AAC, but I can teach her to get the most out of the words she has.

Talk about coronavirus in different ways

This is also a good opportunity to show Maggie how to use her keyboard to spell words. I spell when it's a word we aren't likely to use much. Maggie is still learning letter names and sounds, so I just focus on the first letter: "COVID-19...I hear a C." Spelling the missing word shows Maggie that her keyboard can be a powerful communication tool. For example, if I say, "the germ, "C", you can guess I mean "COVID-19" or "coronavirus."

5 Ideas to talk about coronavirus

1. Talk about WHAT is happening.

There is a germ that is making people sick. The germ goes from person to person. We are staying home so the germ can not get on us and make us sick. We are washing our hands to wash the germs off. Many people are staying home, too. If we all stay home, we will all not get sick. If the germ gets on us and we get very sick, we will go the hospital. The doctors and nurses will help us.

2. Talk about what is the SAME.

We will stay home. We will sleep in our own beds. We will get dressed and take baths. We will cook good food. We will play with the cats.

3. Talk about what might be DIFFERENT.

We will not go to school. We will not go to the mall. We will not go see our friends. We will not ride the bus. I will not go to work. I will stay here with you.

4. Talk about WHEN this is happening.

We might need to stay home for a long time. We will be home today, and tomorrow. We will be home until we know it is safe. Then we will go back to school.

5. Talk about PAST EXPERIENCES.

We remember that the coronavirus is like some other times we have experienced. We remember when we stayed home during an ice storm and blizzard.

Watch this video about wearing Face Masks

Children may be experiencing confusion over people now wearing face masks. Amanda shares some ideas about how can talk about this in her video.

Talk about COVID-19 often

It isn't enough to just talk about the virus once. With both my children, we have an ongoing conversation. Maggie seems to best understand complex ideas when we talk about them regularly over many days. It helps when we write down what we talked about so we can read the text together. We've found some great social stories online (linked below).

AssistiveWare is here to support

Our support team and online communities will be available to answer any questions and support you during these difficult and changing times. Please reach out to us.

Links:

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Using Proloquo2Go to talk about the coronavirus - AssistiveWare

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My daughter Maggie uses Augmentative and Alternative Communication (AAC). She is struggling to understand the impact of COVID-19. Her daily routine has changed by the closure of local schools. Her favorite weekend outings are cancelled. We are almost hibernating! I can see her anxiety in her behavior and hear it in the sounds she makes.

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How to Use Google Meet - Detailed Tutorial

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Complex Communication Needs (CCN)

Children and youth with complex communication needs (CCN) benefit from assistive technology and augmentative and alternative communication to support communication and language development. Students who have complex communication needs are unable to communicate effectively using speech alone. They and their communication partners may benefit from using alternative and augmentative communication (AAC) methods, either temporarily or permanently.

AAC systems of communication do not rely on speech. Children and youth who require AAC may have some speech but not enough to meet their daily needs. AAC systems may be used to augment existing communication skills or provide an alternative to speech.

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Resources to Support the Complex Communication Needs (CCN) Population - Alberta Regional Professional Development Resources

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Children and youth with complex communication needs (CCN) benefit from assistive technology and augmentative and alternative communication to support communication and language development. Students who have complex communication needs are unable to communicate effectively using speech alone. They and their communication partners may benefit from using alternative and augmentative communication (AAC) methods, either temporarily or permanently.

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It's almost time to turn the calendar to a new page and that gives us the opportunity to highlight a new set of core words. Whether you are following along with (12 words/month) or the Set 1 the Set 2 words (16 words/month; Different than the previous core words), or are just getting started, this post has some helpful resources.

We're grateful to Nancy Inman, Brian Whitmer, Tina Lombardi, Barbara Fernandes, Russell Cross, Gail Van Tatenhove, Allison Wade, Eric Sailers, Bill and Lori Binko, Heidi LoStracco, Rachael Langley, and all the others who have contributed to this effort.

Our words for this month are as follows.

Set 1 List: big, busy, do, drink, feel, he, in, make, out, some, tell, who

Set 2 List: blue, brother, close, family, head, last, long, no, old, right, scared, soft, thing, top, wash, whole

Here are some resources to help with implementation.

1. Symbol Stix version: Set 1

2. WordPower: (Note: This is a large file that contains the resources for several versions of WordPower)

3. WordPower: Set 2 Words in Symbol Stix and PCS (Both are large files that have sets for different versions of WordPower

The beauty of core words is that we can use them all throughout the day. Here are some ideas to get you started.

Looking for ideas to model these words and/or have AAC learners practice using them? Rachael Langley has a month of wonderful ideas for us! Click on the calendar that corresponds with the words you're targeting to get a print-friendly copy.

Reading is another great way to model and elicit core words. Here are some book suggestions for each core word list.

Books for Set 1 (big, busy, do, drink, feel, he, in, make, out, some, tell, who)

Books for Set 2 (blue, brother, close, family, head, last, long, no, old, right, scared, soft, thing, top, wash, whole)

This post was written by Carole Zangari

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PrAACtically April: AAC Resources for A Year of Core Words

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It's almost time to turn the calendar to a new page and that gives us the opportunity to highlight a new set of core words. Whether you are following along with (12 words/month) or the Set 1 the Set 2 words (16 words/month; Different than the previous core words), or are just getting started, this post has some helpful resources.

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Eva doesn't seem to be interested in any of the books or playthings her SLP typically uses, and reinforcer preference testing was inconclusive.

Zach tends to grab the teacher's materials and put them in his mouth, or sometimes bang them on a hard surface.

Bryce often engages with them for a few seconds then drops or throws them.

Do you work with students like these? They have lots of AAC learning ahead of them, but creating therapy sessions or instructional lessons is a challenge because of the ways in which they interact with the materials. For some students, keeping the number of materials to a minimum can be helpful. Here are a few things to try.

1. Create activities where the focus is on movement rather than on materials. Create a simple movement game or make up your own version of a childhood classic (e.g., Red Light, Green Light) that involves using their language and AAC skills. If you're working on core words, for example, students can move forward when they say or hear one of their target words (Green Light) and stop when they hear another kind of word (Red Light). Get creative and change the 'rules' of the game so that it suits your purposes: AAC learning and engagement. Once you've done it a few times, the AAC learners will know what to expect and are likely to participate more readily.

2. Develop routines using fingerplays (for the littles) or gestures/pantomime (for a more age-respectful version). Use the classics such as Open, Shut Them, 2 Little Blackbirds, and Where is Thumbkin or make up your own (click here for more fingerplay ideas ). Coactive movement activities, like Row Row Row Your Boat, and songs with movement (think The Grand Old Duke of York) may work for older children, too. Modify them to suit your own purposes so that there are practice opportunities for target words/sentences and use extra pause time to elicit participation.

3. Toss or roll your way to AAC language practice! Create communication opportunities around a corn hole board and use AAC before/after tossing those bean bags. Even simpler, create a 'game board' on the floor by taping AAC symbols down. We can make a sentence with the word that our bean bag landed on to practice saying our target words. If your students can deal with materials placed at a distance, you can tape the symbols to plastic bowling pins and make sentences with the words that you knocked down.

4. Secure the materials to the table. Packing tape can keep a communication board in place so that it is available for modeling and communication. Use dry-erase markers or painters' tape to outline roads and parking spaces for the cars (like this). Or use them to 'draw' rooms of a building so that you can do pretend play with character toys, dolls, and animals. Print out emoji images with different facial expressions and accessories. Tape them to the table top so that we can talk about them and play with them. In one session, we created an emoji 'pathway' and as we 'drove' the car down the path, we stopped on each emoji to talk about how it was feeling, what it was wearing, etc.

5. Take photos together. Even the most reluctant participants tend to like to take photos and see pictures of themselves and scenes from their daily experiences. Most therapists/teachers use a phone to do this but don't overlook the cameras built into some of the SGDs and mobile devices. Take photos of yourselves in action, the parts of the classroom/therapy room, close-ups of learning materials and toys, views from the window, etc. Think of all the language that we can use as we narrate our picture-taking experience and slow down to elicit comments from our friends who are learning to communicate with AAC! The possibilities are endless. Plus, once you have the photos, you can create collages, add filters, and use them to make books. Even children who don't care much for 'regular' books tend to really engage with books that feature the people, places, and things that they see in everyday life.

Do you have tips for working with learning learners who need us to keep the external materials to a minimum? We'd love to hear about them.

This post was written by Carole Zangari

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When Materials Aren't Effective in AAC Teaching: 5 Things to Try

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Eva doesn't seem to be interested in any of the books or playthings her SLP typically uses, and reinforcer preference testing was inconclusive. Zach tends to grab the teacher's materials and put them in his mouth, or sometimes bang them on a hard surface.

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Project Core PD Modules

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An overview of the multi-year, iterative development project to create the Project Core implementation model for teachers and classroom staff.

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This is a complete TouchChat Training broken down into different video chapters. You can watch them in sequence or just choose a video by topic.

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Updated daily during school closure with activities

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Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

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Tell Me: AAC for the Preschool Classroom

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Tell Me: AAC for the Preschool Classroom

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PRC-Saltillo response to COVID-19 health concerns: prc-saltillo.com/covid-19

This webinar provides an overview of a prekindergarten program designed to empower teachers, paraprofessionals, therapists, and families to support the use core vocabulary in AAC systems. Participants will learn about the key elements of the TELL ME program (Zangari & Wise, 2017) and see how core language is addressed in shared reading and writing lessons, classroom routines, and typical play/learning activities. Program materials for building family involvement will also be discussed.

Learning Outcomes:

Participants will be able to:
1. Explain the benefits of a classroom-wide approach to core vocabulary instruction for preschool children who use AAC
2. Describe implementation of core vocabulary instruction
3. Discuss ways which TELL ME supports core vocabulary use in preschool centers, activities, and routines
4. Identify ways in which classroom staff can support AAC carryover into the home

Dr. Zangari is an associate professor of SLP at Nova Southeastern University where she teaches master's and doctoral courses in AAC, coordinates the AAC Lab, and provides clinical supervision to graduate student clinicians. She is a frequent presenter on AAC topics at international and national conferences. Dr. Zangari co-edited Practically Speaking Language, Literacy, and Academic Development for Students with AAC Needs with Gloria Soto and co-authored TELL ME: AAC in the Preschool Classroom with Lori Wise. She blogs at www.PrAACticalAAC.org.

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tell me: aac for the preschool classroom- guest presenter

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TELL ME: AAC for the Preschool Classroom- Guest Presenter, Dr. Carole Zangari

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PRC-Saltillo response to COVID-19 health concerns: prc-saltillo.com/covid-19 This webinar provides an overview of a prekindergarten program designed to empower teachers, paraprofessionals, therapists, and families to support the use core vocabulary in AAC systems. Participants will learn about the key elements of the TELL ME program (Zangari & Wise, 2017) and see how core language is addressed in shared reading and writing lessons, classroom routines, and typical play/learning activities.

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Bridging Literacy and AAC for Adolescents

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Bridging Literacy and AAC for Adolescents

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PRC-Saltillo response to COVID-19 health concerns: prc-saltillo.com/covid-19
What can I, as a related service provider or classroom teacher, do to promote more inclusivity in a literacy classroom for students with a wide variety of language skills?
In this webinar featuring guest presenters Christy Palmquist, M.A. and Heather Prenovost, M.S. CCC-SLP, attendees explored and shared resources and research-based strategies that can bridge the gap that currently exists in the literacy curriculum available in secondary classrooms. Attendees also learned more about the connection between language and literacy and explored the continuum of skills needed for literacy acquisition. Simple adaptations that can be used in middle and high school literacy classes.

Download the session handouts here.

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bridging literacy and aac for adolescents - christy palmquist

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Bridging Literacy and AAC for Adolescents - Christy Palmquist, M.A. & Heather Prenovost, M.S., CCC-SLP

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PRC-Saltillo response to COVID-19 health concerns: prc-saltillo.com/covid-19 What can I, as a related service provider or classroom teacher, do to promote more inclusivity in a literacy classroom for students with a wide variety of language skills? In this webinar featuring guest presenters Christy Palmquist, M.A. and Heather Prenovost, M.S.

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School-Wide AAC Strategies Implemented Across Grade Levels to Support Academic and Social Success

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School-Wide AAC Strategies Implemented Across Grade Levels to Support Academic and Social Success

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PRC-Saltillo response to COVID-19 health concerns: prc-saltillo.com/covid-19

While it is a common misconception that AAC is only used for individuals with limited verbal language abilities with complex communication needs, it can also be successfully used as a medium to support the academic and social growth of students without communication delays. This session will show how the Park Hill School District utilizes AAC across the academic school day, in social settings, and in special classes, with a range of ages and ability levels. Examples are provided across the age continuum from preschool through high school. Tools such as Saltillo's ChatEditor™ and TouchChat® by Saltillo app with WordPower™ are highlighted as a way to support the planning and implementation of language groups, academic activities, literacy, writing, social skills, play routines, social communication, email communication and much more.
Download Guest Webinar Supports.

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school-wide aac strategies implemented across grade levels to support academic and social success

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School-Wide AAC Strategies Implemented Across Grade Levels to Support Academic and Social Success

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PRC-Saltillo response to COVID-19 health concerns: prc-saltillo.com/covid-19 While it is a common misconception that AAC is only used for individuals with limited verbal language abilities with complex communication needs, it can also be successfully used as a medium to support the academic and social growth of students without communication delays.

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Communication Partner Instruction in AAC

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Communication Partner Instruction in AAC

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PRC-Saltillo response to COVID-19 health concerns: prc-saltillo.com/covid-19

Augmentative and alternative communication (AAC) can be invaluable in helping children with complex communication needs express themselves at home and in the classroom. However, providing the appropriate piece of technology alone does not ensure successful communication (Douglas, 2012). Rather, the success of a communication interaction between an AAC user and a communication partner will depend heavily on the skills of the communication partner (Kent-Walsh & McNaughton, 2005).

Recent analyses of communication partner training programs suggest that there is consistent evidence that communication partner instruction not only improves the skills of communication partners but also has a positive impact on the communication of people who use AAC (Douglas, 2012; Kent-Walsh, Murza, Malani, & Binger, 2015; Shire & Jones, 2015). This webinar will provide participants with an overview of the importance of communication partner instruction, review training elements found in successful communication partner training programs and discuss research regarding the effectiveness of school staff and family instruction in partner-augmented input.

Download handouts for this webinar.

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communication partner instruction in aac by jill e. senner

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Communication Partner Instruction in AAC by Jill E. Senner, Ph.D, CCC-SLP & Matthew R. Baud, M.S., CCC-SLP

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PRC-Saltillo response to COVID-19 health concerns: prc-saltillo.com/covid-19 Augmentative and alternative communication (AAC) can be invaluable in helping children with complex communication needs express themselves at home and in the classroom. However, providing the appropriate piece of technology alone does not ensure successful communication (Douglas, 2012).

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Finding your Voice: Implementing AAC in an Elementary Severe Needs Classroom

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Finding your Voice: Implementing AAC in an Elementary Severe Needs Classroom

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PRC-Saltillo response to COVID-19 health concerns: prc-saltillo.com/covid-19

"He will never learn to read!" "Why does she use an iPad to talk?" "I just wish my son could tell me about his day." Do any of these comments resonate with you? These are just a few of the frustrations special education teachers hear from parents, peers and colleagues relating to literacy and communication for students with intellectual disabilities. This presentation will help alleviate some of the barriers surrounding AAC implementation by transporting participates into an actual classroom of eleven students who use AAC devices. Participates will observe how AAC involves a compilation of methods and technology designed to supplement spoken communication for people with limited speech or language skills. The webinar will provide real-life examples of how students began to read and communicate effectively using AAC devices. Participants will gather a repertoire of resources, tools, and lesson plans comprising multiple modalities of instruction that demonstrate how to implement AAC devices across academic domains and educational environments for students with a wide variety of needs.

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finding your voice: implementing aac in an elementary severe needs classroom- sarah fischer

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Finding your Voice: Implementing AAC in an Elementary Severe Needs Classroom- Sarah Fischer

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PRC-Saltillo response to COVID-19 health concerns: prc-saltillo.com/covid-19 "He will never learn to read!" "Why does she use an iPad to talk?" "I just wish my son could tell me about his day." Do any of these comments resonate with you?

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Training Communication Partners by Simplifying the Task of Modeling

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Training Communication Partners by Simplifying the Task of Modeling

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PRC-Saltillo response to COVID-19 health concerns: prc-saltillo.com/covid-19

Everyone tells me I need to "use the communication device with my child/student all the time." What does that mean? Why is it important? Where do I start? Learning a communication device for the first time is challenging. Learning a new vocabulary in the communication device can be challenging too! Participants will be provided simple tools, resources and strategies which can be used to make learning to use and model on a communication device much more successful! The objective of this course is to make communication partners more successful when working with AAC by simplifying the steps involved.

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training communication partners by simplifying the task of modeling-  gretchen storm

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Training Communication Partners by Simplifying the Task of Modeling- Gretchen Storm, MS, CCC-SLP

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PRC-Saltillo response to COVID-19 health concerns: prc-saltillo.com/covid-19 Everyone tells me I need to "use the communication device with my child/student all the time." What does that mean? Why is it important? Where do I start? Learning a communication device for the first time is challenging.

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Beginning Steps to Integrate AAC into your Classroom

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Beginning Steps to Integrate AAC into your Classroom

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Webinar from Saltillo

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How to Use Multiple Activities to Practice One Core Vocabulary Word on an AAC Device or Board

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Everyday AAC - Core Vocabulary Modeling  I

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CTEC Communication Technology Education Center

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AAC Modeling Strategies How Much Language Do I Model? - STAR Issue 2.5

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Augmentative and Alternative Communication: Modeling, Prompting, & Responding