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Hello, Please post questions here.  If you have the same question click on the heart and I will answer the questions with the most hearts first.

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How do I make 3-D printed symbols?

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The video you showed about Josie learning how to use her device to communicate was great. It really highlighted modeling using the communication modality that Josie would use... my question is how do we teach, enourage, and educate parents/caregivers outside of the school day to use and model their child’s device at home?? This is still something so difficult to do with limited time to interact or talk with parents. Any tips, advice on this?!

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How do you write goals around Aided Language Input?  

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How do you write goals around Aided Language Input?  

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What do you recommend for students who need to share stories? The communication breakdown occurs when these students are trying to share novel information and stories. 

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What do you recommend for students who need to share stories? The communication breakdown occurs when these students are trying to share novel information and stories. 

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Do you know of an easy way for paras to help collect data?  A Google Form, or check box, something quick and easy to gather data to get a bigger picture (without a narrative)?

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I have students who are using different systems with different lay-outs, do I have to model with their specific lay-out?

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I have students who are using different systems with different lay-outs, do I have to model with their specific lay-out?

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Where did you get the Core Word posters?

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Where did you get the Core Word posters?

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An emailed question: I have a student who uses a head switch with a high tech device.  When I'm modeling for her, should I be using the touch screen on the device, or pushing her switch?  I really feel like she's at a point where the modeling could be quite beneficial for her and I think I underestimated the amount of time it would take her to acquire the vocabulary and use the device in an effective manner.

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An emailed question: I have a student who uses a head switch with a high tech device.  When I'm modeling for her, should I be using the touch screen on the device, or pushing her switch?  I really feel like she's at a point where the modeling could be quite beneficial for her and I think I underestimated the amount of time it would take her to acquire the vocabulary and use the device in an effective manner.

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Teaching switch access is not an easy task.  When I have any questions regarding alternative access, I always look to Linda Burkhart and Gayle Porter, two guru's in AAC who are both AMAZING.  Linda is almost always at Closing the Gap and does a presentation or two on students with complex needs and switch access, so if you can catch her at CTG, I'd highly recommend seeing her in person!  Thankfully she is very generous and posts so much information on her website and gives us all valuable information without having travel anywhere.

First, here is Linda Burkhart's website with her handouts from trainings she had done.

She posted her 71 page handout from the two day preconference she did at ATIA this year.  It is a valuable resource to look to for a variety of AAC related questions.  It's a ridiculous amount of information, but answers so many questions.  She does briefly go over her Stepping Stones switch access process in this handout.

Also on her handouts page is a very good in-depth article about Stepping Stones, which was published in  ASHA Sig 12 (AAC) Perspectives newsletter.  The stepping stones process is what I use when teaching switch skills.

The last resource I have for you is a video of presentation that Linda and Gayle did for the Angelman Syndrome conference.  (The video wasn't cuing up right when I linked it, but she starts talking about modeling at 57:40.)  Linda talks about modeling using the child's system "some of the time" and using direct selection other times.  You'll also find some very helpful resources in all of the links about how to use aided language.  I find self-talk to be so helpful when working with these individuals who use an alternate means to access.  I speak out loud my thought process while the scanning is going on, not all of the time, but definitely some of the time so that the individual can hear what I'm thinking and how I make that decision to activate.  (This is also on her handouts website in a couple different parts, so if you want to watch the whole presentation, go to her website.

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United States Society of AAC
USSAAC membership allows you to participate in AAC webinars and get ASHA CEUs for FREE.  The webinars are fantastic.  You can also get the AAC Journal at a reduced cost with your membership.  This is where the majority of EBP is published for the field.

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The Rehabilitation Engineering Research Center on Augmentative and Alternative Communication is another GREAT source of research and best practices.  The RERC provides free access to many journal articles (some permanently and some for a limited time), so make sure to follow them on Twitter or Facebook as they regularly post when articles are free.

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Just check it out.  There are no words for how many times this comes in handy!  Make sure to follow Lauren on Facebook, too.  She shares a lot of great information!  Whether you're looking for a case or an infographic, you'll find it all here curated into easy categories to search through!

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If you travel between schools, have a commute, like working out to something other than music, or just want to build capacity in AAC, then subscribe to Talking with Tech. You'll hear interviews from leaders in the field and practitioners who are doing great work in the field.  There's a new podcast every week.  I regularly go back and listen to my favorite episodes to give me inspiration!  I know you'll love it! They also have a Facebook group and a Facebook page.

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Another invaluable resource to clinicians everywhere. Carole Zangari posts resources from the site on Facebook every single day. If you have a questions about AAC, you can go to the website and search for key terms and chances are some helpful resource will be there. The daily FB posts always get my brain thinking!

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Featured Post

Here in the US, we're getting ready for Turkey Day. If you're celebrating Thanksgiving, these resources may be of interest.... [Read More...]

Video of the Week

How can we support AAC users who struggle with executive function? In today's featured video, we learn from Kansas-based SLP... [Read More...]

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AAC for the SLP
AAC Through Motivate, Model, Move Out Of The Way
ATMakers - Makers & Users
PrAACtical AAC
AAC in the Cloud
Wisconsin AAC network
Lauren S. Enders, MA, CCC - SLP
Rachael Langley, AAC Specialist
RERC on Augmentative and Alternative Communication
USSAAC
Assistive Technology Industry Association
Closing The Gap
Kelly Fonner AT
AAC in the Cloud
National Joint Committee (NJC)
Building AAC (my FB page)

All of the device manufacturers also have great pages to follow!

Comment with any of your favorites!

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https://www.buildingaac.com/presentations

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Speech Therapy | Wisconsin | Building AAC

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Building AAC is a specialized speech & language therapy practice for children and adults who are nonverbal or have complex communication needs and in need of a communication system, often called Augmentative and Alternative Communication or AAC.

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How is this written in the IEP?

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I think a full day with breakout sessions would be great! I teach EC:SE, so being able to talk to other EC teachers would be helpful to me, to know "where to start". Also, perhaps the opportunity for some 'make and take' breakouts? 

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I think a full day with breakout sessions would be great! I teach EC:SE, so being able to talk to other EC teachers would be helpful to me, to know "where to start". Also, perhaps the opportunity for some 'make and take' breakouts? 

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Data when modeling - Question from Slido: What would measurable data look like (for billing purposes) when we are just teaching and modeling core vocabulary?

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Data when modeling - Question from Slido: What would measurable data look like (for billing purposes) when we are just teaching and modeling core vocabulary?

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I'm thinking that you're referring to an emergent communicator who may not be a symbolic communicator yet.  One of the very best assessments out there for early communicators is the Communication Matrix.  It allows you to pinpoint right where your student is and then track the progression of their skills.  I would be writing goals and collecting data based on where they are at, but, I would continue to model the core without expectation.  I am using the core and modeling what I am saying to give them exposure to their language system, immersing them in their language, just as I continue speaking to babies and toddlers.  You wouldn't collect data on what you're saying to a verbal child.  If they are a symbolic communicator then I would be taking data on whether they learned the core.  I gave examples in the presentation of how we did this it Sullivan.  We pre-tested and post-tested the words and did fidelity checks every-so-often.

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Wecome to the Communication Matrix

Understanding what individuals are capable of today is the first step toward helping them reach their potential.

Assessment

The Communication Matrix is a free assessment tool created to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing.

"I am very excited about using this Matrix as part of our assessment and treatment plan for students with ASD." - Special Education Teacher

Community

Our Community includes an active forum where SLPs, teachers, families, and researchers can connect, share information, learn from the field, and offer and receive support.

"I love a focus on complex communication needs. Frequently I look at sites or information that does not apply to my students. It is great to have a site that focuses on the students I work with." - Parent

Purchase Paper and PDF copies of the Communication Matrix Assessment here.

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The Communication Matrix is a free assessment tool created to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing.

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Grammar --> Question from Slido: How do you teach grammar for core vocabulary? how to you set up the page so that it addresses plurals, possessives, verb tense, etc.

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Grammar --> Question from Slido: How do you teach grammar for core vocabulary? how to you set up the page so that it addresses plurals, possessives, verb tense, etc.

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If you are using a robust app with core, all of them have grammar options built in. It will depend on the specific app you are using. For example Unity/LAMP WFL utilize motor planning for plurals and verb tenses.  For Proloquo2Go, you hold down the verb and it conjugates it.  As far as teaching it, I'd recommend you refer to typical langua ge development.  I have a presentation on writing goals and address some of your questions in that presentation.  I've linked the presentation from my website.

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Question from Slido: My student has learned his core vocab quickly, and there is limited space on his main page - the icons are getting too small. Any suggestions on how to program?

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Question from Slido: My student has learned his core vocab quickly, and there is limited space on his main page - the icons are getting too small. Any suggestions on how to program?

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Will you give me more information? What grid size? What app? Motor abilities? Feel free to email me (jennifer@buildingaac.com) with more specifics or post here!

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Question from Slido: Is there a recommendation for which words to teach sequentially based on chronological/developmental age?

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Question from Slido: Is there a recommendation for which words to teach sequentially based on chronological/developmental age?

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Hmm...this question really made me think. I'm not sure that I've read anything that would argue for a "best" way to teach, so I'll take you through a few thoughts that went through my head. If we are teaching developmentally based on typical language development, I'd look to some of the vocabulary lists out there. Here is a link to David Beukelman out of University of Nebraska-Lincoln: https://cehs.unl.edu/documents/secd/aac/vocablists/VLNONAACCU2.pdf
If we're looking at it from a Project Core perspective, then we'd be introducing based on grade level and what aligns with the Common Core State Standards or DLM Essential Elements:  https://www.med.unc.edu/ahs/clds/files/2018/09/core-vocabulary-pdf.pdf

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Hi Jennifer, at the DPI meeting, you had mentioned a resource that lists high tech devices and their key features for easy referencing. Would you please share that resource here? Thanks so much!

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Hi Jennifer, at the DPI meeting, you had mentioned a resource that lists high tech devices and their key features for easy referencing. Would you please share that resource here? Thanks so much!