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https://tarheelreader.org/

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http://www.project-core.com/

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Technology alone does not make a competent communicator any more than a piano makes a musician or a basketball and a hoop make an athlete. - Beukelman & Mirenda

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https://www.communicationmatrix.org/

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http://www.icfcy.org/aac

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http://tdvox.web-downloads.s3.amazonaws.com/MyTobiiDynavox/dagg%202%20-%20writable.pdf

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https://www.coreworkshop.org/

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Classroom Observation for Communication Opportunities with AAC

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Any SLP can get an evaluator copy of Snap+Core First on iPad

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https://www.assistiveware.com/learn-aac/start-modeling

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https://praacticalaac.org/tag/modeling/

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Vocabulary Selection for AAC Systems with Jessica Broderick

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25 Wordless Picture Books for Speech Therapy

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Wordless picture books are some of my favorite tools to use with children of all ages. If you're not currently using them, I highly recommend getting a few books and introducing them into your speech therapy practice. Because there are only illustrations, wordless picture books are a versatile tool with tons of language opportunities.

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What is sound blending?

Sound blending is the ability to build words from individual sounds by blending the sounds together in sequence.

For example, the learner blends the sounds m, o, m to form the word mom.

Why is sound blending important?

Sound blending is essential in reading.

In order to read words, students must

know the sounds for each of the letters

then blend these sounds together to determine the word.

Sound blending is an example of a phonological awareness skill.

Instruction in phonological awareness skills supports the acquisition of literacy skills.

Students who have strong phonological awareness skills demonstrate better literacy skills.

Sample goal for sound blending skills

The learner will:

listen to the sounds in a word, presented orally with each sound said slowly (extended 1-2 seconds)

blend the sounds together in sequence (either out loud or in his/her head)

determine the target word

indicate the word by saying it out loud, signing it, or selecting the appropriate picture or AAC symbol with at least 80% accuracy.

Instructional Task

Here is an example of instruction to teach sound blending:

The instructor says the word "mom" slowly holding each of the sounds for 1-2 seconds

The learner

listens to the sounds

blends them together in his/her head

determines the word

says the word out loud, signs it, or selects the correct picture or AAC symbol from a group of 4.

Instructional Materials

Here is an example of a response plate for instruction in sound blending. The response options are pot, mom, mop, and man.

The learner must listen to the sounds, blend them, and then point to the picture of mom.

Instructional Procedure

The instructor teaches sound blending skills using the procedures described earlier

Model
The instructor demonstrates sound blending for the learner.

Guided practice

The instructor provides scaffolding support or prompting to help the learner blend sounds successfully.

Starts by saying the word slowly

Then says it a bit faster gradually blending the sounds

The instructor gradually fades this support as the learner develops competence.

Independent practice

The learner listens to the sounds and blends them independently.

The instructor monitors the learner's responses and provides appropriate feedback.

Student Example

Michael is 3 years, 2 months old in this video

Michael was diagnosed with autism when he was 2 years old.

He had just turned 3 when we first met him. He was only able to say a few words and he didn't yet know how to read. Michael used a few signs and PECS (Picture Exchange Communication System) to request favorite foods or activities, but he was very frustrated that he couldn't express himself more fully.

This video was taken after 4 weeks of literacy instruction.
Michael is learning to blend sounds.

Tina, a graduate student at Penn State,

shows him a response plate with 4 PCS: the picture symbols for bag, leg, bed, and beg.

reviews the symbols with him to make sure he knows them

says the target word slowly

Michael

listens to the word said slowly

blends the sounds together

points to the PCS for the target word, "beg"

After 4 weeks (approximately 4 hours) of instruction, Michael has successfully learned to blend sounds.

He is also starting to say more words.

Michael is already on the way to becoming a successful reader.

Click here to learn more about Michael's success learning literacy skills.
Pointers

Some letter sounds can be elongated and held continuously:

Other letter sounds cannot be elongated or held continuously:

If the sound can be held continuously, hold the sound for 1-2 seconds and blend it smoothly into the next sound in the word

For example, for the word man, say "mmmmaaaannnn"

If the sound can not be held continuously, say the sound once, pause briefly for 1-2 seconds, and then say the next sound in the word elongating it for 1-2 seconds if possible

For example, for the word pin, say "p [1 second pause] iiiinnnn"

It is easier to blend sounds that can be held continuously.

Start instruction with words that have continuous sounds

For example, mom, run, van, sun

Gradually add words that have sounds that cannot be held continuously

For example, dad, cat, dog, pop

Some students may benefit from visual supports when learning sound blending skills.

Point to the letters while saying each of the sounds slowly
Say "rrrruuuunnnn" and point to the letters r, u, and n in sequence as each sound is said
The letters provide a visual support to help the student hold the sounds in memory.

Last Updated: February 19, 2019

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Sound blending is the ability to build words from individual sounds by blending the sounds together in sequence. For example, the learner blends the sounds m, o, m to form the word mom. Sound blending is essential in reading.

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What are phoneme segmentation skills?

Phoneme segmentation is the ability to break words down into individual sounds.

For example, the learner breaks the word run into its component sounds - r, u, and n.

Why are phoneme segmentation skills important?

Phoneme segmentation is essential in developing writing skills.

In order to write or type words, students must

break the word down into its component sounds

select the letters that represent these sounds.

Phoneme segmentation is an example of a phonological awareness skill.

Instruction in phonological awareness skills supports the acquisition of literacy skills.

Students who have strong phonological awareness skills demonstrate better literacy skills.

Sample goal for phoneme segmentation skills

The learner will

listen to a target sound (phoneme) presented orally

determine the word that begins with the target phoneme

indicate the word by saying it out loud, signing it, or selecting the appropriate picture or AAC symbol with at least 80% accuracy.

Instructional Task

Here is an example of instruction to teach phoneme segmentation skills

The instructor says the sound m (not the letter name, only the sound)

The learner

listens to the sound

looks at each of the pictures or symbols provided as response options
For example, pictures or symbols for up, mom, pot, and bat

segments the initial sound (phoneme) of the words represented by these symbols
For example, segments the m sound from the beginning of the word, mom

determines the word that starts with the target sound
In this case, the word mom

says the word out loud, signs it, or selects the correct picture or AAC symbol from the response options provided.

Instructional Materials

Here is an example of a response plate for instruction in phoneme segmentation. The response options are up, mom, pot, and bat.

Using this response plate, the learner must

listen to the target sound - m

look at the pictures or symbols provided as response options - up, mom, pot, bat

segment the initial sound of the words represented by these symbols

determine the word that starts with the target sound - mom

say the word out loud, sign it, or select the correct picture or AAC symbol from the 4 choices provided.

Instructional Procedure

The instructor teaches phoneme segmentation skills as follows

Model
The instructor demonstrates how to segment initial sounds for the learner.

Guided practice

The instructor provides scaffolding support or prompting to help the learner segment initial sounds successfully.

Starts by saying the word with the initial sound elongated and stressed - "mmmmom".

Then says the word with the initial sound elongated and stressed less - "mmom".

The instructor gradually fades this support as the learner develops competence.

Independent practice

The learner listens to the target sound and segments the initial sounds of the words provided as response options independently.

The instructor monitors the learner's responses and provides appropriate feedback.

Student Example

Gareth is 3 years, 2 months old in this video.

Gareth has cerebral palsy. He has a tracheostomy.

When he was 2 years old, Gareth started to use a computer with speech output to communicate (specifically, a Mercury with Speaking Dynamically Pro software). He also uses a communication book with Mayer Johnson Picture Communication Symbols (PCS).

We started to work with Gareth and his parents to teach him literacy skills when he turned 3 years old.

Gareth loves books and was very motivated to learn to read.

This video was taken after approximately 4 weeks of instruction.

Gareth is learning to segment the initial sounds in words.

Janice

shows him the target letter and says its sound - b

reviews the 4 symbol choices with him to make sure he knows them - map, light, bag, nap

shows him the target letter and says its sound - b

instructs him to find the picture that starts with this sound

Gareth

looks at the letter and listens to the target sound

looks at each of the picture symbols

segments the initial sound of the words represented by these pictures

points to the PCS for the target word that begins with the sound - bag

After 4 weeks (approximately 4 hours) of instruction, Gareth has successfully learned to segment initial sounds from words. This skill will help him learn to type words to write stories.

At this time, he is also learning sound blending skills and letter-sound correspondences. He is starting to learn to decode words.

Gareth is rapidly developing the phonological awareness skills that will support his development of literacy skills.

Click to learn more about Gareth's success learning literacy skills.
Pointers

It is easier to segment the first sounds of words since these tend to be more obvious. Start by teaching learners to segment the initial sounds of words:

Initially choose response options where the initial sounds are distinct.
For example, the target sound is m, the response options are cat, mop, bat, and dog

Later introduce response options that require finer discriminations.

Once learners develop competence segmenting initial phonemes,

target final sounds in words

then target middle sounds, as required

Some students may benefit from visual supports when learning to segment phonemes.

Provide the student with a group of letter cards or a keyboard

Say a word (and show a picture /symbol)

Ask the student to select the initial letter sound from the letter cards or keyboard

Last Updated: February 19, 2019

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Research-based guidelines for early intervention designed to maximize the language and communication development of young children with complex communication needs including those with autism, Down syndrome, cerebral palsy and multiple disabilities.

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Maximizing the Literacy Skills of Individuals Who Use AAC 

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Maximizing the Literacy Skills of Individuals Who Use AAC 

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free webinar

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Maximizing the Literacy Skills of Individuals who Require AAC :: AAC-RERC - Spread the Word

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This session will discuss effective evidence-based practices to maximize the literacy skills of individuals who require AAC. Case studies (including video) will be used to illustrate effective interventions to help student who require AAC: (a) acquire phonological awareness skills, (b) learn to read words, (c) participate in shared reading activities with personalized books, and (d) write their own stories.

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As we prepare to take down our 2018 calendars, we're looking ahead to January and gearing up to model and teach some more core words to our AAC learners. If you have some prep time this week, join us! This is a great time to get the word cards and other materials for the Year of Words (Set 1; Set 2) ready to use with the AAC learners in our lives. Thanks to the generous spirit of PrAACtical AAC readers we have posts with a variety of resources:

1. Minspeak/Unity version: Set 1

2. Speak for Yourself version: Set 2

3. SymbolStix version: Set 1

4. Smarty Symbols: Set 1 words, Set 2 words

5. CoughDrop: Set 1 words; Set 2 words

6. WordPower: Set 1 words (Note: This is a large file that contains the resources for several versions of WordPower)

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

Thanks to Brian Whitmer, Barbara Fernandes, Nancy Inman, Deborah Lesher, Beth Erwin, B ill and Lori Binko, Heidi LoStracco, Alison Wade, Russell Cross, Gail Van Tatenhove, Eric Sailers, Rachael Langley, and others who contributed to this effort.

The Set 1 January words are: again, all gone/all done, different, help, mine, more, not/don't stop, that, want, what, you

The Set 2 January words are: are, boy, but, clean, house, look, made, open, problem, see, slow, stand, to, wait, when, yes

Eager to get started? We can begin by modeling these words in sentences as we move throughout our day.

Reading is another way to get in some core word practice. Here are some suggestions for books that you provide lots of opportunities to emphasize the January words.

Herman the Helper by Robert Kraus and Jose Aruego: again, help, that, what, you; are, boy, but, house, look, made, problem, see, slow, to

A House for Hermit Crab by Eric Carle Crab: different, mine, not/don't, want, what, you; are, clean, house, look, see, to, when, yes

The Mitten by Jan Brett: again, help, more, not/don't, stop, that, want, what, you; are, boy, but, house, look, made, open, problem, see, to

More, More, More, Said the Baby by Vera Williams: all done, mine, more, not/don't, stop, that, want, what; are, boy, but, clean, look, made, open, see, slow, stand, wait,yes

It's Mine! by Leo Lionni : again, all gone/all done, different, mine, not/don't stop, that, want, what, you; are, boy, but, house, look, made, problem, see, to, wait, when

Mr. Brown Can Moo! Can You? by Dr. Seuss: different, that, you; boy, look, made, open, see, slow, stand, to, wait, when, yes

Need some more ideas for how to highlight these words? Rachael Langley's calendars are just the thing.

Set 1

Looking forward to another AAC-filled year!

This post was written by Carole Zangari

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PrAACtically January: AAC Resources for A Year of Core Words

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As we prepare to take down our 2018 calendars, we're looking ahead to January and gearing up to model and teach some more core words to our AAC learners. If you have some prep time this week, join us!

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Communicative competence was defined by Janice Light (1989) as:

"- the state of being functionally adequate in daily communication and of having sufficient knowledge, judgment, and skills to communicate effectively in daily life."

I advocate for a 4 step process to building AAC use: Choose, Plan, Prepare, and Implement.

Step 1: Choosing vocabulary - We want to make sure our AAC user has a robust vocabulary so that he can say whatever he wants. We don't fill the system with preprogrammed phrases that may not represent what he wants to say; but we may use some often-used phrases for speed of interactions in social situations.

Step 2: Once you have the vocabulary set in your AAC system, you wan to plan your intervention strategy. Think about what words you want to target first. Are you going to focus on core words used in a single activity or those identified core words whenever they occur in the environment naturally?

Step 3: Next, Prepare. Prepare with a modeling plan. Become comfortable with the child's AAC system sufficiently to be able to model the words you have set as targets. This is important. You might even want to practice ahead of time. But don't worry if you make mistakes or have to stop and think about where a word is. These are perfect times to use verbal referencing and talk about what you are doing.

Step 4: Implement. Provide Aided Language Stimulation (ALgS)/Modeling. The AAC system needs to be available at all times. The partner will model each of the words, showing the child how the word is used in that context and where to find it in the AAC system. Be careful not to give directions, test, make the child perform. Don't ask the child to "Show me _" or "What is _?" or "Where is _?" Remember that communication for real purposes and messages is the goal, not trying to find out how much the child knows. Use expectant pauses, natural cues.

Step 5: Collect data. Assess and revise the plan as needed.

It is easy to implement AAC in the classroom by

1Offering choices as often as possible

2Using consistent vocabulary and sequences within frequently repeated classroom routines

3Sabotaging the environment during a routine task so that students need to communicate

4Utilize simple scripts within routines so that staff are consistently modeling the same vocabulary and sentence types

5Make sure to model vocabulary used during routines that goes beyond requesting; to include commenting, providing information, asking questions, and other communication functions

AAC implementation does not need to take a significant amount of planning time or equipment. Just think about the language you use routinely.

Looking for more information about AAC implementation? Take a look at my book: Make the Connection! Available on Amazon. (affiliate link)

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Stuck on AAC Implementation? My Five Step Plan for Intervention

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Communicative competence was defined by Janice Light (1989) as: "- the state of being functionally adequate in daily communication and of having sufficient knowledge, judgment, and skills to communicate effectively in daily life." I advocate for a 4 step process to building AAC use: Choose, Plan, Prepare, and Implement.

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https://app.mycoughdrop.com/wahlquist/projectcore-36universalcore