# data[].attributes.attachment_link.title
ArSHA25 Que Pasa con Bilingual AAC and Intervention_

# data[].attributes.attachment_link.description
Learn how to get set up and start using Brisk to save time and enhance your teaching, wherever you are already working. Discover tips and tools for new teachers to maximize efficiency with Brisk.

# data[].attributes.attachment_link.title
How to See YouTube Transcripts - New Location!

# data[].attributes.headline
Resources for Culturally and Linguistically Affirming AAC

# data[].attributes.subject
Resources for Culturally and Linguistically Affirming AAC

# data[].attributes.headline
Multilingual Augmentative and Alternative Communication for the Monolingual Therapist

# data[].attributes.subject
Multilingual Augmentative and Alternative Communication for the Monolingual Therapist

# data[].attributes.body
By Dr. Gloria Soto and Kristen Monroe

# data[].attributes.attachment_link.readable_text
The School Year of Core-Bilingüe (SYOC-B) is the Spanish adaptation of the English School-Year of Core ( SYOC), a series of resources for teaching core vocabulary words to children who use AAC. SYOC was conceptualized and created by AAC Specialist and SLP Michaela Sullivan, along with two SFSU pre-professional SLP students, Beth Lytle and Alisa Lego, and other volunteers. Like its English counterpart, SYOC-B offers ideas, resources, and materials for teaching high-frequency Spanish words to children who use AAC ( Soto & Cooper, 2021).

Since most bilingual children who use AAC are being educated by monolingual or English-dominant professionals, the instructions to use SYOC-B are presented in English, while models and materials are in Spanish. The words presented by month and accompanying materials to teach the target words are below. Activity sheets for each core word, in Spanish only, to share with Spanish-dominant caregivers and professionals are available in this Padlet.

The following activities are meant to be suggestions. You do not need to use all activity sheets. Use the resources that are most applicable to your objectives. For more information on the key AAC strategy of each month, please reference SYOC materials.

# data[].attributes.attachment_link.description
The School Year of Core-Bilingüe (SYOC-B) is the Spanish adaptation of the English School-Year of Core ( SYOC), a series of resources for teaching core vocabulary words to children who use AAC. SYOC was conceptualized and created by AAC Specialist and SLP Michaela Sullivan, along with two SFSU pre-professional SLP students, Beth Lytle and Alisa Lego, and other volunteers.

# data[].attributes.headline
Soto, G., & Cooper, B. (2021). An early Spanish vocabulary for children who Use AAC: Developmental and linguistic considerations. Augmentative and Alternative Communication.

# data[].attributes.subject
Soto, G., & Cooper, B. (2021). An early Spanish vocabulary for children who Use AAC: Developmental and linguistic considerations. Augmentative and Alternative Communication.

# data[].attributes.headline
Why We Communicate (Communicative Functions): SPANISH

# data[].attributes.subject
Why We Communicate (Communicative Functions): SPANISH

# data[].attributes.attachment_link.title
Why We Communicate (Communicative Functions): SPANISH

# data[].attributes.attachment_link.description
This is a SPANISH version of a product I have already created. Translated with support from a native speaker.**Do you need a resource to provide to your patient's family that explains various communicative functions in parent-friendly language? Look no further... the information in this handout is...

# data[].attributes.headline
All About Me / Todo Sobre Mí (Google Doc)

# data[].attributes.subject
All About Me / Todo Sobre Mí (Google Doc)

# data[].attributes.body
Todo Sobre Mí

# data[].attributes.headline
OMazing Kids Spanish AAC Apps, Devices & Resources

# data[].attributes.subject
OMazing Kids Spanish AAC Apps, Devices & Resources

# data[].attributes.attachment_link.title
Spanish AAC Apps, Devices & Resources (Hablo con CAA)

# data[].attributes.attachment_link.description
Spanish AAC Apps, Devices & Resources (Hablo con CAA) It can be challenging to find information about and resources for AAC in languages other than English. Since Spanish is the most common lan…

# data[].attributes.attachment_link.title
Search Results for “bilingual” – OMazing Kids AAC Consulting

# data[].attributes.attachment_link.description
Angela Moorad, MS, CCC-SLP. 35 years experience in AAC. OMazing Kids AAC and app consulting. Creator of several AAC Feature Matching resources (https://omazingkidsllc.com/omazing-kids-aac-resource-links/). Includes info about unique features to support Gestalt Language Processors

# data[].attributes.attachment_link.description
ClassDojo helps teachers, parents, and students build amazing classroom communities.

# data[].attributes.attachment_link.readable_text
Adoption and usage

Simple, effective, and surprisingly easy to use

With nearly 30 million users in 80% of US schools, the numbers speak for themselves: students, families, and educators love using Remind.

# data[].attributes.attachment_link.title
Remind | Communication Platform for Education

# data[].attributes.attachment_link.description
Remind is a communication platform that reaches students and families where they are and supports learning wherever it happens. Millions of educators, students, and parents use Remind to connect with the people and resources that help them teach and learn.

# data[].attributes.attachment_link.readable_text
School districts often end up using five to ten different classroom communication apps across all their schools. Schools might be using one tool for msging, and a completely different tool for taking attendance or healthcheck forms. When a school or district uses too many communication apps, things get lost in the shuffle. Overloaded parents often miss important messages leading to further disengagement and frustration.

Bloomz is the unified parent teacher communication app that increases parental engagement by connecting everyone with one easy-to-use tool. Bloomz handles ALL district, school, teacher, parent, and student communication. Bloomz is designed to be the complete unified solution, bringing together teachers, parents and students.

# data[].attributes.attachment_link.title
Parent Teacher Communication App with PBIS Behavior Management

# data[].attributes.attachment_link.description
Bloomz makes it easy for teachers to securely share photos and classroom updates, reach parents through messaging, and coordinate events.

# data[].attributes.attachment_link.readable_text
Communication between parents and teachers is an essential ingredient that fuels the learning process for students. When parents and teachers keep each other in the loop, they can notify each other of achievements, behavioral problems, health issues, and more.

Unfortunately, even the most well-intentioned students forget to pass on information to their parents. Or they might have difficulty remembering the correct details, meaning that parents ultimately get inaccurate messages. Sometimes, poor communication also means that kids miss out on opportunities. For example, parents may need to pay class trip fees by designated dates to reserve a student's spot. Or a football coach may require that parents submit documentation of their kids receiving recent physical exams that confirm they're eligible for the sport.

The bottom line is that this element of the educational process is crucial. Parent-teacher communication apps help in all these situations and many others. Here are are a few you might want to consider.

Free Apps

1.Talking Points
Talking Points is a communications app that attempts to break down language barriers between parents and teachers. These barriers can hinder efforts to give updates and ask questions. Teachers can input messages in English and have the app translate them into dozens of languages. Then, recipients who don't speak English can reply in their native languages.

The app offers text-message-like functionality. It works in a more streamlined way than making teachers resort to Google Translate or other methods. Although this app is free, it also has paid tiers available. (Offered for and .)

Bloomz is a multi-functional messaging app that lets teachers do things like give parents classroom-related updates or send them reminders about things they need to do. There's also a behavior-tracking section and ways for educators to show examples of the kinds of work students are doing during the school day. Also, when teachers send messages to parents, there's no need for them to reveal personal details like email addresses.

This app provides basic functionality for free, but there are in-app purchases available. (Offered for iOS and .)

Like the Talking Points app, Remind allows teachers to translate messages into dozens of languages. However, it
can also go further by sending PDFs, photos, and even voice clips. With this app, you can send messages to individuals or groups. The latter option could be handy for class-specific updates. One shortcoming associated with Remind is that it offers only one-way communications - parents cannot respond to the messages. (Offered for and .)

Paid Apps

1. ParentSquare
ParentSquare provides a secure way for parents and teachers to talk to each other about school happenings. Teachers can share calendar events or files, plus engage in private messages with their students' parents. There's also a parent directory that allows people to have their details either visible or hidden. It could help adults connect with each other and collectively propel the learning process at a school.

A free trial and cost options for the platform are available after interested persons who sign up for product demos. The apps are free to download. (Offered for and .)

2. Additio EdVoice
This app is not exclusively for parents and teachers, but many of its features target those groups. Messages go to phones that have the app installed, which could be a student's phone or one used by an authorized caregiver.

EdVoice promotes real-time messaging and lets users avoid the hassles of other methods, such as WhatsApp groups. It's possible to send messages related to an entire district or school or one focused on single classes. Pricing information is given when people request app demos. (Offered for and - under the Additio name.)

3. SchoolMessenger
SchoolMessenger is more than a direct communication app to facilitate information sharing between parents and teachers. It also has option add-ons, such as features that notify authorized parties that a child arrived at school safely. Plus, the app stores various kinds of student information, giving parents a centralized place to access it. (Offered for and.)

Technology Makes Parent-Teacher Communication Smoother Than Before

These apps signal the end of lost notes written on paper and allow more clarification between a child's educator and parents. As a result, there's more time to focus on enrichment due to fewer communication challenges.
This is a guest blog by Kayla Matthews. Kayla is a tech journalist and writer who has been featured in a number of publications. You can find more of her writing on her tech and productivity blog Productivity Bytes.

# data[].attributes.attachment_link.title
Six Apps for Parent-Teacher Communication

# data[].attributes.attachment_link.description
Communication between parents and teachers is an essential ingredient that fuels the learning process for students. When parents and teachers keep each other in the loop, they can notify each other of achievements, behavioral problems, health issues, and more. Unfortunately, even the most well-intentioned students forget to pass on information to their parents.

# data[].attributes.headline
Cultural-Linguistic AAC: Bilingual Literacy & AAC

# data[].attributes.subject
Cultural-Linguistic AAC: Bilingual Literacy & AAC

# data[].attributes.attachment_link.readable_text
Our yearlong series on multilingual AAC support, guest-authored by BilingüeAAC, is drawing to a close. In today's post, Melissa Tapia and Sarah Lee address AAC, bilingualism, and literacy. BilingüeAAC is a group of SLPs with a shared belief in providing evidence-based intervention strategies and resources to bilingual Spanish AAC clients, families, caregivers, and professionals.
Bilingual Literacy & AAC
Welcome back to our Bilingue AAC Series! You can find our previous posts linked here, which wonderfully highlight best practices in bilingualism and AAC. ( Post 1, Post 2, Post 3, Post 4, Post 5).

We are excited to dive into our topic of bilingualism, literacy, and AAC and how we can effectively provide literacy intervention in culturally affirming ways with our Bilingual* AAC users.
*Clarification: We address "bilingual populations"; however, the resources discussed are specifically for Spanish/English speaking populations. Several of the suggestions can be broadly applied to other languages. The goal in bilingualism and biliteracy is promoting inclusivity and representation that allow for translanguaging. What is literacy?

The ability to read and write (ASHA, 2023).

Reading is interpreting and understanding written information.

Writing is the ultimate form of autonomous communication for all, as individuals can create their own messages. (see Karen Erickson and David Koppenhaver, Comprehensive Literacy for All)

Important across the lifespan and settings - school, work, and home.

Essential to individuals with complex communication needs who are AAC users.

What do we know about bilingualism?

Failure to include long-term development and maintenance of both languages for bilingual children limits opportunities to practice and generalize linguistic skills across contexts and hinders interpersonal relationships with family members (Soto & Yu, 2014).

The Cognate Advantage:

Cognates are defined as words that share form and meaning in two languages (e.g., helicopter-helicóptero) (Kelley & Kohner, 2011).

Spanish and English have more than 20,000 cognate pairs. More than half of the words in Beck et al., (2002,2008) Tier 2 vocabulary list were Spanish-English cognates (Montelongo et al., 2015).

By leaning into the cognate vocabulary pairs, it will build upon the child's existing knowledge necessary for academic success, encouraging bilingual and bi-literacy growth (Hernández, Montelongo, & Herter, 2016).

The cognate advantage is seen in typically developing children (Kelley & Kohner, 2011; Leacox, Wood, Sunderman, & Schatschneider, 2016; Anthony, Blumenfeld, Potapova & Pruitt-Lord, 2020), children with SLI and children with developmental language disorder (DLD) (Grasso, Peña, Bedore, Hixon, & Griffen, 2018; Payesteh & Pham, 2022).

Translanguaging:

The strategic use of all linguistic resources to communicate (García, 2014).

Translanguaging is more than rule-governed languages that we are switching across, but going beyond language and including a, "whole-body sense-making process" - the sights, the sounds, the features, the objects, and instruments, and how these are deployed (Garcia & Sánchez, 2020).

It includes the individuals' histories, biographies, and language practices (Cioé-Peña, Linares, 2020).

Translanguaging has been found in bilingual elementary school students while writing (Bauer, et al., 2017; Velasco & García, 2014)

Amongst 1st graders in pre-writing planning discussions (Gort, 2012)

Considered a beneficial instructional strategy to improve reading comprehension and engagement (Daniel & Pacheco, 2016; Jiménez et al., 2015).

* A reminder: English core vocabulary or "high-frequency words" are not the same in Spanish or many other languages. Refer to Soto & Cooper (2021) or Macarthur Bates for a more comprehensive and developmentally appropriate list.
Bilingualism and Bi-literacy with a socioemotional lens

Promoting a child's heritage language is developing a sense of ownership over their linguistic repertoires and their voices as multilingual authors and storytellers

Gaining access and connection to their families and communities

Recognizing caregiver and child bonding as valuable

Provides self-empowerment and autonomy in their world (Cioé-Peña, Linares, 2020.)

Culturally responsive and equitable work includes the family's culture, perspectives, language, intervention strategies, and so much more!

The intersections

Do bilingual children have the same access as their monolingual peers?

Do AAC users have the same access to early literacy as compared to typically developing communicators?

Do Disabled children have the same access as their typically developing communicators?

NO 🙁 AAC users, or children who rely on AAC, tend to have limited access to materials with print and fewer opportunities to engage in "writing" (Light & Kent-Walsh, 2003).

Given all this information, we can see how there are literacy-based access and opportunity barriers for our bilingual AAC users.

Well, Bilingue AAC is here to provide you with some of our favorite bilingual book titles and inclusive AAC literacy intervention strategies that can help you navigate these barriers your current AAC users may have!

1. Select appropriate bilingual book titles that amplify the voices of your student's culture.
Using bilingual books can promote cultural awareness, deepen and broaden vocabulary in both languages and create an inclusive space where all students feel valued.

2. Create environments in which your students can observe and participate in shared storybook reading.

Have pre-stored messages from books available on high-tech devices

Use core boards available for a given literacy lesson

3. Create opportunities for students to expand on their ideas through writing conventionally or with adapted methods.

Whiteboards available for quick phonics demonstrations

Keyboards available on high-tech devices

Alternative adapted pencils, such as symbol-based icons, multiple single-button voice output communication devices to provide response options. For example, which letter sounds like/b/? VOCA recordings: "B" or "C"?)

4. Review vocabulary and explicitly identify Spanish-English cognates

Pre-reading, previewing, or "story walk," and discussing the shared vocabulary.

Identify the vocabulary in the AAC device in both language overlays.

Here is a cognate vocabulary list by Colorín Colorado.

5. Review Spanish high-frequency words. Here is a vocabulary list with suggested prompts and examples of Spanish sentence structure and conjugations.

6. Include photos, objects, families, and their culture throughout the school and classroom setting.

7. Provide both languages in written text throughout the room (i.e., numbers, alphabets, materials, etc.)

Books we love:
A heartwarming tale of all the ways you can eat and share Platanos from the perspective and voice of a Dominican-American girl in NYC. I love the vibrant colors and pictures of her family, friends, and community. Spanish and English text are both available.
What I do:

Pre-reading vocabulary identification: help/ayudo, ingredient/ingrediente (cognate), eat/comer, platanos, like/me gusta, sweet/dulce, party/fiesta, more/mas, buy/comprar, see/veo, favorite/favorito (cognate).

AAC vocabulary customization: Refer to post 4 for more culturally affirming ways to customize AAC systems.

Story walk: Comment on the pictures. Model AAC device vocabulary.

Discussion question: What is your favorite food? Is there a food you like to eat with your family?

Shared book reading: Comment, ask questions, respond/expand.

Predictable chart writing: I like to eat ______. Quiero comer ____________.

Connection to the world and self: Bring in platanos - describe platanos (color, shape, texture). Show images of maduros, tostones, mangú. How would you eat it? Take a vote (math skills-tally). Cooking activity: Make maduras.

Family/community follow-up: We read "Platanos Go with Everything" and learned about the different ways to eat platanos. Do you have a favorite family food you would like to share with the class?

Ramón is in a new home and is scared about starting a new school and being new, and it turns out, El Cucuy is, too. This story, rooted in Mexican folklore, involves El Cucuy (a monster) and a little boy, Ramón as they begin a new journey in new unexpected places. The author wonderfully disperses Spanish words throughout the text in this dual-language print.
Literacy Activity ideas: You can do it! Take a dive into bilingual literacy with AAC users! Not sure where you can find more appropriate texts? Check out Colorín Colorado's website for more book recommendations.
Check out local libraries and find texts written by authors who represent the language.
Colorin Colorado Books for Kids

Pre-reading vocabulary identification: Stop and discuss translanguaging in the text. (e.g., 'That word is in Spanish and that one is in English.')

AAC vocabulary customization: Refer to post 4 for more culturally affirming ways to customize AAC systems.

Story walk: Comment on the pictures. Model AAC device vocabulary. Describe what you see. What does it look like? What does it do?

Discussion question: What is something new you tried? What helps you when you feel scared?

Shared book reading: Comment, ask questions, respond/expand.

Predictable chart writing: I feel ______. Me siento __________.

Family/community follow-up: We read "El Cucuy is Scared Too." We reviewed the following vocabulary [brave/Valiente, strong/fuerte, nervous/nervioso, scared/asustado]
Can you share with the class a time your family tried something new that required bravery?
(sleeping in your own room, moving to a new town, learning a new language)

Check out our website at BilingueAAC.com for suggested Spanish-English children's books!

About the Guest Authors

Sarah Lee is a monolingual Speech-Language Pathologist certified in NY, CA, and Or. She has worked within school and early intervention settings across all 3 states specializing in AAC. She has a Master's of Science in Speech-Language Pathology from Western Kentucky University and a Master's of Science in Neuroscience and Education from Teacher's College, Columbia University. Sarah believes in evidence-based, innovative intervention strategies and synthesizing literature to practice. She manages the Instagram account, @AAC_together.

Melissa Tapia is a bicultural and bilingual Speech-Language Pathologist in Illinois. She attended Illinois State University for both undergraduate and graduate studies, majoring in Communication Sciences and Disorders and Spanish Language, Literature, and Cultures. Melissa is the owner and founder of Hablame Speech Therapy. She focuses on a client-centered collaborative model with bilingual families through in-home therapy services. She believes in helping AAC users gain access to communication in their immediate and most comfortable environment using various communication modalities and educating caregivers in how to best support their children together. Melissa manages the Instagram account, @hablame_de_language.

BilingüeAAC: www.BilingueAAC.com

Instagram: @bilingueaac

Facebook Group: BilingüeAAC

TPT: BilingueAAC

This post was written by Carole Zangari

Related posts

# data[].attributes.attachment_link.title
Cultural-Linguistic AAC: Bilingual Literacy & AAC

# data[].attributes.attachment_link.description
Our yearlong series on multilingual AAC support, guest-authored by BilingüeAAC, is drawing to a close. In today's post, Melissa Tapia and Sarah Lee address AAC, bilingualism, and literacy. Bi...

# data[].attributes.headline
Inclusive Story Time in Spanish from Portland State University

# data[].attributes.subject
Inclusive Story Time in Spanish from Portland State University

# data[].attributes.attachment_link.readable_text
What is Culturally Responsive AAC?

Speech-language pathologists have identified the provision of services to children with complex communication needs from culturally and linguistically diverse backgrounds as one of their greatest professional challenges (Light & McNaughton, 2012). In the U.S., many clients in need of AAC services come from culturally and linguistically diverse (CLD) backgrounds. Appropriate AAC service delivery to clients from CLD backgrounds requires not only appropriate technologies but also research-based evidence on the efficacy of intervention approaches (Soto, 2018). It is impossible for a clinician or a teacher to know the languages and cultures of all the clients they serve. But it is possible to create a 'climate' where the child is viewed as a whole; where different languages and cultural practices are included and legitimized; where there are materials not only in different modalities but in different languages; and where clients and families feel proud of and build on their home language.

Culturally Responsive AAC Resources

There is an increasing number of online resources available for culturally and linguistically responsive assessments, interventions, and resources for professionals and families of children with complex communication needs. Below is a small curated list of some of the resources that are available.

# data[].attributes.attachment_link.description
Speech-language pathologists have identified the provision of services to children with complex communication needs from culturally and linguistically diverse backgrounds as one of their greatest professional challenges (Light & McNaughton, 2012). In the U.S., many clients in need of AAC services come from culturally and linguistically diverse (CLD) backgrounds.

# data[].attributes.headline
English & Spanish AAC Coaching Strategy Resources 

# data[].attributes.subject
English & Spanish AAC Coaching Strategy Resources 

# data[].attributes.attachment_link.title
"Clean Copy" English & Spanish AAC 6 Coaching Strategy Resources - in progress

# data[].attributes.headline
Resources for Culturally and Linguistically Affirming AAC (Soto)

# data[].attributes.subject
Resources for Culturally and Linguistically Affirming AAC (Soto)

# data[].attributes.body
Google Doc with a list of Recommended Readings related to Bilingualism, CLD, and AAC

# data[].attributes.attachment_link.readable_text
The School Year of Core-Bilingüe (SYOC-B) is the Spanish adaptation of the English School-Year of Core ( SYOC), a series of resources for teaching core vocabulary words to children who use AAC. SYOC was conceptualized and created by AAC Specialist and SLP Michaela Sullivan, along with two SFSU pre-professional SLP students, Beth Lytle and Alisa Lego, and other volunteers. Like its English counterpart, SYOC-B offers ideas, resources, and materials for teaching high-frequency Spanish words to children who use AAC ( Soto & Cooper, 2021).

Since most bilingual children who use AAC are being educated by monolingual or English-dominant professionals, the instructions to use SYOC-B are presented in English, while models and materials are in Spanish. The words presented by month and accompanying materials to teach the target words are below. Activity sheets for each core word, in Spanish only, to share with Spanish-dominant caregivers and professionals are available in this Padlet.

The following activities are meant to be suggestions. You do not need to use all activity sheets. Use the resources that are most applicable to your objectives. For more information on the key AAC strategy of each month, please reference SYOC materials.

# data[].attributes.attachment_link.description
The School Year of Core-Bilingüe (SYOC-B) is the Spanish adaptation of the English School-Year of Core ( SYOC), a series of resources for teaching core vocabulary words to children who use AAC. SYOC was conceptualized and created by AAC Specialist and SLP Michaela Sullivan, along with two SFSU pre-professional SLP students, Beth Lytle and Alisa Lego, and other volunteers.

# data[].attributes.headline
FREE: Bilingual Español Intervention Template Bundle

# data[].attributes.subject
FREE: Bilingual Español Intervention Template Bundle

# data[].attributes.attachment_link.description
Easy-to-use activity templates for culturally-linguistically diverse AAC Spanish intervention that ANY therapist/educator can do! Get started in modeling Spanish language and code-switching on a client’s AAC device during practical therapy activities (Bubbles, pretend play cars, meal times.) Int

# data[].attributes.attachment_link.readable_text
A Frequency Dictionary of Spanish has been fully revised and updated, including over 500 new entries, making it an invaluable resource for students of Spanish.

Based on a new web-based corpus containing more than 2 billion words collected from 21 Spanish-speaking countries, the second edition of A Frequency Dictionary of Spanish provides the most expansive and up-to-date guidelines on Spanish vocabulary. Each entry is accompanied with an illustrative example and full English translation.

The Dictionary provides a rich resource for language teaching and curriculum design, while a separate CD version provides the full text in a tab-delimited format ideally suited for use by corpus and computational linguistics.

With entries arranged both by frequency and alphabetically, A Frequency Dictionary of Spanish enables students of all levels to get the most out of their study of vocabulary in an engaging and efficient way.

# data[].attributes.attachment_link.title
A Frequency Dictionary of Spanish: Core Vocabulary for Learners (Routledge Frequency Dictionaries) (English and Spanish Edition)

# data[].attributes.attachment_link.description
A Frequency Dictionary of Spanish: Core Vocabulary for Learners (Routledge Frequency Dictionaries) (English and Spanish Edition) [Davies, Mark, Hayward Davies, Kathy] on Amazon.com. *FREE* shipping on qualifying offers. A Frequency Dictionary of Spanish: Core Vocabulary for Learners (Routledge Frequ…

# data[].attributes.body
Spanish Scavenger Hunts- free printables- the blog is written in English

# data[].attributes.attachment_link.readable_text
Online Spanish tools are often the most practical option for distance learning. However, we don't always want our kids parked in front of a screen!
These scavenger hunts are a fun way to learn while moving around and handling real objects around the house, or around the yard.
You can use the checklists with your own kids at home, or assign them to your Spanish students.

Read on for some fun ideas and tips, or go ahead fill in the form for getting your free printable scavenger hunts in Spanish.

They're editable Google Drive files, so you can make changes as needed for your kids or students. The graphics say "10 Spanish Scavenger Hunts," but the actual file is 23 pages long because I included different versions of the same idea. 🙂
**Note** A few readers have had trouble accessing the download- after confirming, you should be directed to a page where you click to make a copy of the checklists. If that doesn't work, be sure to email me at [email protected] and I can send the link right back to you.
​

Related: 101 Spanish Activities to Do at Home
Here are some basic ideas and tips for getting started, whether your scavenger hunt is indoors or outdoors.

SPANISH SCAVENGER HUNT IDEAS

Do a hunt outside in your yard or on a walk:

Do a search inside a house or apartment looking for everyday objects:

Have students make a list of drawings or pictures of things that make them happy:

Assign a collection of selfies using objects around the house:

You can also practice rooms of the house with this list:

With young kids, try to find an object (or several!) for each color:

Here are some ideas for using the scavenger hunts with Spanish students.

Some scavenger hunts work best if the students actually gather the items. If you are doing live virtual classes, you will probably need to break it up. To do the colors hunt with elementary, for example, you could tell them they have a few minutes to go find something blue and something yellow.

Some of the checklists have spaces to draw something that the students spot. They could also draw what they find on a separate piece of paper and then take a picture and send it to you.

Another option is to have students follow the checklist and take one picture of everything they collected and found.

For the selfie scavenger hunts, the students can submit the photos to you by pasting the photo directly onto the list, or they could create a slides presentation and write the corresponding caption underneath the photo ("Estoy lavando los platos.")

You could also have students look through magazines and create a photo collage by spying pictures and cutting them out.

The printables include a literacy activity for looking for pictures of things that start with the vowels, and the beginning syllables for learning to read in Spanish. I only have five versions, but you can easily add and edit the syllables as you go (eventually working with three letters, as in "pla, ple, pli, plo, plu.")

One caution: always keep in mind the context of your students' home lives. I tried to be sensitive to this by choosing readily available and common objects, omitting spaces like a laundry room in the home search, and giving options in some cases. You can adjust my lists as needed, as well.

Also keep in mind that some students may not want to share pictures from inside their home or with their families. I just recommend using your judgement for what's appropriate in your situation.

What other ideas do you have for a Spanish scavenger hunt at home? Let me know in the comments below!
Like it? Pin it!

# data[].attributes.attachment_link.title
Spanish Scavenger Hunts (with Free Printable Checklists)

# data[].attributes.attachment_link.description
Inside: Spanish scavenger hunts for kids and teens, with free printable checklists. Online Spanish tools are often the most practical option for distance learning. However, we don't always want our kids parked in front of a screen!

# data[].attributes.headline
Soy Bibliotecario- Synopsis for Books in Spanish (All ages)

# data[].attributes.subject
Soy Bibliotecario- Synopsis for Books in Spanish (All ages)

# data[].attributes.body
Does not include access to the actual books.

# data[].attributes.attachment_link.description
Blog sobre bibliotecas, bibliotecarios, ciencias de la información y las nuevas tecnologías aplicadas al mundo de la bibliotecología.

# data[].attributes.attachment_link.description
Teach Spanish with comprehensible input using songs, books and videos. Spanish activities make language learning fun and effective. Free printables.

# data[].attributes.headline
Music-based Spanish Learning: Rockalingua 

# data[].attributes.subject
Music-based Spanish Learning: Rockalingua 

# data[].attributes.attachment_link.readable_text
My students absolutely love Rockalingua! Their eyes are glued to the screen, the animation makes them laugh, and they have so much fun practicing their Spanish! They want to continue singing even after we finish!

# data[].attributes.body
Materials to teach language to children and youth who use AAC in Spanish: Soy Visual

# data[].attributes.attachment_link.title
#Soyvisual es un Sistema de Comunicación Aumentativa de Fundación Orange

# data[].attributes.attachment_link.description
Soyvisual utiliza láminas ilustradas y fotografías para estimular el lenguaje y ayudar a personas con necesidades en la comunicación

# data[].attributes.attachment_link.title
Reverso Context | Translation in context from Spanish to English

# data[].attributes.attachment_link.description
Find the English translations in context of Spanish words, expressions and idioms; a free Spanish-English dictionary with millions of examples of use.

# data[].attributes.attachment_link.readable_text
In Outlook, you can translate words, phrases, and full messages when you need them. You can also set Outlook to automatically translate messages you receive in other languages.

When you receive an email in another language, you'll see a prompt at the top of the message asking if you'd like Outlook to translate it into your preferred language.

When you receive an email in another language, you can respond in two different ways:

In the message, select Translate message. Outlook replaces the message text with translated text.

After you've translated the message, you can select Show original to see the message in the original language or Turn on automatic translation to always translate messages to your preferred language.

If, for some reason, Outlook doesn't offer these options, select the Translate button from the ribbon, or right-click on the message and select Translate, then Translate Message.

To change your translation preferences, go to Home > Translate > Translation Preferences.

Here you can set your preferred language.

In Word for Microsoft 365 when you open a document in a language other than a language you have installed in Word, Word will intelligently offer to translate the document for you. Click the Translate button and a new, machine-translated, copy of the document will be created for you.

1. In your document, spreadsheet or presentation, highlight the cell or text you want to translate.

2. Select Review > Translate.

3. Select your language to see the translation.

4. Select Insert. The translated text will replace the text you highlighted in step 1.

Note: In Excel, there is no Insert button, you'll have to copy/paste the text you highlighted in step1.

You might see a list of several translations. Expand the translated item to show a usage example in both languages. Choose the one you want and click Copy.

Available in:

This feature﻿ is available to Microsoft 365 subscribers and Office 2019 customers using Version 1710 or higher of Word; or Version 1803 or higher of PowerPoint or Excel. You must also be connected to the internet, and have Office connected experiences enabled to use Translator.

Subscribers get new features and improvements monthly.

Buy or try Microsoft 365

Not sure what version of Office you're running? See What version of Office am I using?

This feature is not currently available to customers using Microsoft 365 operated by 21Vianet.

1. Select Review > Translate > Translate Document.

2. Select your language to see the translation.

Available in:

This feature﻿ is available to Microsoft 365 subscribers and Office 2019 customers using Version 1710 or higher of Word. You must also be connected to the internet, and have Office connected experiences enabled to use Translator.

Users with Office 2016, but without a subscription, will have the same translation features that are available in Office 2013 and earlier.

Subscribers get new features and improvements monthly.

Not sure what version of Office you're running? See What version of Office am I using?

1. In your notes highlight the text you want to translate.

2. Select View > Translate > Selection.

3. Select your language to see the translation.

1. Select View > Translate > Page.

2. Select your language to see the translation.

Translate Document/Translate Item: Word, Outlook.

Translate Selected Text: Word, Outlook, OneNote, PowerPoint, Publisher, Excel, Visio.

Mini Translator: Word, Outlook, PowerPoint, OneNote

Note: Machine translation is helpful for conveying the basic subject matter of the content and for confirming whether the content is relevant to you. For high accuracy or sensitive files, human translation is recommended, because machine translation might not preserve the full meaning and tone of the text.

Choose your translation language

1. On the Review tab, in the Language group, click Translate > Choose Translation Language.

2. Under Choose document translation languages click the Translate from and Translate to languages that you want, and then click OK.

Translate the document or message

1. On the Review tab, in the Language group, click Translate.

2. Click Translate Document ( Translate Item in Outlook). The From and To languages that you selected are listed.

Note: If this is the first time you have used translation services, you may need to click OK to install the bilingual dictionaries and enable the translation service through the Research pane. You can also see which bilingual dictionaries and machine translation services you have enabled by clicking the Translation options link in the Research pane. See the next section (Translate selected text) to learn how to access the Research pane.

Note: In PowerPoint, only one slide's text box can be translated at a time.

1. On the Review tab, in the Language group, click Translate > Translate Selected Text to open the Research pane.

Note: In Word, you can right-click anywhere in the document, and then click Translate.

2. In the Research pane, in the All Reference Books list, click Translation.

3. Do one of the following to translate a word or short phrase:

Select the words, press ALT, and then click the selection. The results appear in the Research pane under Translation.

Type the word or phrase in the Search for box, and then press Enter.

Notes:

If this is the first time you have used translation services, click OK to install the bilingual dictionaries and enable the translation service through the Research pane.

You can also see which bilingual dictionaries and machine translation services you have enabled by clicking the Translation options link in the Research pane.

To change the languages that are used for translation, in the Research pane, under Translation, select the languages that you want to translate from and to. For example, to translate English to French, click English in the From list and French in the To list.

To customize which resources are used for translation, click Translation options, and then select the options that you want.

1. On the Review tab, in the Language group, click Translate > Mini Translator.

2. Point to a word or phrase that you want translated with your mouse. When a faint dialog box appears overlayed in your document, move your mouse over it to see any translations available.

Note: The Mini Translator will continue to appear whenever you move over words. To turn it off, repeat step 1 above.

1. Select Review > Translate > Translate Document.

2. Select your language to see the translation.

3. Select Translate. A copy of the translated document will be opened in a separate window.

Available in:

1. In your document, highlight the text you want to translate.

2. Select Review > Translate > Translate Selection.

3. Select your language to see the translation.

4. Select Insert. The translated text will replace the text you highlighted in step 1.

Note: In Excel, there is no Insert button, you'll have to copy/paste the text you highlighted in step1.

Available in:

1. Select Review > Translate > Translate Document.

2. Select your language to see the translation.

3. Select Translate. A copy of the translated document will be opened in a separate window.

Available in:

1. In your document, highlight the text you want to translate.

2. Select Review > Translate > Translate Selection.

3. Select your language to see the translation.

4. Select Insert. The translated text will replace the text you highlighted in step 1.

Available in:

1. When you receive an email in another language, a prompt will appear at the top of the message asking if you'd like Outlook to translate it into your default language.

2. If you select Translate message, Outlook will replace the message text with translated text.

You can then select Show original message to see the message in the original language or Turn on automatic translation to always translate messages in another language.

3. If you select Never translate, Outlook won't ask you if you'd like to translate messages in that language in the future.

4. You can change your translation preferences and choose your translation language by going to Settings > View all Outlook settings > Mail > Message handling.

Available in:

# data[].attributes.attachment_link.title
Translate text into a different language

# data[].attributes.attachment_link.description
In Outlook, you can translate words, phrases, and full messages when you need them. You can also set Outlook to automatically translate messages you receive in other languages. When you receive an email in another language, you'll see a prompt at the top of the message asking if you'd like Outlook to translate it into your preferred language.

# data[].attributes.attachment_link.readable_text
You can translate documents into many languages with Google Docs.

Translate a document

1. On your computer, open a document in Google Docs.

2. In the top menu, click Tools Translate document.

3. Enter a name for the translated document and select a language.

4. Click Translate.

5. A translated copy of your document will open in a new window. You can also see this copy in your Google Drive.

Tip: If "Translate document" isn't visible, you're likely in Microsoft Office editing. To translate, convert your file to Google Docs. Learn about Microsoft Office editing and how to convert Microsoft Office files.

Change your typing language

1. On your computer, open a document in Google Docs, a presentation in Google Slides, or a sheet in Google Sheets.

In Google Docs or Google Slides, go to the top menu and click File Language the language you need.

In Google Sheets, go to the top menu and click File Spreadsheet settings, then pick the locale of the language you need.

2. When you choose a non-Latin language, the "Input tools menu" will show in the toolbar. To enter non-Latin characters like Hindi or Chinese, click the Down arrow next to the "Input tools menu." Note: You can also open the "Input tools menu" by pressing Ctrl + Alt + Shift + k (PC) or ⌘ + Option + Shift + k (Mac) on your keyboard.

Phonetic input: Type the phonetic spelling of a word in Latin characters, then click the best match from the options on the screen.

Keyboard input: To type letters and symbols, click the keys of a virtual keyboard or type matching keys with your physical keyboard.

In handwriting input: Draw characters in a panel in the bottom right of your screen, then click the best match from the options on the screen.

Tip: In Workspace, the handwriting input works only when "access to additional services without individual control" is on in the Admin Console.

# data[].attributes.attachment_link.title
Translate documents or write in a different language - Computer - Google Docs Editors Help

# data[].attributes.attachment_link.description
You can translate documents into many languages with Google Docs. Translate a document

# data[].attributes.attachment_link.readable_text
Service Provision for Bilingual Clients

The answer to the question of who provides audiology and/or speech-language pathology services to bilingual clients varies depending on each client's linguistic abilities in his/her first and second language.

Bilingual clinicians who have the necessary clinical expertise to treat the client may not always be available. There are circumstances in which a clinician who does not have native or near-native proficiency in the target language is able to use the skills he or she does have to provide services to a client. In determining the appropriateness of this solution, the clinician considers both his or her own language proficiency in the target language and the language demands of the client and family.

When a bilingual speech-language pathologist (SLP) and/or audiologist is not available, using an interpreter is a viable option. For additional information related to working with interpreters in spoken and manually coded languages, please see the Practice Portal page on Collaborating With Interpreters.

As indicated in the Code of Ethics, audiologists and SLPs are obligated to provide culturally and linguistically appropriate services to their clients and patients, regardless of the clinician's personal culture, practice setting, or caseload demographics. In providing services to bilingual individuals, SLPs consider how communication disorders or differences might be manifested, identified, or described in the client's/patient's cultural and linguistic community and integrate this knowledge into all areas of practice, including assessment, diagnosis, treatment, and treatment discharge.

Bilingual Service Providers

Audiologists or SLPs who present themselves as bilingual for the purposes of providing clinical services must be able to speak their primary language and to speak (or sign) at least one other language with native or near-native proficiency in lexicon (vocabulary), semantics (meaning), phonology (pronunciation), morphology/syntax (grammar), and pragmatics (uses) during clinical management. In addition to linguistic proficiency, the audiologist or SLP must have the specific knowledge and skill sets necessary for the services to be delivered.

Bilingual audiologists must be able to independently provide comprehensive diagnostic and treatment/rehabilitative services for auditory, vestibular, and related impairments using the client's/patient's language and preferred mode of communication. They must also have the linguistic proficiency to

select and interpret culturally and linguistically appropriate assessment materials, tools, and methods;

instruct and assess the client/patient in direct clinical techniques using behavioral, physiologic, and developmental measures;

administer and interpret standardized self-report measures of communication difficulties and of psychosocial and behavioral adjustment to auditory dysfunction.

Bilingual SLPs must be able to independently provide comprehensive diagnostic and treatment services for speech, language, cognitive, voice, and swallowing disorders using the client's/patient's language and preferred mode of communication. They must also have the linguistic proficiency to

describe the process of normal speech and language acquisition-for both bilingual and monolingual speakers of that language, including how those processes are manifested in oral and written language (or manually coded languages when applicable);

select, administer, and interpret formal and informal assessment procedures to distinguish between communication differences and communication disorders;

apply intervention strategies for treatment of communication disorders in the language or mode of communication most appropriate for the needs of the individual.

Bilingual Service Provision Training Programs

ASHA does not accredit or approve specialty training programs for bilingual service providers, nor does ASHA review, evaluate, or rank such programs in any way. Some graduate schools offer bilingual specialty training programs, but it should be noted that the depth and breadth of training in this area is variable from program to program.

State Certification/Licensing

Laws and regulations for bilingual service providers in audiology and/or speech-language pathology vary from state to state. Differences may be reflected in a number of requirements, including proficiency in oral and/or written language, education, continuing education, titles used to identify bilingual service providers, and regulations or laws or lack thereof. Audiologists and SLPs should check with their state licensure boards and/or departments of education for the requirements for specific practice settings.

Ethical Considerations

ASHA Principles of Ethics I, Rule C from ASHA's Code of Ethics states that "Individuals shall not discriminate in the delivery of professional services." Audiologists and SLPs who are not competent to provide services to bilingual clients still have professional responsibility for ensuring that a client receives appropriate services.

Principle of Ethics II, Rule A of ASHA's Code of Ethics states that "Individuals shall engage in only those aspects of the professions that are within the scope of their professional practice and competence, considering their level of education, training, and experience." With this in mind, clinicians must consider their own ability-including education, training, and experience-in determining the most appropriate means by which to provide services to bilingual clients. In all cases, the needs of the client are paramount.

These ethical principles require that clinicians continue in lifelong learning to develop knowledge and skills required to provide culturally and linguistically appropriate services. See the Cultural Competence page and ASHA's Cultural and Linguistic Competence (2013) Issues in Ethics Statement for additional information.

Second-Language Acquisition

Understanding the normal processes and phenomena of second-language acquisition is important to ensure accurate assessment of bilingual clients. While the experience of learning a second language is unique to each individual, common phenomenon during the second-language acquisition process are listed below. See additional resources and information on Learning Two Languages.

Interference/Transfer

Interference or transfer occurs when an error is made in a second language (L2) due to the direct influence of an L1 (primary language) structure. ELL children may manifest interference or transfer from their first language (L1) to English (L2). In children who are simultaneous bilinguals, transfer may occur between the two languages. Patterns that are the result of interference/transfer are not indicative of a disorder.

Adults who are learning English as a second language-or who acquired English after their language system was established in a different language-may demonstrate ongoing differences from standard English. The clinician considers if differences are influenced by the individual's native language and are typical error patterns seen in this population or are an indication of a change relative to baseline status (Anderson & Centeno, 2007).

Silent Period

A silent period may occur during the initial phase of second-language acquisition while an individual focuses on listening and comprehension of the new language. "Children acquiring second languages typically exhibit a 'silent period' during which acquired competence is built up via active listening" (Krashen, 1982/2009). The main characteristic of this stage is that, after some initial exposure to the language, the learner is able to understand much more than she or he can produce.

Codeswitching

Codeswitching involves changing languages over phrases or sentences and is a normal phenomenon engaged in by many fluent bilingual speakers. In individuals who are simultaneous bilinguals, codeswitching does not occur randomly and is grammatically and socioculturally constrained. The vast majority of codeswitching demonstrated by bilingual children "is systematic and, specifically, conforms to the grammatical constraints of the two participating languages" (Paradis et al., 2011, p. 103). Adolescents and adults who are developing proficiency in a second language may demonstrate increased errors in codeswitching, as they lack the linguistic competence necessary for fluent codeswitching without errors. This is not to be considered indicative of a language disorder (Paradis et al., 2011).

Violations of typical codeswitching constraints in adolescents and adults who are fluent in multiple languages can be evident and may indicate cognitive and/or communication disorders. These errors are often noted due to deficits in executive function and decreased inhibition of the non-target language, dementia, aphasia, and other language disorders, among other deficits (Ansaldo & Marcotte, 2007).

Language Loss/Attrition

As some individuals learn a second language, they lose skills and fluency in their primary language (L1) if this language is not reinforced and maintained. This is called subtractive bilingualism (Haynes, 2010). Lexicon and grammatical systems are the areas most affected by language loss (Anderson, 2004), and language loss can result in a simplified grammatical system and vocabulary gaps (Haynes, 2010). Linck et al. (2009) noted attrition and inhibition of L1 (primary language) during immersion in L2 (second language), even during the short term.

Clinicians should consider the prior level of proficiency in L1 (primary language), individual motivation, societal factors, and previous education and consistency in learning and instruction in L1 if language loss is observed. Errors may be related to the individual's language history. Attrition and attenuation (language loss) of first language (L1) proficiency may negatively influence overall language performance (Anderson, 2004; Linck, Kroll, & Sunderman, 2009).

Accent, Dialect, Phonetic Patterns

Accent and dialect influence phonetic patterns in individuals who are bilingual. Accent describes the way people sound or the pronunciation. Dialect describes "a rule-governed, systematic variation of a language" (Goldstein, 2000, p.9; Wolfram & Schilling-Estes, 1998) and includes accent as well as grammatical structures and semantics. Clinicians differentiate the influence of accent and dialect from communication disorders, including phonological disorders.

Phonology seems to be the most difficult linguistic area to master and accounts for the ongoing presence of an accent in otherwise very proficient speakers of a second language (Centeno, 2009).

In children, order of acquisition in one language may influence phoneme acquisition in another language. Additionally, accent may affect phoneme use and substitutions in each language. Dialect may influence development of morphosyntax, syntax, and semantics in development, as interference/transfer may be evident across the languages the child is learning (Yavas, 2007).

In an adult population, an accent may continue to influence phonetic patterns. Learning the appropriate phonetic patterns of a second language may become more difficult with age and the influence of a first language on speech in a second language may be more evident. The clinician considers if the phonetic patterns observed are consistent with second- or dual-language acquisition and with the baseline for the individual or if they are the result of a communication disorder (Bell-Berti, 2007).

Difference vs. Disorder

Identifying a communication disorder in a bilingual individual requires careful consideration of the multitude of factors that influence communication skills. True communication disorders will be evident in all languages used by an individual; however, a skilled clinician will appropriately account for the process of language development, language loss, the impact of language dominance fluctuation, and the influence of dual language acquisition and use when differentiating between a disorder and a difference. Language dominance may fluctuate across a patient's/client's lifespan based on use and input and language history (Kohnert, 2012).

When differentiating between a difference and a disorder, clinicians consider the following.

Phonology -Linguistic development in bilingual children can manifest in patterns different from those observed in monolingual children and may include phonological patterns as the result of transfer or interference from another language (Goldstein & Gildersleeve-Neumann, 2012). Recognizing dialectal variations and the influence of accent is an essential component of phonological assessment.

Morphology -Grammatical structures are not constant across languages. Pronouns, verb conjugation and verb inflection structures, tense, etc. may not exist equally in each language spoken by a bilingual individual. Assessment considers the frequency and types of errors and morphological patterns observed in individuals in determining if they are the result of a disorder or of a difference resulting from bilingual language development.

Morphosyntax -Some research suggests that morphosyntactic language development in bilingual individuals may be similar to that of monolingual individuals in rate and order of acquisition (Bedore, Cooperson & Boerger, 2012). However, studies are limited and individual performance may vary based on a number of factors.

Syntax -Due to the variability of syntactic structures across languages, underlying syntactic deficits will likely manifest differently across languages. Difficulty in development of syntactic structure may also be influenced by the perceptual salience of morphemes and syntactic structures. Children with SLI are noted to demonstrate significant deficits for morphemes with limited perceptual salience (Restrepo & Guiterrez-Clellen, 2012). Additionally, grammatical structures in either language may be influenced by the other (Paradis et al., 2011). Consider if the patterns observed are due an underlying deficit, which may manifest differently across languages, or due to a difference, such as transfer of a grammatical structure from one language to another.

Semantics -Clients may learn specific words and/or categories of words in their home language and other words in the language used in academic environments (Paradis et al., 2011).

The clinician also considers the nature of language demands in a given interaction and the effects that contextual support, or lack thereof, may play in language proficiency. To explain this, Cummins (1984) distinguished between two types of language proficiencies:

Basic interpersonal skills (BICS) are the context-embedded, everyday language that occurs between conversational partners, typically requiring 2 years under ideal conditions to acquire proficiency.

Cognitive academic language proficiency (CALP) is the context-reduced language of academics, typically requiring 5 to 7 years under ideal conditions to develop a level commensurate with native speakers.

An individual may be fluent in conversational communication (BICS), yet continue to have difficulties with communication needs in an academic arena (CALP). Observing an individual's language skills in both areas is essential to develop a comprehensive understanding of his/her linguistic abilities.

See an informational video regarding bilingual language development.

Dynamic Assessment and Response to Intervention

Early intervening services are used to determine which children have intrinsic learning problems that cannot be explained on the basis of lack of experience with the tasks. Response to intervention (RTI) and dynamic assessment (DA) are early intervening approaches that can be used to decrease unnecessary referral to special education by determining if speech and language patterns are the result of a normal phenomenon of dual language acquisition or are the result of a communication disorder. Both approaches are highly focused on the intended outcomes, the individual's needs, and the data resulting from reliable screening measures (Hosp, n.d.).

Clinical Service Delivery

The two primary goals of clinical service delivery for bilingual individuals are

the accurate differential diagnosis between communication disorders and normal linguistic variations (from life experiences, including bilingual/multilingual backgrounds), and

the design of intervention approaches and contexts that would provide the optimal stimulation to enhance linguistic recovery, minimize the extent of the functional impact of the disorder

(Centeno & Anslado, 2013).

The Assessment Process

Case History

When a clinician works with a bilingual individual, information related to language history is particularly relevant. Information gathered includes

age and manner of acquisition of the language(s),

dialect of the language used,

language(s) used at home and at school/work,

language(s) used within the family,

length of exposure to each language,

language of choice with peers,

progress in receiving English as a second language (ESL) services or adult English language learning classes,

contact with native speakers of L1 (primary language),

language of academic instruction,

academic performance in each language,

age of immigration.

(Rimikis, Smiljanic, & Calandruccio, 2013)

A client interview is often included in patient intake and case history. See cultural competence for information related to ethnographic interviewing.

Questionnaires

Use of parent surveys for young bilingual children can be an effective way to gather information about early language development (Thal, Jackson-Maldonado, & Acosta, 2000). Parent surveys used during a preliminary screening of a bilingual child have the potential to yield valid and reliable information (Guiberson & Rodriguez, 2010).

Oral-Peripheral Examination

Bilingual clients/patients may benefit from visual modeling of commands to facilitate comprehension of tasks during oral-peripheral examination. Cultural and individual differences may influence how clients perceive tasks, such as a sticking out their tongues; therefore, it may be necessary to explain the reason for requested activities.

Assessment Tools

Criterion-referenced assessment tools can be used to identify and evaluate a client's strengths and weaknesses, as opposed to norm-referenced testing, which assesses an individual relative to a group. Standardized test scores are not valid for an individual who is not reflected in the normative sample for a given assessment; however, these assessments may still provide valuable descriptive information about a client's abilities and limitations in the language of the test (i.e., a test given in English will speak to a child's ability in English; a test given in Spanish will speak to a child's ability in Spanish). When possible, use culturally and linguistically adapted test equivalents in both languages to compare potential deficits.

Note that no test can be completely culture free. Most formal testing is unfamiliar to individuals who have not had exposure to the mainstream educational context and the culture of testing, which includes both nonverbal and verbal components. See cultural competence.

Accommodations and Modifications to Standardized Assessment Procedures

An accommodation, for the purpose of this page, refers to an adjustment or change to the environment or mode of client/patient response in order to facilitate access and interaction and to remove barriers to participation.

A modification, for the purpose of this page, refers to a change in material, content, or acceptable response.

Accommodations and modifications during the assessment process may be necessary to gain useful information about the client's abilities and limitations. However, some changes may invalidate the standardized score.

Examples of accommodations and modifications include

rewording and providing additional test instructions other than those allowed when presenting test items,

providing additional cues or repeating stimuli which may not be permitted on test or task items,

allowing extra time for responses on timed subtests,

skipping items that are inappropriate for the individual (e.g. items with which the client has had no experience),

asking the individual for an explanation of correct or incorrect responses (when not standard procedure),

using alternate scoring rubrics.

It is not appropriate to translate standardized assessments to reach a standard score. Problems that arise when tests are translated include

language items often do not have a one-to-one translation;

languages vary in their order of acquisition or vocabulary, morphology, and syntactic structures;

languages vary in their syntactic structures and not all structures that are assessed on English tests exist in other languages;

standardized scoring cannot be reported for translated tests;

standardized assessments that are not normed on bilingual populations are to only be used as informal probes with no accompanying scores.

(Goldstein, 2000)

It is the responsibility of the clinician to document all accommodations and modifications made during the assessment process in any and all reporting of the client/patient.

Speech and Language Sample

Speech and language samples offer a window of opportunity to observe and analyze communicative skills as they are functionally used and may provide more insight than the typical standardized or criterion-referenced test. Single-word and connected-speech (conversation or narrative) samples should be obtained in all languages used by the client, through collaboration with an interpreter if necessary, to allow for an in-depth assessment of the individual's morphological, syntactic, phonological, and lexical systems. While a comparison of each of these areas across languages used can be informative, clinicians must keep in mind that skills across languages may not be easily comparable. Phonological acquisition will not be parallel across a bilingual child's two languages, especially when the two languages have vastly different phonemic systems (Goldstein & Fabiano, 2007). Morphological markers will look different across languages as will the syntactic complexity.

Audiology Assessments

Speech perception testing measures how well an individual is able to understand speech and predicts how well he or she will perform in everyday listening environments. Speech reception thresholds and word recognition ability should be evaluated using culturally and linguistically appropriate recorded test materials that reflect the background of the client. Best practices utilize pre-recorded materials to ensure consistency across trials (Mendel & Owen, 2011). Monitored live voice testing may be used, given a client's unique needs, such as age or ability. Careful consideration of accent, dialect, and linguistic background is given for the speaker used in live voice testing.

Age of acquisition (of the second language) has been shown to influence speech perception results. Shi and Sánchez (2010) found that patients who acquired a second language at 10 years of age or later performed more favorably on speech perception testing in their dominant language. The researchers recommended that patients who acquired a second language between the ages 7 and 10 years be evaluated in both languages. Mayo, Florentine, and Buus (1997) found that patients who acquired a second language before the age of 6 (i.e., early bilinguals) were better able to process speech in noise than patients who acquired a second language after the age of 14 (i.e., late bilinguals).

Questionnaires have been developed to indirectly measure speech perception abilities by asking questions related to the benefits of treatment in the patient's everyday listening environment. These tools must be translated appropriately into the patient's first language.

Digit pairs have been shown to be appropriate stimuli for speech recognition threshold (SRT) testing in non-native speakers of English. As with spondees, listeners must be familiar with this closed set of stimuli (Ramkissoon, Proctor, Lansing, & Bilger, 2002).

While research with this population has been limited, children who are ELLs perform more poorly in noisy classroom conditions than children whose native language is English (Crandell & Smaldino, 1996). When tested in their second language, even fluent bilingual speakers who acquired a second language at an early age (i.e., before the age of 6 years) have poorer speech recognition ability in noise than monolingual speakers (Rogers, Lister, Febo, Besing, & Abrams, 2006). Implications of this research include recognition of the importance of effective classroom acoustics and the suggestion that hearing loss due to aging may have an even greater negative impact on speech understanding of bilingual speakers.

Treatment Considerations

Selecting the language of intervention is dependent on unique factors for each individual, including

language history and relative experience with each language,

frequency of use for each language,

proficiency in each language, including how well the individual understands and produces each language,

environment, including where and with whom the child uses each language,

family considerations and goals.

(Goldstein & Fabiano, 2007)

To account for the nature of bilingual language development, Kohnert and Derr (2012) and Kohnert, Yim, Nett, Fong Kan, and Duran (2005) proposed two main approaches to providing intervention to bilingual children. These approaches are models based on underlying research on language (including phonological) development in bilingual children. Relative to pediatric populations, there is a paucity of research for intervention in bilingual adults.

The bilingual approach supports beginning with goals in which one treats constructs common to both languages or errors or error patterns exhibited with relatively equal frequency in both languages (Yavas & Goldstein, 1998) and focuses on increasing language skills common to both languages. The initial treatment determination is the goal and not the language of intervention.

The cross-linguistic approach focuses on the linguistic skills unique to each language and is used to address errors and deficits noted in a specific language. This approach is often necessary-and may be used in conjunction with the bilingual approach-to address differences in the linguistic structures of the two languages. For example, aspirated affricates exist in Hmong, but not in English, and can only be remediated in the one language. Additionally, SLPs might use a cross-linguistic framework based on types of errors and/or error rates (Yavas & Goldstein, 1998). For example, final consonant deletion is more common in the English of Spanish-English bilingual children than in their Spanish (Goldstein & Fabiano, 2007).

In bilingual children, it is suspected that acquiring a "certain level of proficiency in L1 (primary language) should achieve comparable levels of proficiency in L2 (second language)" (Gutierrez-Clellen, 1999, p. 292). Treating targets common to both languages may be most beneficial in some populations before expanding to target features exclusive to just one language.

Common Core State Standards and Accommodations

The Common Core State Standards is a state-led initiative designed to establish a single set of educational standards in English language arts and mathematics for students in Kindergarten through 12 th grade. Two consortia of states are developing common assessments-the Partnership for Assessment of Readiness for College and Career (PARCC) and the Smarter Balanced Assessment Consortium (SBAC). Both consortia offer guidance for districts and decision-making teams to ensure that all assessments yield valid results for students, including students who are English language learners (ELL).

State and Federal Legislation

A number of state and federal regulations have implications for the provision of audiology and speech-language pathology services to bilingual clients/patients. Differences in state regulations may be reflected in a number of requirements, including education. See ASHA's state-by-state page for a summary of state requirements.

Equal Educational Opportunities Act of 1974

The Equal Educational Opportunities Act of 1974 states, "All children enrolled in public schools are entitled to equal educational opportunity without regard to race, color, sex, or national origin." No state can deny students the right to equal education by "failure by an educational agency to take 'appropriate action' to overcome language barriers that impede equal participation by its students in its instructional programs" (20 USC Sec. 1701vê1758). Congress has interpreted bilingual education as an action a school district must take to teach non-English-speaking students how to speak English.

Individuals with Disabilities Education Act (IDEA)

The Individual with Disabilities Education Act (IDEA) was enacted to ensure that everyone, including children with disabilities, receives a free appropriate public education. IDEA 2006, Part B, Final Regulations supports nondiscriminatory service delivery by establishing the following:

assessment and other evaluation materials should not be racially or culturally discriminatory;

assessment and other evaluation materials are to be provided in the child's native language or other mode of communication and in the form most likely to yield accurate information on what the child knows and can do academically, developmentally, and functionally, unless it is clearly not feasible to do so;

the form in which evaluation materials are administered may vary from standard testing procedures when necessary in order to appropriately evaluate a student;

a child must not be determined to have a disability if the determinant factor is lack of appropriate instruction in reading or math or limited English proficiency;

parents are entitled to an interpreter at the individualized education program (IEP) meeting if needed to ensure that the parents understand the proceedings;

when an IEP is developed for a child with limited English proficiency, the language needs of the child must be considered.

In addition, regulations clearly define steps that states must take to address the problem of disproportionality in special education. See IDEA Part B Issue Brief: Culturally and Linguistically Diverse Students.

Title VI of the 1964 Civil Rights Act

Title VI of the 1964 Civil Rights Act prohibits discrimination in any federally funded program on the basis of race, color, or national origin. This includes any public or private facility-such as a hospital, clinic, nursing home, public school, university, or Head Start program-that receives federal financial assistance (e.g., grants, training, use of equipment, and other assistance). According to the Office of Civil Rights, all providers who work for any agency funded by the U.S. Department of Health and Human Services (HHS) are required to provide language access services to patients who do not speak English well.

Every Student Succeeds Act

The Every Student Succeeds Act (ESSA), Public Law 114-95 was signed into law on December 10, 2015 and will take full effect beginning with the 2017 - 2018 school year. This federal K-12 legislation reauthorized the Elementary and Secondary Education Act (ESEA) and its longstanding commitment to equal opportunity for all students. ESSA, which replaced No Child Left Behind (NCLB), provides greater flexibility to state and local governments to create their own accountability systems, academic goals, reporting, and other requirements when implementing programs; and ensures that all students are prepared for college and careers.

ESSA requires that states include English language proficiency in their accountability frameworks, alongside statewide math and language arts assessments, and report English proficiency progress by a growth measure for up to four years. States must clarify a standardized process for classifying English learners and re-designating students as English proficient, and must disaggregate English learners with a disability from English learners in general. States are also required to report on students who have not attained English proficiency within five years of identification as an English learner.

The U.S. Department of Education (ED) is developing regulations and other guidance to assist states, local districts, and schools with ESSA's implementation. Every Student Succeeds Act: Key Issues for ASHA Members contains information about how ESSA affects audiologists and SLPs working in schools.

Executive Order 13166

Guidance relating to Executive Order 13166 and issued by HHS indicates that "health care organizations must offer and provide language assistance services, including bilingual staff and interpreter services, at no cost to each patient/consumer with limited English proficiency at all points of contact, in a timely manner, during all hours of operation" (Youdelman, 2008, para. 6). The guidance provided applies to any health care provider or entity that receives federal funding, including

Medicare Part A,

federally funded clinical trials,

Children's Health Insurance Program (CHIP),

Medicaid,

other patient populations.

# data[].attributes.attachment_link.description
The answer to the question of who provides audiology and/or speech-language pathology services to bilingual clients varies depending on each client's linguistic abilities in his/her first and second language. Bilingual clinicians who have the necessary clinical expertise to treat the client may not always be available.

# data[].attributes.headline
The Bilingual Extension Institute - LEADERSproject

# data[].attributes.subject
The Bilingual Extension Institute - LEADERSproject

# data[].attributes.attachment_link.title
LEADERSproject | Connecting clinical practice with law and research in order to provide culturally and linguistically appropriate services

# data[].attributes.attachment_link.description
"We connect clinical practice with law and research in order to provide culturally and linguistically appropriate services." - Catherine Crowley, Founder and Director

# data[].attributes.attachment_caption
Multicultural Topics in Communication Sciences & Disorders (Portland State University)

# data[].attributes.headline
MultiCSDMultilingual Topics in Communication Sciences & Disorders

# data[].attributes.subject
MultiCSDMultilingual Topics in Communication Sciences & Disorders

# data[].attributes.attachment_link.description
Welcome to MultiCSD! This site summarizes expert information for clinical use by SLPs (Speech-Language Pathologists) and students when serving individuals from diverse linguistic & cultural backgrounds.

# data[].attributes.attachment_link.readable_text
Language of Intervention: Which language should speech therapy be in?

So you have a bilingual student on your speech caseload and you are unsure which language intervention should be in. Perhaps the student is exposed to (insert any language here) at home and is receiving English-only instruction at school. Questions you are probably wondering are: Should speech/language intervention be in the home language or the language of instruction? Should speech therapy be in the child's most dominant language? Should speech therapy be in both languages? But how do I target both languages in intervention? And will using both languages in intervention hinder the student's progress with therapy? These are all great questions and if you are wondering the answers then keep reading because the answers are below!

Should speech/language therapy be in the language of instruction?

Often times, school-based SLPs are faced with the pressure of being told that speech therapy should only be in the language of instruction. The reason behind this idea is the underlying belief that the student should be able to access the academic curriculum and the only way to do this is by focusing on the language of instruction (most often times English). Yes, the student should be able to access the curriculum, but ELL academic supports should already be in place for the student in the classroom. Supporting the idea of focusing only on the language of instruction in speech therapy can have negative consequences on the bilingual student's language skills, family dynamic, cultural values, social-emotional learning and much more. Speech therapy should always support both languages for bilingual students and here's why.

Providing therapy in the home language is crucial for the child's social-emotional development, family dynamic and family ties. Therefore, ignoring the home language is doing a disservice to your students. According to Dr. Brian A. Goldstein, author of Bilingual Language Development& Disorders in Spanish-English Speakers "for immigrant children with family members who do not speak the community language, preservation of the home language is paramount for maintaining the intergenerational family connections and cultural links required for adequate social-emotional development."

Should speech therapy be in the child's most dominant language?

Of course there is also the argument that speech therapy should be in the child's most dominant language because that's the child's strongest language, therefore, easier to work on which will lead to faster gains. However, this underlying belief discounts the second language and reinforces the idea that one language is " better" than the other. With this approach, we are unknowingly creating a language preference for the child which also leads to negative consequences as mentioned above.

It is natural to believe that intervention in the dominant language will be more effective if it builds on the child's existing skills however, this belief discounts the interactions that happen between both languages. After all, a bilingual student is not two monolingual students in one. A bilingual student will naturally have a certain set of strengths and skills in both languages. In addition, this belief reinforces the idea that language is constant across time and this simply isn't true. Bilingualism is fluid and a bilingual student's language proficiency can change over time depending on several factors (environment, exposure, use, etc.) Therefore, sticking to one language permanently during intervention will not always work.

Should speech therapy be in both languages? And if yes, how does this look like?

The simple answer is YES! But keep in mind that supporting both languages does not necessarily mean always using both languages in a single session. It really depends student to student and according to Dr. Brian A. Goldstein, we need to be able to utilize a holistic and interactive view of bilingual development when planning the student's intervention goals.

There are two approaches that you can take when providing speech therapy to a bilingual student. The first is a bilingual approach which simultaneously directs attention to improving communication competency in both languages. This is done by ensuring that speech/language therapy goals include shared features between the both languages. For example, you might create an articulation goal for initial /k/ for your Spanish-English speaking student because initial /k/ exists in both languages. Another example is that you might create a language goal of plural -s for your Spanish-English speaking student because plural -s also exists in both languages.

The second approach is a cross-linguistic approach which focuses on the linguistic features that are unique to each language. In therapy, you might focus on non-overlapping features which may be at the sound level, meaning, structural level and/or even pragmatic level. An example at the sound level would be such as targeting trilled R in Spanish and vocalic R in English on separate occasions throughout the school year.

And lastly, will using both languages in intervention hinder the student's progress with therapy?

Absolutely not. Using both languages in intervention will only improve your bilingual student's communication skills which will lead to greater carry-over of the taught skill.

Questions? Comments? Let me know below :)

1 Response

Leave a comment
Comments will be approved before showing up.
Also in For SLPs

Continue Reading

Continue Reading

Continue Reading

# data[].attributes.attachment_link.title
Language of Intervention: Which language should speech therapy be in?

# data[].attributes.attachment_link.description
So you have a bilingual student on your speech caseload and you are unsure which language intervention should be in. Perhaps the student is exposed to (insert any language here) at home and is receiving English-only instruction at school.

# data[].attributes.attachment_link.title
The Benefits of Bilingualism and How They Relate to Speech Therapy

# data[].attributes.attachment_link.description
We are happy to see that there is a lot in the news these days about the benefits of bilingualism. Society as a whole has generally shifted to the understanding that being bilingual is an advantage.

# data[].attributes.attachment_link.readable_text
Literacy Planner

In 2023, we are having fun with food! Food plays an important role in our lives: we plan for it, prepare it, talk about it, and eat it! Even individuals with complex medical needs, who don't get their primary nutrition through oral feeding, are around food every day. Each story in this Literacy Planner is about a kind of food or cooking experience and includes target words to teach and model. In addition, extension activites are provided for more learning opportunities. With all of the cooking, sensory, writing, and craft/fine motor activities, your AAC learner will have lots of great fun using these words in a variety of situations!

Have fun with food today! If you would like a printed version of the Planner, contact your regional consultant.

Past Planners

2024 Planner

Let's Play! Everyone wins when AAC learners connect with others. Encourage your AAC Learners' communication and literacy development with stories and activities that promote life-long play and leisure skills. Downloads include visual supports that offer help for game-playing, as well as smart charts of target words, games to play, crafts to make, and writing activities. Follow the QR codes in the planner to find resources for older emergent learners as well. C'mon, let's play!
2024 Literacy Planner
2021 Planner

Emergent literacy resources in the 2021 Literacy Planner have been developed for students who use Augmentative Alternative Communication (AAC) from 3rd grade up to provide access to the content of books often read by their peers. This year's Planner is a book club theme.

Why a book club? A book club offers readers the chance to make choices about what they read through communication and literacy activities. It also provides opportunities for learning and socialization.

Active with AAC

Learning to model on an AAC device can feel overwhelming sometimes. What do we play? What should I say? Each month we will post ideas for different activities AND what you could say during the activity. The activities suggested will often be everyday toys and activities all children love. We'll even help you with things you can say and model while playing. Have fun, keep it natural, and get out there and start modeling!

Looking for ways to model and teach words on your AAC device? Each month we post new resources, including an activity with smart charts and puzzle supports, for more practice. Examples of two and three word phrases to model for the month's activity are also included.

# data[].attributes.attachment_link.description
Since 1966, PRC has led in developing speech-generating devices and language and vocabulary, allowing those with communication challenges to participate in life.

# data[].attributes.body
https://www.habladll.org/

# data[].attributes.headline
7 Grammar Differences Between Spanish and English

# data[].attributes.subject
7 Grammar Differences Between Spanish and English

# data[].attributes.attachment_link.readable_text
Because Spanish and English are Indo-European languages-the two have a common origin from several thousand years ago from somewhere in Eurasia-they are alike in ways that go beyond their shared Latin-based vocabulary. The structure of Spanish isn't difficult for English speakers to understand when compared with, for example, Japanese or Swahili.

Both languages, for example, use the parts of speech in basically the same way. Prepositions ( preposiciones) are called that, for instance, because they are "pre-positioned" before an object. Some other languages have postpositions and circumpositions that are absent in Spanish and English.

Even so, there are distinct differences in the grammars of the two languages. Learning them will help you avoid some of the common learning mistakes. Here are seven major differences that beginning students would do well to learn; all but the last two should be addressed in the first year of Spanish instruction:

Placement of Adjectives

One of the first differences you're likely to notice is that Spanish descriptive adjectives (those that tell what a thing or being is like) typically come after the noun they modify, while English usually places them before. Thus we would say hotel confortable for "comfortable hotel" and actor ansioso for "anxious actor."

Descriptive adjectives in Spanish can come before the noun-but that changes the meaning of the adjective slightly, usually by adding some emotion or subjectivity. For example, while an hombre pobre would be a poor man in the sense of one not having money, a pobre hombre would be a man who is poor in the sense of being pitiful. The two examples above could be restated as confortable hotel and ansioso actor, respectively, but the meaning might be changed in a way that isn't readily translated. The first might emphasize the luxurious nature of the hotel, while the second might suggest a more clinical type of anxiety rather than a simple case of nervousness-the exact differences will vary with the context.

The same rule applies in Spanish for adverbs; placing the adverb before the verb gives it a more emotional or subjective meaning. In English, adverbs can often go before or after the verb without affecting the meaning.

The differences here are stark: Gender is a key feature of Spanish grammar, but only a few vestiges of gender remain in English.

Basically, all Spanish nouns are masculine or feminine (there also is a less-used neuter gender used with a few pronouns), and adjectives or pronouns must match in gender the nouns they refer to. Even inanimate objects can be referred to as ella (she) or él (he). In English, only people, animals, and a few nouns, such as a ship that can be referred to as "she," have gender. Even in those cases, the gender matters only with pronoun use; we use the same adjectives to refer to men and women. (A possible exception is that some writers differentiate between "blond" and "blonde" based on gender.)

An abundance of Spanish nouns, especially those referring to occupations, also have masculine and feminine forms; for example, a male president is a presidente, while a female president is traditionally called a presidenta. English gendered equivalents are limited to a few roles, such as "actor" and "actress." (Be aware that in modern usage, such gender distinctions are fading. Today, a female president might be called a presidente, just as "actor" is now often applied to women.)

Conjugation

English has a few changes in verb forms, adding "-s" or "-es" to indicate third-person singular forms in the present tense, adding "-ed" or sometimes just "-d" to indicate the simple past tense, and adding "-ing" to indicate continuous or progressive verb forms. To further indicate tense, English adds auxiliary verbs such as "has," "have," "did," and "will" in front of the standard verb form.

But Spanish takes a different approach to conjugation: Although it also uses auxiliaries, it extensively modifies verb endings to indicate person, mood, and tense. Even without resorting to auxiliaries, which also are used, most verbs have more than 30 forms in contrast with the three of English. For example, among the forms of (to speak) are hablo (I speak), hablan (they speak), hablarás (you will speak), hablarían (they would speak), and hables (subjunctive form of "you speak"). Mastering these conjugated forms-including irregular forms for most of the common verbs-is a key part of learning Spanish.

Need for Subjects

In both languages, a complete sentence includes at least a subject and a verb. However, in Spanish it is frequently unnecessary to explicitly state the subject, letting the conjugated verb form indicate who or what is performing the verb's action. In standard English, this is done only with commands ("Sit!" and "You sit!" mean the same thing), but Spanish has no such limitation.

For example, in English a verb phrase such as "will eat" says nothing about who will be doing the eating. But in Spanish, it is possible to say comeré for "I will eat" and comerán for "they will eat," to list just two of the six possibilities. As a result, subject pronouns are retained in Spanish primarily if needed for clarity or emphasis.

Both English and Spanish are SVO languages, those in which the typical statement begins with a subject, followed by a verb and, where applicable, an object of that verb. For example, in the sentence "The girl kicked the ball," ( La niña pateó el balón), the subject is "the girl" ( la niña), the verb is "kicked" ( pateó), and the object is "the ball" ( el balón). Clauses within sentences also usually follow this pattern.

In Spanish, it is normal for object pronouns (as opposed to nouns) to come before the verb. And sometimes Spanish speakers will even put the subject noun after the verb. We'd never say something like "The book wrote it," even in poetic usage, to refer to Cervantes writing a book but the Spanish equivalent is perfectly acceptable, especially in poetic writing: Lo escribió Cervantes. Such variations from the norm are quite common in longer sentences. For example, a construction such as " No recuerdo el momento en que salió Pablo" (in order, "I don't remember the moment in which left Pablo") is not unusual.

Spanish also allows and sometimes requires the use of double negatives, in which a negation must occur both before and after a verb, unlike in English.

Attributive Nouns

It is extremely common in English for nouns to function as adjectives. Such attributive nouns come before the words they modify. Thus in these phrases, the first word is an attributive noun: clothes closet, coffee cup, business office, light fixture.

But with rare exceptions, nouns can't be so flexibly used in Spanish. The equivalent of such phrases is usually formed by using a preposition such as or : armario de ropa, taza para café, oficina de negocios, dispositivo de iluminación.

In some cases, this is accomplished by Spanish having adjectival forms that don't exist in English. For example, informático can be the equivalent of "computer" as an adjective, so a computer table is a mesa informática.

Subjunctive Mood

Both English and Spanish use the subjunctive mood, a type of verb used in certain situations where the verb's action isn't necessarily factual. However, English speakers seldom use the subjunctive, which is necessary for all but basic conversation in Spanish.

An instance of the subjunctive can be found in a simple sentence such as " Espero que duerma," "I hope she is sleeping." The normal verb form for "is sleeping" would be duerme, as in the sentence " Sé que duerme," "I know she is sleeping." Note how Spanish uses different forms in these sentences even though English does not.

Almost always, if an English sentence uses the subjunctive, so will its Spanish equivalent. "Study" in "I insist that she study" is in the subjunctive mood (the regular or indicative form "she studies" isn't used here), as is estudie in " Insisto que estudie."

Key Takeaways

Spanish and English are structurally similar because they have common origin in the long-gone Indo-European language.

Word order is less fixed in Spanish than it is in English. Some adjectives can come before or after a noun, verbs more often can become the nouns they apply to, and many subjects can be omitted altogether.

Spanish has a much more frequent use of the subjunctive mood than English does.

# data[].attributes.attachment_link.title
7 Key Grammar Differences Between Spanish and English

# data[].attributes.attachment_link.description
Because Spanish and English are Indo-European languages-the two have a common origin from several thousand years ago from somewhere in Eurasia-they are alike in ways that go beyond their shared Latin-based vocabulary. The structure of Spanish isn't difficult for English speakers to understand when compared with, for example, Japanese or Swahili.

# data[].attributes.headline
Communication with caregivers media release

# data[].attributes.subject
Communication with caregivers media release

# data[].attributes.body
Media Release (Sample) form for parent communication using videos and photos

# data[].attributes.attachment_link.title
bilingueAAC: A Framework to Support AAC Intervention for Spanish-English Learners

# data[].attributes.attachment_link.description
Get a step-by-step framework, rooted in evidence, to better support bilingual, Spanish-English communicators and their families on their AAC journey!

# data[].attributes.attachment_link.description
Share your videos with friends, family, and the world

# data[].attributes.headline
UNIDAD®: Vocabulary Review and Basic Setup

# data[].attributes.subject
UNIDAD®: Vocabulary Review and Basic Setup

# data[].attributes.attachment_link.title
UNIDAD: Vocabulary Review and Basic Setup

# data[].attributes.attachment_link.description
Check out what's new on AAC Language Lab

# data[].attributes.attachment_link.title
Free PASS for Parents: Learn How to Make PRC Support Materials at Home

# data[].attributes.attachment_link.readable_text
See what's free.

The AAC Language Lab offers many free resources, providing an opportunity to explore this great resource prior to subscribing. Resources include Parent Guides, sample lesson plans, manual communication boards and much, much more.

Join us for a Quick Tour of the Lab

Use Realize Language to help determine communication goals.

Explore the Language Lab's free content:
Why Subscribe to The AAC Language Lab?

As a subscriber, you will have 24/7 unlimited access to all content including innovative and interactive tools and materials for those supporting students who use an AAC device. All materials are available where and when you want them, on a variety of platforms, making teaching and learning language convenient and fun.

For an annual fee of US$19.95, this valuable resource will enhance your ability to help your client, student or child learn language with easy-to-understand lesson plans and fun-filled activities.
Subscriptions may not be transferred and fees are not refundable. Subscribe Now
A Smart Chart is a list of the icon sequence/s you will need to locate the target vocabulary for this lesson. Choose your language system and level to access the specific Smart Chart you'll need.

Build smart charts for a variety of language systems and levels within lesson plans and activities.

Create your own custom smart charts in My Lab (Subscription Required) Visit your account dashboard to easily subscribe.
Up to 25 smart charts can be saved with up to 25 target words each. Your Smart charts can be colored according to parts of speech to enhance familiarity and aid learning.

# data[].attributes.attachment_link.description
Check out what's new on AAC Language Lab

# data[].attributes.attachment_link.title
FREE Bilingual Español Pretend Play Car Requesting Template - Bilingüe AAC

# data[].attributes.attachment_link.description
A free AAC guide to use early developing high frequency Spanish words in bilingual Spanish therapy while playing cars in single words or in combinations of 2-3 words.

# data[].attributes.body
Go to Tab- "Books & Authors", Select Age group, and then Select Hispanic Heritage and/or bilingual books.

# data[].attributes.attachment_link.description
A bilingual site for educators and families of English language learners

# data[].attributes.attachment_link.description
Share your videos with friends, family, and the world

# data[].attributes.attachment_caption
Bilingual Speechie | Bilingual Speech Therapy Resources & Activities

# data[].attributes.headline
Spanish / English Cognates Bilingual Artic Cards

# data[].attributes.subject
Spanish / English Cognates Bilingual Artic Cards

# data[].attributes.attachment_link.title
Bilingual Speechie | Bilingual Speech Therapy Resources & Activities

# data[].attributes.attachment_link.description
Welcome! I am Bilingual Speechie and this is my speech therapy blog! Here you will find bilingual (English & Spanish) resources & activities for speech language therapy! I am here to make the lives of all bilingual SLPs easier!

# data[].attributes.attachment_link.readable_text
English

© 2022 Instagram from Meta

# data[].attributes.attachment_link.embed_code
View this post on Instagram

A post shared by Diverse AAC (@diverseaac)

# data[].attributes.headline
Bilingüe AAC: Operational Features Checklist for Bilingual AAC Communicators

# data[].attributes.subject
Bilingüe AAC: Operational Features Checklist for Bilingual AAC Communicators

# data[].attributes.body
$16.00

# data[].attributes.attachment_link.title
Operational Features Checklist for Bilingual AAC Communicators - Bilingüe AAC

# data[].attributes.attachment_link.description
Culturally responsive operational checklist for your Bilingual AAC user. Includes: Symbols Vocabulary Voice Code-Switching Programming Language Survey/Misc. Questions Enjoy!

# data[].attributes.headline
Myth vs. Fact: Bilingual Language Development

# data[].attributes.subject
Myth vs. Fact: Bilingual Language Development

# data[].attributes.attachment_link.readable_text
Unfortunately, many erroneous beliefs still persist with regard to language acquisition in bilingual children. The above infographic was created to help dispel these myths and to encourage practices that promote multilingualism. Please help by downloading and posting this image in public spaces, including social media platforms and classrooms, in order to educate the public. To obtain the infographic, right click the image and select "save image as" to save it to your own computer. A Spanish version will be posted shortly for dissemination, as well.
Special thanks to Tatyana Elleseff, M.A., CCC-SLP, and Amalia Hernandez, M.S., CCC-SLP, for their consultation and guidance via peer-review of the infographic. For additional information on bilingual language development, appropriate practices, efficient testing methods, and up-to-date terminology beyond the citations listed on the infographic, consult the following articles:
Bedore, L. M., & Pena, E. D. (2008). Assessment of bilingual children for identification of language impairment: Current findings and implications for practice. International Journal of Bilingual Education and Bilingualism, 11(1), 1-29. ( PDF)

Elleseff, T. (2016). Embracing 'translanguaging' practices: A tutorial for SLPs. New Jersey Speech-Language Hearing Association VOICES. Summer 2016. ( link to article on author's website)

Roseberry-McKibbin, C. (1994). Assessment and intervention for children with limited English proficiency and language disorders. American Journal of Speech-Language Pathology, 3(3), 77-88. ( PDF)

# data[].attributes.attachment_link.title
Myth vs. Fact: Bilingual Language Development

# data[].attributes.attachment_link.description
Unfortunately, many erroneous beliefs still persist with regard to language acquisition in bilingual children. The above infographic was created to help dispel these myths and to encourage practices that promote multilingualism. Please help by downloading and posting this image in public spaces, including social media platforms and classrooms, in order to educate the public.

# data[].attributes.attachment_link.readable_text
Hoy comparto una traducción de la entrada del blog de Kate Ahern:  Rethinking the AAC Prompting Hierarchy in Severe Apraxia con una breve introducción propia sobre que es la jerarquía . Agradezco también a Shelane Eilertsen Nielsen por generar la gráfica con la traducción que hice en español. (Many many thanks to Kate and Shelane for generating  this!)

¿PERO, Y QUE ES LA PROMPTING HIERARCHY?:

La traducción de Prompting Hierarchy que yo sugiero es «JERARQUIA DE PETICION» Porque justamente se tratan de dar peticiones al usuario, estas son las indicaciones o pistas que se le dan a una persona, para provocar o motivarlo a que haga algo. Hay muchos gráficos en internet sobre esta llamada «Prompting Hierarchy», la cual se sugiere que debemos trabajar del mayor a menor cantidad de indicaciones/pistas al esperar una respuesta del usuario de CAA usando su dispositivo de comunicación. OJO: Estas pistas deben irse retirando de a poco, para evitar que el usuario se vuelva dependiente de ellas.

¿Qué es un mensaje de respuesta (response prompt)?
El  mensaje de respuesta es el comportamiento de una persona que dirige la comunicación e induce al usuario de CAA a dar una respuesta correcta en un método apropiado a sus capacidades de comunicación ( ya sea usando un sistema de comunicación o al dar una indicación en alguna actividad que se requiere una respuesta de la persona). Estos mensajes de respuesta se usan para aumentar la probabilidad del niño a dar una respuesta correcta.

Con dicha introducción, espero que lean el articulo que a continuación traduzco de su página, (traduciría su BLOG ENTERO!) pero obviamente que este artículo me pareció muy relevante con algo que recientemente me parece que muchos que están comenzando con CAA, no saben que hacer y vamos directamente a la parte en ROJO que seria lo menos adecuado. El uso de una ayuda física es lo que menos queremos alentar.

—-

Las jerarquías de peticiones han sido un elemento básico en la educación especial, metodologías de la conducta, y en la terapia de la comunicación por un tiempo. Sin embargo, cuando se refiere a los niños con apraxia severa, con o sin ansiedad coexistente (Síndrome de Rett, Angelman, ASD, etc) la comúnmente usada jerarquía de petición, puede complicar en lugar de simplificar la enseñanza de la comunicación alternativa y aumentativa (CAA).

Muchos estudios ahora apoyan la estimulación asistida del lenguaje
o modelado directo como intervención primaria que debería ser continuada e intensa con el individuo que esta aprendiendo a usar la CAA. Dado este conocimiento deberíamos mover el modelado un paso mas arriba en la jerarquía al paraguas que cubre todos los demás pasos en la enseñanza de la CAA.

Otra falla en la comúnmente usada jerarquía de petición en la CAA es el uso director verbal/petición de  una respuesta/ dar un comando como «pista» o «recordatorios». Decirle a un niño que debe «decir» con su comunicador no es una pista ni un recordatorio. Es una orden o comando que usualmente es una prueba. Cuando comparamos la comunicación con las pruebas, perdemos lo que impulsa la comunicación (y la humanidad, cuando se trata de ello) – un deseo inherente a conectar con otra persona. A veces esa colección es sobre cubrir una necesidad o deseo y a veces es sobre compartir información, ser amable o de ser socialmente parte de una interacción. Pero negamos eso cuando le ordenamos al niño a que diga algo especifico. Además, tales interacciones de tipo exigente/ de prueba aumentan la ansiedad (miedo a equivocarse, miedo a decepcionar, etc) comportamientos de oposición (el deseo del niño de probar que el o ella tiene poder) y apraxia.

Apraxia es una discapacidad neurológica que afecta en la habilidad del niño de seguir una instrucción a pesar de la directiva que se entiende, un deseo de seguir esa instrucción, y la capacidad física de seguir la directiva y a veces, una capacidad previamente demostrada de seguir la instrucción. En resumen, cuando mas QUIERE el niño hacer algo, mas lo detiene la apraxia. Esto es neurológico, NO ES UN COMPORTAMIENTO. La ansiedad y las demandas aumentan la apraxia. Así que el niño todavía puede estar trabajando a través de los niveles anteriores a las pistas que les has dado pero luego cuando le pedis: «Muestrame el ______», o «dí ___» y todas tus apuestas están perdidas! Será casi imposible que el niño haga lo que le dices en este momento. Crear un vínculo amistoso, a veces incluso una conexión casi conspiratoria es mucho más probable que permita a un niño con apraxia severa ser capaz de comunicarse. ¡La forma no-directiva y la no-confrontacional es la manera de ir cuando existe la apraxia si quieres tener resultados!

Finalmente, está el tema de las ayudas «prácticas/mano en». ¿Que significa «practicas/mano en» realmente? Básicamente significa que hacemos que el niño presione o active los botones en sus dispositivos. (El niño que toma la mano de manera activa es diferente al que toma la mano del niño. Sin embargo, esto todavía debe desaparecer tan pronto como sea posible.) La técnica de «mano sobre mano» y de «la mano debajo de la mano» son ambas prácticas.
Que es lo que una «mano en» o «señal/pista» física completa le dice al niño? Les dice que A) tenemos el derecho a manipular sus cuerpos o hacerlos tocar o hacer cosas, quieran o no. y B) que tenemos el derecho a forzarlos a decir cosas solo porque queremos que lo digan. Les enseña que si no obedecen con una directiva (sea o no entendida o si la apraxia se interpone en su camino) nosotros haremos que cumplan con la directiva.

Nuestros estudiantes son algunos de los seres humanos más vulnerables en cualquier lugar. Considere esta estadística:

Más del 70 por ciento de los discapacitados encuestados dijeron que habían sido abusados y más del 60 por ciento de los miembros de la familia indicaron que su ser querido con necesidades especiales había sido maltratado. (http://www.disabilityandabuse.org/survey/survey-report.pdf)

O esta:

Más del noventa por ciento (90%) de las personas (tanto hombres como mujeres) con discapacidades de desarrollo experimentarán abuso sexual en algún momento de sus vidas. El 49% (49%) experimentará diez o más incidentes de abuso. (Valenti-Hein, D. & Schwartz, L. (1995), La Entrevista de Abuso Sexual para Personas con Discapacidades de Desarrollo, James Stanfield Company, Santa Barbara, California)

Ahora dime de nuevo cómo es bueno enseñar a los niños que tienen discapacidades significativas que deben permitir que otros les dejen que hagan cosas con sus manos y que deben permitir que otros «pongan palabras en sus bocas»? Tenemos casi un deber sagrado de hacer todo lo posible en el poder como educadores, terapeutas, cuidadores, padres para prevenir el abuso de nuestros estudiantes – ahora y en el futuro. Y esto comienza enseñándoles que tienen el derecho de ser respetados en lo que hacen (y no hacen) así como lo que dicen (y no dicen). Podría ser lo más importante que hacemos. Debemos tomarlo en serio. Debemos hacer que sea una prioridad. Y eso significa encontrar nuevas formas de enseñar y «dar pistas» / «ayudas» (definitivamente no es una petición si es una «practica/mano-en»). Somos un campo inteligente, creativo y compasivo, sin duda podemos encontrar otras formas.

Adicionalmente, una situación «fisica completa» o «usando las manos» en donde hacemos que el niño «diga» algo con el dispositivo, le enseña al niño que el lenguaje/las palabras, son algo los demás ponen sobre ellos. Si queremos que nuestros estudiantes vean el poder de sus sistema de CAA nosotros debemos dejar que vean, en nuestro modelado y en como le enseñamos y respondemos a su CAA, que el poder del lenguaje y las palabras es que vienen desde ADENTRO nuestro y que pueden afectar a aquellos AFUERA de nosotros. Los niños no pueden aprender si estamos constantemente poniéndolos una posición en donde las palabras vienen de alguien más que está físicamente haciendo que acedan a su sistema de comunicación. Al enseñar CAA estamos poniendo la actitud del niño acerca del uso de sus sistema de habla por el resto de su vida. Es mucho mejor que les enseñemos el valor de su sistema desde el principio en lugar de combatir una actitud negativa acerca de su sistema de comunicación que se crea por la forma en como le enseñamos en primer lugar.

Así, que debemos repensar esta jerarquía de peticiones. Hacemos del modelado un acontecimiento que sucede SIEMPRE. Entonces usamos la pausa expectante, una pista indirecta con gestos (lenguaje corporal), pistas directas con gestos, pistas verbales indirectas o directas (pista fonémica, sugerencias) y volvemos a regresar al modelado y seguimos adelante.

¿Porqué no forzamos el problema hasta que obtengamos la activación del dispositivo que queremos? Porque la comunicación no es una prueba y nada es tan importante para que debamos poner las manos y hacerles decir algo. En lugar de eso, incrementamos la motivación del niño (a través de actividades preferidas, sesiones guiadas por el niño y nuestro propio comportamiento), aumentamos el modelado del dispositivo/sistema de CAA y nos movemos fuera del camino, para permitir al niño tomar entendimiento de su sistema de comunicación y el poder que tiene través de el en repetidas experiencias significativas.
A continuación esta imagen que realizo Shelane Eilertsen Nielsen: que explica la nueva jerarquía sugerida por Kate en un gráfico muy detallado y claro:

JERARQUÍA DE PETICIONES:
SIEMPRE USA LA ESTIMULACIÓN ASISTIDA DEL LENGUAJE (también llamada: Modelado, entrada del lenguaje asistido, aporte aumentado del compañero)
Crear Motivación: Crear circunstancias que sean altamente motivadoras para que ocurra la comunicación. Sé un compañero de comunicación motivador.
Esperar…
Pausa Expectante/Atractiva: Pausar y esperar a que el individuo te responda. Considera usar un reloj para asegurarte que estás esperando lo suficiente. Algunos individuos necesitan sólo unos segundos, otros necesitan tiempos más largos. Para individuos con ansiedad una pausa incitante ó una distraída puede ser más efectiva.
Esperar…
Señal Visual Indirecta: Usa un gesto, señala con una luz, mueve más cerca el sistema de comunicación, ó ayuda al usuario a dirigir la atención al comunicar un mensaje. Usa una pausa atractiva, expectante.
Esperar…
Señal Visual Directa: directamente señala ó de otra manera indica posibles mensajes que el individuo pueda querer usar. Usa una pausa atractiva, expectante.
Esperar…
Señal Verbal Indirecta: Da una pista, usa una señal parcial verbal como una señal fonémica ó una una oración sin terminar. Preguntales que piensan. Usa una pausa atractiva, expectante.
Esperar…
Señal Verbal Directa: Directamente di al individuo mensajes posibles que el puede compartir. “Me pregunto si tu crees que es..” Usa una pausa atractiva, expectante.
Esperar…
Modelado no-directivo (neutral): Di al individuo algo como “Algunas personas pueden decir..” ó «Creo que es…” y luego modela algunos posibles mensajes.. Usa una pausa atrayente, expectante.
Esperar…
Incrementa la motivación y rexpone al vocabulario al que apuntas: La comunicación siempre es una opción, lo que significa que está bien si el individuo no quiere comunicar ó si dice algo que no estabas esperando. Cuando esto pase, incrementa la motivación y re-expone al vocabulario al que apuntas. Evita las ayudas físicas ya que estas remueven la opción y incrementan el riesgo de abuso sexual por conductas permitidas.

Como cierre de este articulo, puedo decirles que el «Esperar…» es lo que a todos nos cuesta más… algunos lo que a veces mas les cuesta es encontrar algo que realmente motive o interese al usuario de CAA. Por ahora los invito a que seamos conscientes de esta jerarquía, y que continúen modelando…

Te invito a visitar el Facebook Page del blog de Kate Ahern. O a saber mas de la campaña de concientizacion de la CAA que realizo Kate en las redes sociales recientemente  «See Me See my AAC» Mirame. Mira mi CAA #seemeseemyaacc

# data[].attributes.attachment_link.readable_text
Recursos curados sobre una variedad de temas relacionados con CAA para aquellos que hablan español. Curated resources on a variety of topics related to AAC…

More

·

98

Pins

1y

Collection by

Lauren S. Enders, MA, CCC-SLP

AAC Vocab Selection in Spanish

3

Pins

Core Boards in Spanish

14

Pins

AAC (CAA) Systems in Spanish/Bilingual

9

Pins

AAC Supports in Spanish

24

Pins

AAC Assessment in Spanish

3

Pins

AAC Posters in Spanish

21

Pins

AAC videos in Spanish

5

Pins

Spanish AAC Help for Families

5

Pins

Adapted Books in Spanish

1

Pin

Similar ideas popular now

Communication Board

Spanish Language

Decir No

School

Kids Learning

Communication Boards

Spanish

Tablero de Comunicación con Palabras... by ESE AAC | Teachers Pay Teachers

Vocabulary List

Vocabulary Words

How To Speak Spanish

Words To Describe

Grammar

Therapy

Language

Teaching

Sayings

Vocabulario Núcleo: Las Palabras Esenciales -... by ESE AAC | Teachers Pay Teachers

Student Pack

Student Teacher

Academic Vocabulary

Teacher Boards

Speech Therapy

Manual

Catalog

Region 4 Online Store - Catalog

Speech Language Therapy

Speech And Language

Developmental Delays

Mac And Cheese

Special Education

Vocabulary

How To Plan

Communication

Lauren S. Enders, MA, CCC-SLP

AAC (CAA): Spanish Implementation Supports

Yes Or No Questions

Looking Up

No Response

Youtube

Student

Lauren S. Enders, MA, CCC-SLP

AAC (CAA): Spanish Implementation Supports

Alternative

Instagram

Cooking Together

Speak Spanish

Parts Of The Mass

Life

Kate McLaughlin, M.S., CCC-SLP on Instagram: “Thank you, Claudia! @buenaspracticasdecaa ⁣ #aac ⁣#augcomm #augmentativecommunication #alternativecommunication #complexcommunicationneeds…”

Speech Language Pathology

School Closures

I Love My Son

He Is Able

No Me Importa

Lauren S. Enders, MA, CCC-SLP

AAC (CAA): Spanish Implementation Supports

Sign Language

Spain

Lauren S. Enders, MA, CCC-SLP

AAC (CAA): Spanish Implementation Supports

Learning

Therapy Worksheets

Lyrics

Studying

Lauren S. Enders, MA, CCC-SLP

AAC (CAA): Spanish Implementation Supports

Ten

Ecards

Comics

Memes

E Cards

Meme

Lauren S. Enders, MA, CCC-SLP

AAC (CAA): Spanish Implementation Supports

Words

Messages

Cartoons

Comic

por the AAC Coach y traducido por Claudia Marimón

Lauren S. Enders, MA, CCC-SLP

AAC (CAA): Spanish Implementation Supports

Tecnologia

Lauren S. Enders, MA, CCC-SLP

AAC (CAA): Spanish Implementation Supports

Parent Resources

Disney Characters

Fictional Characters

Parenting

Lauren S. Enders, MA, CCC-SLP

AAC (CAA): Spanish Implementation Supports

Psychology

Medicine

Psicologia

Lauren S. Enders, MA, CCC-SLP

AAC (CAA): Spanish Implementation Supports

Lauren S. Enders, MA, CCC-SLP

AAC (CAA): Spanish Implementation Supports

Family Guy

Making Decisions

Fantasy Characters

Lauren S. Enders, MA, CCC-SLP

AAC (CAA): Spanish Implementation Supports

Lauren S. Enders, MA, CCC-SLP

AAC (CAA): Spanish Implementation Supports

Flirting

Physics

Jokes

Feelings

Group

Ideas

Chistes

Lauren S. Enders, MA, CCC-SLP

AAC (CAA): Spanish Implementation Supports

Behavior

Encouragement

Behance

Languages

Lauren S. Enders, MA, CCC-SLP

AAC (CAA): Spanish Implementation Supports

Lauren S. Enders, MA, CCC-SLP

AAC (CAA): Spanish Implementation Supports

Por the AAC Coach y traducido por Claudia Marimón

Lauren S. Enders, MA, CCC-SLP

AAC (CAA): Spanish Implementation Supports

Best Practice

New Trends

Activities

**Session in Spanish** Presentación teórico práctico que brinda fundamentos actualizados basados en la evidencia sobre comunicación aumentativa y alternativa, proporcionando estrategias de intervención y recursos para niños y jóvenes que presentan complejas necesidades de comunicación

Lauren S. Enders, MA, CCC-SLP

AAC (CAA): Spanish Implementation Supports

Communicative Competence

Childhood Apraxia Of Speech

Future Research

Early Intervention

Mobile Technology

Communication System

Language Development

English Sentences

(2014). Considerations for the Provision of Services to Bilingual Children Who Use Augmentative and Alternative Communication. Augmentative and Alternative Communication: Vol. 30, No. 1, pp. 83-92.

Child Rearing Practices

Communication Styles

Language Acquisition

Acute Care

First Language

Disorders

Portland

Portland State Multicultural Topics in Communications Sciences & Disorders | AAC with Bilinguals

Spanish English

Communication Skills

Core

Designed specifically for clients with autism, LAMP Words for Life – Spanish/English builds on the LAMP methodology of one consistent and unique motor plan for each word in the LAMP Words for Life language system – but for a bilingual environment.

# data[].attributes.attachment_link.title
98 AAC (CAA): Spanish Implementation Supports ideas | aac, spanish, supportive

# data[].attributes.attachment_link.description
Jun 19, 2020 - Recursos curados sobre una variedad de temas relacionados con CAA para aquellos que hablan español. Curated resources on a variety of topics related to AAC (CAA) for those who speak Spanish. Some resources found through posts made by Kathryn Dorney, Angela Moorad, and Deanna Wagner. S…

# data[].attributes.attachment_link.readable_text
Guidelines - 2 formats:

Print off any one of the 11 categories you need, which are divided into: Basic, Instructions, Family, Community, Descriptions, Medical, Objects, People, Religion, Time & Dental and includes charts indicating days of the week, months of the year, level of pain scale.

Use single images to custom-make communication boards for individual client needs.

Do not attempt to phoneticise the translated words verbally when communicating with persons experiencing English language difficulties.

These files are very large. Please choose only what you need:

Acting Premier James Merlino attended Eastern Health to learn more about our Allied Health Mental Health program.

# data[].attributes.attachment_link.description
Print off any one of the 11 categories you need, which are divided into: Basic, Instructions, Family, Community, Descriptions, Medical, Objects, People, Religion, Time & Dental and includes charts indicating days of the week, months of the year, level of pain scale. Use single images to custom-make communication boards for individual client needs.

# data[].attributes.attachment_link.description
See Instagram 'Translations' highlights from Kate McLaughlin, M.S., CCC-SLP (@the.aac.coach)

# data[].attributes.headline
AAC Goal Grid de Tobii Dynavox (Spanish)

# data[].attributes.subject
AAC Goal Grid de Tobii Dynavox (Spanish)

# data[].attributes.attachment_link.description
A group of SLPs working towards a diverse world of AAC in terms of language, access, icons.

# data[].attributes.attachment_link.readable_text
English

© 2022 Instagram from Meta

# data[].attributes.attachment_link.embed_code
View this post on Instagram

A post shared by Alma P., MA, CCC-SLP (@aacforyouandme)

# data[].attributes.attachment_link.readable_text
SEARCH IN...

Search

DISTRIBUTED UNDER LICENSE...

CREATED BY...

José Manuel Marcos

David Romero

Sara Cachán

Juan Daniel Burró

Aragonese Center of Augmentative and Alternative Communication (ARASAAC) Consultants

A PROJECT OF...

# data[].attributes.attachment_link.embed_code
View this post on Instagram

A post shared by Drawn to AAC (@drawntoaac)

# data[].attributes.attachment_link.readable_text
English

© 2022 Instagram from Meta

# data[].attributes.attachment_link.embed_code
View this post on Instagram

A post shared by Bilingüe AAC (bee-ling-weh) (@bilingueaac)

# data[].attributes.attachment_link.readable_text
English

© 2022 Instagram from Meta

# data[].attributes.attachment_link.embed_code
View this post on Instagram

A post shared by Luna Autismo — Amanda & Diana (@lunaautismo)

# data[].attributes.attachment_link.readable_text
On the first Friday of every month, we feature a Spanish version of our AAC Link Up, CAA con Links. If you have AAC-related announcements, materials, or videos in Spanish that you would like others to know about, we'd love to have you add that information below. Also, please share this with anyone who might be interested in contributing to or using the materials that get added to these posts. You'll find the place to add that information at the very bottom of this post.

Organized by Claudia Marimón, these monthly posts generally focus on AAC in Spanish-speaking countries. In today's post, we learn about Carolina and Samuel from Costa Rica, Isabel and Eddy from Guatemala, and Lucas and Selim from Chile.

Enjoy!

Este mes queremos compartir ideas sobre otro desafío que surge para los usuarios de Sistemas de CAA de nuestra comunidad de habla hispana, que comienzan a su inclusión educativa. Un entorno lleno de oportunidades de comunicación y aprendizajes. ¿Cómo integrar sus sistemas de CAA en la sala de clases?, ¿Cómo hacer accesible las lecciones y actividades que todos los niños realizan en sus clases? y ¿Cómo darles más autonomía?

Compartimos tres experiencias y recursos que han resultado exitosos.

En la experiencia que nos comparte Carolina, mamá de Samuel desde Costa Rica. Es muy importante que todas las profesoras dan un espacio para que él participe de las actividades, respondiendo y comentando con su Sistema de CAA, es un espacio en que sus compañeros respetan su ritmo de respuesta.

El Sistema de CAA es parte esencial en el aula, Samuel participa activamente de todas las actividades desde el control de asistencia, canciones, exposiciones, actos cívicos, actividades culturales, actividades de aprendizaje donde comparte dando alguna respuesta; la da según su criterio o lo que ha entendido del tema, aun la respuesta sea equivocada se le brinda el tiempo necesario de hacerlo porque es parte de su derecho a comunicarse y también parte de su aprendizaje.

Para darle más autonomía a Samuel en sus actividades, actualmente utiliza la aplicación en su iPad Goodnotes esta aplicación le ha permitido escribir en cuadernos digitales, pintar, realizar trabajos en libros de forma más independiente; hasta escribir en la pizarra.

Isabel nos comparte la experiencia de Eddy en Guatemala, quien es sus clases cuenta con el modelado constante por parte de su maestro de apoyo a través de su Sistema de CAA, en el cual han incorporado páginas de las diferentes asignaturas con específicas, vocabulario que le permite acceder a las actividades. Eddy utiliza la aplicación Pictello para sus presentaciones y para los libros que debe leer.

Desde Chile comparto la experiencia de Lucas quien tiene sus lecciones de lectura accesibles digitalizadas a través de la aplicación Go Worksheet Plus. Logrando acceder a ellas en su iPad con su Teclado Keeble que le permite aprender con los apoyos que requiere y en forma autónoma.

Selim que usa su alfabeto de Proloquo2Go como lápiz alternativo en su proceso de aprendizaje

Muchas experiencias e ideas van dando cada vez más oportunidades a los usuarios de CAA, si quieres compartir las tuyas escríbenos a buenaspracticasdecaa@gmail.com.

This month we want to share ideas about another challenge that arises for users of AAC Systems in our Spanish-speaking community, who are beginning their educational inclusion. An environment full of communication and learning opportunities. How to integrate your AAC systems in the classroom? How to make accessible the lessons and activities that all children do in their classes? And how to give them more autonomy?

We share three experiences and resources that have been successful.

In the experience shared by Carolina, Samuel's mother from Costa Rica. It is very important that all the teachers provide a space for him to participate in the activities, responding and commenting with his AAC System, it is a space in which his classmates respect his response rate.

The AAC System is an essential part in the classroom, Samuel actively participates in all activities from attendance control, songs, exhibitions, civic acts, cultural activities, learning activities where he shares giving some answer; He gives it according to his criteria or what he has understood about the subject, even if the answer is wrong, he is given the necessary time to do it because it is part of his right to communicate and also part of his learning.

To give Samuel more autonomy in his activities, he currently uses the Goodnotes application on his iPad. This application has allowed him to write in digital notebooks, paint, carry out work in books more independently; even write on the blackboard.

Isabel shares with us the experience of Eddy in Guatemala, who in his classes has constant modeling by his support teacher through his AAC System, in which they have incorporated pages of the different subjects with specific, vocabulary that allows access to activities. Eddy uses the Pictello app for his presentations and for the books he needs to read.

From Chile I share the experience of Lucas who has his accessible reading lessons digitized through the Go Worksheet Plus application. Achieving access to them on his iPad with his Keeble Keyboard that allows you to learn with the support you require and autonomously.

Selim who uses his Proloquo2Go alphabet as an alternative pencil in his learning process.

Many experiences and ideas are giving CAA users more and more opportunities. If you want to share yours, write to us at buenaspracticasdecaa@gmail.com

::::::::::::::::::::::::::::::::::::::::::

Los invitamos a participar en esta sección, compartiendo su propio contenido relacionado con CAA, novedades de productos, o cualquier otra cosa que estimen interesante para dar a conocer a los demás. Puede ser un post que han escrito recientemente, las diapositivas de alguna de sus presentaciones, algún apunte, video o meme que han publicado online, un producto que hayan creado, el anuncio de algún evento o conferencia relacionado con CAA, o cualquier otro contenido que hayan desarrollado y quieran compartir con la comunidad interesada en la CAA. Nuestra sugerencia es que publiquen una vez al mes.

Para enviar tu propuesta, desplázate hasta el final de esta publicación, y completa el formulario. Ingresa la URL y el nombre/título en los lugares disponibles. Si estás usando un dispositivo móvil, hagan click en la versión website para hacer esto.

La sección AAC Link Up tiene moderadores para evitar el spam, por lo que es probable que pase un tiempo hasta que tu propuesta esté visible.

Nota: Si estás usando un dispositivo móvil, haz click en la versión website para hacer esto. Si te interesa ver lo que está compartiendo la gente alrededor del mundo, chequea nuevamente al fin del día.

This post was written by Carole Zangari

Related posts

# data[].attributes.attachment_link.description
On the first Friday of every month, we feature a Spanish version of our AAC Link Up, CAA con Links. If you have AAC-related announcements, materials, or videos in Spanish that you would like others to know about, we'd love to have you add that information below.

# data[].attributes.attachment_link.readable_text
On the first Friday of every month, we feature a Spanish version of our AAC Link Up, CAA con Links. If you have AAC-related announcements, materials, or videos in Spanish that you would like others to know about, we'd love to have you add that information below. Also, please share this with anyone who might be interested in contributing to or using the materials that get added to these posts. You'll find the place to add that information at the very bottom of this post.

Organized by Claudia Marimón, these monthly posts also feature AAC work being done in Spanish-speaking countries. Today, she shares the story of Jorge Salfate, whose role as a father of a child with Angelman Syndrome inspired him to create a more welcoming hospital environment for all children.

Este mes los invitamos a compartir links en español, queremos comentar sobre la importancia del acceso a la CAA, en todos los entornos. Sabemos que los usuarios de CAA deben poder decir lo que quieran, cuando quieran y dónde quieran ¡por lo que deben tener acceso a su sistema de CAA todo el tiempo y en todos los lugares! Los compañeros de comunicación también necesitan un acceso rápido e instantáneo al sistema CAA en todo momento.

Compartimos una experiencia llevada a cabo muy al sur del mundo...liderada por un equipo multidiciplinario donde Jorge Salfate, padre de una niña con síndrome de Angelman usuaria de CAA han creado un ambiente inclusivo que da oportunidad y acceso a la CAA a todos los niños a través del proyecto Quirófano Pediátrico Inclusivo Hospital de Puerto Aysén - Chile 2021.

::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::

This month, as we invite you to share links in Spanish, we want to comment on the importance of access to AAC in all environments. We know that AAC users should be able to say what they want, when they want, and where they want, so they should have access to their AAC system anytime, anywhere! Communication partners also need quick and instant access to the AAC system at all times.

We share an experience carried out in the very south of the world...led by a multidisciplinary team where Jorge Salfate, father of a girl with Angelman Syndrome, who uses AAC, has created an inclusive environment that gives opportunity and access to AAC to all children at through the Inclusive Pediatric Operating Room project Hospital de Puerto Aysén - Chile 2021.

HUMANIZANDO LOS CUIDADOS INFANTILES EN EL QUIRÓFANO CON UN ENFOQUE INCLUSIVO Y CENTRADO EN EL PACIENTE
UN SUEÑO HECHO REALIDAD
El Hospital de Puerto Aysén - Chile tiene el orgullo de haber concretado en les mes de noviembre 2021 el Quirófano Pediátrico Inclusivo, proyecto pionero en Chile y en latinoamerica. La iniciativa surge en el equipo quirúrgico debido a la necesidad de crear un ambiente favorable de atención con enfoque inclusivo para todos los pacientes pediátricos durante el proceso quirúrgico, ya que la evidencia plantea que las experiencias quirúrgicas tradicionales producen en los niños ansiedad y traumas psicológicos, además de una respuesta emocional y conductual desfavorable en la etapa de recuperación.

El proyecto se basó en la incorporación de diferentes técnicas, estrategias neurosensoriales y de inclusión al trabajo quirúrgico infantil, destacando:

Ambientación temática del área de preanestesia y quirófano.

Utilización de dispositivos de TV, tablet y música en el área pre y post quirúgica.

Incorporación de autos eléctricos para el traslado del paciente hacia el quirófano.

Uso de sistemas de comunicación aumentativa y alternativa para pacientes no verbales (SAAC).

Murales temáticos volumétricos y relieves para pacientes no videntes.

La entrega de un trato acorde a las necesidades de los pacientes, según lo pesquizado en la entrevista de enfermería y ha sido manifestado por la familia, situación que el equipo quirúrgico tiene presente y adecua su actuar a los requerimientos del paciente.

Esta iniciativa innovadora fue realizada por el equipo de enfermería del hospital de Puerto Aysén, con el fin de ejecutar actividades efectivas para el manejo de la ansiedad en niños durante el proceso perioperatorio, en especial considerando que en la mayoría de los casos es su primera experiencia quirúrgica.

Como equipo de salud se planteó el desafío de cambiar la percepción de los usuarios y sus familias en esta área, y por medio de un trato humanizado e inclusivo apoyado de estrategias comunicación alternativa, entregar una atención personalizada y de mayor calidad para todos los usuarios infantiles del área quirúrgica del sistema de salud de Aysén.
ENFERMERÍA INCLUSIVA
La necesidad imperiosa de avanzar en una medicina y cuidados inclusivos son fundamentales para una salud integral y verdaderamente holística. Hoy uno de los grandes desafíos de los distintos equipos de salud es adecuar su atención según las necesidades de los pacientes, no estandarizando, sino que acomodándose a sus requerimientos y preparando los servicios a prestar en post de una atención personalizada, por ejemplo, el manejo del ambiente en pacientes TEA, adecuando distintos métodos que entreguen mayor tranquilidad y confianza al usuario y su familia en la atención de salud.

Además, avanzar en la incorporación de herramientas, habilidades y técnicas de inclusión, como el uso de lenguaje de señas para pacientes con discapacidad auditiva, la incorporación sistemas de comunicación aumentativa y alternativa en pacientes no verbales y el lenguaje braille para pacientes no videntes, entre otros, que permitan lo más básico de una atención, que es la comunicación efectiva.
CONCLUSIÓN
La puesta en marcha del proyecto ha sido una experiencia formidable, la respuesta de los pacientes y sus padres ha sido de tranquilidad, asombro y agradecimiento a los equipos de salud y al hospital por contar con instalaciones únicas y adecuadas para sus hijos, sumado al trato personalizado, que según el propio relato de los usuarios

comentaron que "jamás olvidarán la experiencia vivida aquel día en el quirófano".
"Haz de tu vida un sueño y de tu sueño una realidad"
Saludos afectuosos desde Chile.

Los invitamos a participar en esta sección, compartiendo su propio contenido relacionado con CAA, novedades de productos, o cualquier otra cosa que estimen interesante para dar a conocer a los demás. Puede ser un post que han escrito recientemente, las diapositivas de alguna de sus presentaciones, algún apunte, video o meme que han publicado online, un producto que hayan creado, el anuncio de algún evento o conferencia relacionado con CAA, o cualquier otro contenido que hayan desarrollado y quieran compartir con la comunidad interesada en la CAA. Nuestra sugerencia es que publiquen una vez al mes.

Para enviar tu propuesta, desplázate hasta el final de esta publicación, y completa el formulario. Ingresa la URL y el nombre/título en los lugares disponibles. Si estás usando un dispositivo móvil, hagan click en la versión website para hacer esto.

La sección AAC Link Up tiene moderadores para evitar el spam, por lo que es probable que pase un tiempo hasta que tu propuesta esté visible.

Nota: Si estás usando un dispositivo móvil, haz click en la versión website para hacer esto. Si te interesa ver lo que está compartiendo la gente alrededor del mundo, chequea nuevamente al fin del día.

This post was written by Carole Zangari

Related posts

# data[].attributes.attachment_link.title
PráctiCAAmente Conectados Con Links - Febrero 2022

# data[].attributes.attachment_link.description
On the first Friday of every month, we feature a Spanish version of our AAC Link Up, CAA con Links. If you have AAC-related announcements, materials, or videos in Spanish that you would like others to know about, we'd love to have you add that information below.

# data[].attributes.headline
Difference or Disorder? (Bilinguistics book)

# data[].attributes.subject
Difference or Disorder? (Bilinguistics book)

# data[].attributes.attachment_link.readable_text
Determining whether a student's speech and language errors result from influences from their native language or whether they are indicative of speech or language impairment is a challenge many educators face. One in every five children in the United States comes from a home in which English is not the primary language. In this book, we compare and contrast English with 12 other languages and African-American English. The information is laid out in charts and diagrams to facilitate the decision-making process about student needs.

Our goals are to:

Help teachers know when a referral is needed

Equip speech-language pathologists with information they need to accurately analyze speech and language samples

Get students the support they need

Reduce disproportionate referrals of culturally and linguistically diverse students for special education services

The development of this book stemmed from the needs of a group of speech‐language pathologists evaluating the speech and language skills of children from many different linguistic and cultural backgrounds. The framework used to distinguish language differences from language disorders is beneficial for all educators, and the use of this framework will result in improved instructional targets for culturally and linguistically diverse students in the general education classroom, as well as more appropriate referrals for special education evaluations.

# data[].attributes.attachment_link.title
Difference or Disorder? Understanding Speech and Language Patterns in Culturally and Linguistically Diverse Students

# data[].attributes.attachment_link.description
Rapidly identify speech-language patterns related to second language acquisition to distinguish differences from disorders. 12 languages and AAE included!

# data[].attributes.headline
Bilingual Language Development - Myth VS. Fact

# data[].attributes.subject
Bilingual Language Development - Myth VS. Fact

# data[].attributes.attachment_link.readable_text
This is a myth versus fact worksheet that comes in both English & Spanish. This worksheet is intended to be given to parents or for the use of professionals such as speech language pathologists, teachers, etc.

# data[].attributes.attachment_link.title
Bilingual Language Development - Myth VS. Fact

# data[].attributes.attachment_link.description
This is a myth versus fact worksheet that comes in both English & Spanish. This worksheet is intended to be given to parents or for the use of professionals such as speech language pathologists, teachers, etc. ...

# data[].attributes.headline
Morpho-Syntactic Development in Spanish & English - FREEBIE

# data[].attributes.subject
Morpho-Syntactic Development in Spanish & English - FREEBIE

# data[].attributes.attachment_link.readable_text
This is a great resource to have if you work with the Bilingual (English & Spanish) speaking population! Morphosyntactic development varies language to language and it is super important to be able to make a side-by-side comparison of the language structures when doing an evaluation.

The following normative data was obtained and complied from an ASHA webinar on Spanish Morpho-Syntactic Development by Raquel T. Anderson, the book Bilingual Language Development & Disorders in Spanish-English Speakers by Brian A. Goldstein PH.D. CCC-SLP & Language Developmental Milestones (Sax & Weston, 2007) University of Alberta

# data[].attributes.attachment_link.title
Morpho-Syntactic Development in Spanish & English - FREEBIE

# data[].attributes.attachment_link.description
This is a great resource to have if you work with the Bilingual (English & Spanish) speaking population! Morphosyntactic development varies language to language and it is super important to be able to make a side-by-side comparison of the language structures when doing an evaluation. The followi...

# data[].attributes.attachment_link.readable_text
JavaScript seems to be disabled in your browser. For the best experience on our site, be sure to turn on Javascript in your browser.

Integrate Spanish core words through shared reading, writing, and classroom routines for beginning AAC users

Product Features:

Focuses on a small set of high-frequency Spanish words

Weekly information packets for parents in Spanish

Helps structure lessons to teach and practice words using research-supported strategies

Includes the Salí de paseo book

Can be used with any AAC device, app, or system that includes common verbs, pronouns, and prepositions

# data[].attributes.attachment_link.description
Product Features: Focuses on a small set of high-frequency Spanish words Weekly information packets for parents in Spanish Helps structure lessons to teach and practice words using research-supported strategies Includes the Salí de paseo book Can be used with any AAC device, app, or system that includes common verbs, pronouns, and prepositions

# data[].attributes.headline
Multilingual Perspectives on Child Language Disorders

# data[].attributes.subject
Multilingual Perspectives on Child Language Disorders

# data[].attributes.attachment_link.title
Multilingual Perspectives on Child Language Disorders (Communication Disorders Across Languages, 14)

# data[].attributes.attachment_link.description
Multilingual Perspectives on Child Language Disorders (Communication Disorders Across Languages, 14): 9781783094714: Medicine & Health Science Books @ Amazon.com

# data[].attributes.attachment_link.readable_text
Literacy Planner

In 2023, we are having fun with food! Food plays an important role in our lives: we plan for it, prepare it, talk about it, and eat it! Even individuals with complex medical needs, who don't get their primary nutrition through oral feeding, are around food every day. Each story in this Literacy Planner is about a kind of food or cooking experience and includes target words to teach and model. In addition, extension activites are provided for more learning opportunities. With all of the cooking, sensory, writing, and craft/fine motor activities, your AAC learner will have lots of great fun using these words in a variety of situations!

Have fun with food today! If you would like a printed version of the Planner, contact your regional consultant.

Past Planners

2024 Planner

Let's Play! Everyone wins when AAC learners connect with others. Encourage your AAC Learners' communication and literacy development with stories and activities that promote life-long play and leisure skills. Downloads include visual supports that offer help for game-playing, as well as smart charts of target words, games to play, crafts to make, and writing activities. Follow the QR codes in the planner to find resources for older emergent learners as well. C'mon, let's play!
2024 Literacy Planner
2021 Planner

Emergent literacy resources in the 2021 Literacy Planner have been developed for students who use Augmentative Alternative Communication (AAC) from 3rd grade up to provide access to the content of books often read by their peers. This year's Planner is a book club theme.

Why a book club? A book club offers readers the chance to make choices about what they read through communication and literacy activities. It also provides opportunities for learning and socialization.

Active with AAC

Learning to model on an AAC device can feel overwhelming sometimes. What do we play? What should I say? Each month we will post ideas for different activities AND what you could say during the activity. The activities suggested will often be everyday toys and activities all children love. We'll even help you with things you can say and model while playing. Have fun, keep it natural, and get out there and start modeling!

Looking for ways to model and teach words on your AAC device? Each month we post new resources, including an activity with smart charts and puzzle supports, for more practice. Examples of two and three word phrases to model for the month's activity are also included.

# data[].attributes.attachment_link.description
Since 1966, PRC has led in developing speech-generating devices and language and vocabulary, allowing those with communication challenges to participate in life.

# data[].attributes.headline
Personalizing AAC Devices for Bilingual Users

# data[].attributes.subject
Personalizing AAC Devices for Bilingual Users

# data[].attributes.attachment_link.title
Personalizing AAC Devices for Bilingual Users

# data[].attributes.attachment_link.title
Accent with NuVoice: Using Vocabulary Builder