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Hook 'em in and build language-activity ideas for core. 

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Hook 'em in and build language-activity ideas for core. 

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Great ideas here in a blog post from Assistiveware.

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Hook 'em in... and build language! Strategies for engaging autistic students

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Engaging autistic students is all about recognizing their strengths and interests. Amanda provides 14 creative activity ideas to build language and meaningful communication.

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An "Activity-First" approach to core vocabulary (Saltillo)

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An "Activity-First" approach to core vocabulary (Saltillo)

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Visual formats for planning your core word activities with different functions of language. Some excellent ideas for integrating core into what you already do in the classroom!

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A nice resource for planning words of the week.

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This is an AMAZING resource. Lesson plans, scripts for core vocabulary, word of the week, posters for Crescendo core word vocabulary. Sign up for free.

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The AssistiveWare Core Word Classroom is designed to fill this space! The classroom offers a large collection of learning resources, which are designed to support implementation of any communication device that is based on core words.

All resources in the Core Word Classroom are developed around fundamental best practices in AAC:

Best Practice #1 - Use core words

Research and best practice continue to show us just how important it is to give AAC learns access to a robust balanced AAC system, complete with core words. Core words are the building blocks of language that make up over 80% of the words we say. When we give access to these words, we are giving AAC learners power and flexibility in their communication. The resources in the Core Word Classroom support a team or family to plan and implement core words into their everyday activities and routines.

Best Practice #2 - Modeling / Aided Language Stimulation

We also know from research and best practice that AAC learners who are learning to communicate with a communication device need to see their system being used by the people around them, in real situations, communicating real messages. The team needs to focus on modeling core words consistently throughout the day. The Core Word Classroom has a big focus on modeling. It provides materials that will make it easier for teams and families to model core words regularly in daily situations and during speech therapy sessions.

Best Practice #3 - Communicate everywhere

Some form of AAC needs to be available everywhere, so that even in environments where a high-tech device can't go, you can still communicate. The Core Word Classroom provides a free communication board with core words on one side and alphabet on the other. The board is available in English, Spanish, French and Dutch! Download the PDF, print it out and laminate it, and you have a communication lifeline for times when your regular AAC system isn't on hand.

Communicating everywhere means communicating at home as well as at school. Whilst the Core Word Classroom may sound teacher/student/school focused, we encourage anyone who is supporting a person using AAC to join our classroom. There is learning for everyone! The resources can really be applied to most environments and be used by all.

So what will you find in AssistiveWare's Core Word Classroom?

Core Word Planners: These are specific guides that help teams plan for the core words to teach and model in everyday and routine activities. Download Core Word Planner example (PDF)

Core Word Modeling Guides: These are one page guides to support the team to model core words to match the language levels of AAC learners. Download Core Word Modeling Guide example (PDF)

Core Word of the Week Planners: These support the team to teach and model a specific core word throughout the day, across all activities. Download Core Word of the Week Planner example (PDF)

Core Word of the Week Displays: These are printable and easy-to-read so that they can be displayed prominently in the classroom and around the school. The displays help team members to model more core words, all day, everyday! Download Word of the Week Display example (PDF)

Core Word 5 Minute Fillers: These are one page, quick reference sheets to help you make the most of every opportunity and model core words on the fly. Download Core Word 5 Minute Filler example (PDF)

The 3W's

All of our materials focus on three essential elements: the 3W's:

WORDS - the core words that could be used for the activity

WHYS - the reasons why we communicate (e.g. Needs & Wants, Giving & Getting information, Social Interaction)

WAYS - the ways we combine words and add word inflections

All our materials will give you the Words, Whys, and Ways. They provide you with a comprehensive plan to build language for your AAC learners - and to move beyond nouns and requesting!

Whilst the resources are mostly PDF documents that you can print out and display or use for planning, you will also find videos, reference lists, information and handouts about AAC and AAC strategies.

How can you access the AssistiveWare Core Word Classroom?

Click here to access the AssistiveWare Core Word Classroom. The beta version of the Core Word Classroom is... free!

We can't wait to see what you do with the AssistiveWare Core Word Classroom materials! Will you: model more core? teach a core word of the week? fill 5 minutes with core word learning? build more core into your planning? display core words in your classroom? change the life of AAC learners? We hope so!
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Acknowledgements: The AssistiveWare Core Word Classroom would not have been possible, if not for those Australian schools who participated in our Pilot Project to road test the materials in their classrooms throughout this year. Their feedback and advice made such a huge difference during the development process of the Core Word Classroom. So thank you to all the teachers and support staff at these schools:

The Grove Education Centre, South Australia, and the wonderful Leanne Shane.

Sunshine Special Development School, Victoria, and the resourceful Caitriona Tynan.

Mackenzie Special School, Queensland.

And special thanks to Jane Farrall, Speech Pathologist and AAC expert, for her support and guidance getting started and throughout the Pilot Project.

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The AssistiveWare Core Word Classroom - AssistiveWare

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The doors to the AssistiveWare Core Word Classroom are OPEN! The classroom offers a large collection of learning resources, which are designed to support implementation of any communication device that is based on core words.

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Tool for assessment.

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Building language-ideas and video (Assistiveware, P2Go)

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Building language-ideas and video (Assistiveware, P2Go)

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Video gives suggestions for teaching core. Uses the Proloquo2Go crescendo vocabulary, but can substitute for any core board.

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Hook 'em in... and build language! Strategies for engaging autistic students

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Engaging autistic students is all about recognizing their strengths and interests. Amanda provides 14 creative activity ideas to build language and meaningful communication.

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Special educators Lauren Pawlowski and Amy Devin are back with tips for making AAC work in the classroom. In their first post, they talked about using a large communication board that is rich in core vocabulary for aided language input and AAC instruction. Today, they share some of the things they've learned to make this more manageable in a busy classroom. Enjoy!

We hope that many of you were able to make your Big Core boards for group instruction. Now what?? Using Big Core can take a while to get used to. Even after using it for several years, sometimes we still struggle with finding the words quickly. Don't worry about this because our students can't always find words quickly and it is good for them to see that everyone struggles with language at times. It can also be empowering to them if you ask for their help! The main way that you and your students will get better at using the Big Core is practice, practice, practice!

We made a short video to share with you some other valuable tricks and techniques for navigating a Big Core board for instruction. It will cover the 5 following tips.

1. Make it fun and easy!

2. If you know it, show it!

3. When to model and when to move...

4. The world is your fringe...

5. Motor planning is challenging for Big Core.

Direct Link to Video: https://www.youtube.com/watch?v=pGw3_Msx8S4&feature=youtu.be

We hope that these tips will help you start teaching with your Big Core. Please share with us any tips or challenges that you may have with Big Core. We would love to hear your thoughts below!!

Inspired to make your own wall-sized communication board? You can get some suggestions on that here.

Filed under: Featured Posts, PrAACtical Thinking

This post was written by Carole Zangari

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PrAACtical Teaching in the ASD Classroom: Little Tips for Big Core

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Special educators Lauren Pawlowski and Amy Devin are back with tips for making AAC work in the classroom. In their first post, they talked about using a large communication board that is rich in core vocabulary for aided language input and AAC instruction.

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Today we launch a new series, PrAACtical Teaching in an ASD Classroom, which will address the nuts and bolts of infusing AAC throughout the school day. I couldn't be more delighted to introduce you to two talented special educators, Amy Devin and Lauren Pawlowski, who work in the public school system in Michigan. Amy and Lauren began teaching in self‐contained ASD elementary classrooms in 2009 and taught in resource rooms prior to that.

When they first started with their own classrooms, there was not much talk about core language, let alone how to implement it on a classroom-wide basis. They started with a 32-cell core board on a digitized speech device and now use a 64-location core vocabulary on a manual communication board, large instructional core boards, and individual AAC devices. They are passionate literacy teachers and believe that every child can read, write and communicate. Enjoy their post and video and send them some AAC love at their new blog, Suite Talking, where they write with their colleague (and PrAACtical AAC contributor) Marlene Cummings.
Bigger is Better with Core Vocabulary
One of the most impactful tools that we use in our classroom is a large classroom core vocabulary board that we fondly refer to as our "Big Core". We really don't know what we would do without it. When we were first introduced to core language we started out using Go Talk SGDs with 32 locations and static boards. Very few of our students were augmented otherwise and we relied heavily on those low and no tech options.

In the summer of 2011, we attended a Literacy Academy with Dr. Karen Erickson and Dr. David Koppenhaver that shifted our thinking in many ways. One of the most profound concepts for us was doing large group instruction in lieu of one on one instruction. They encouraged us to teach our students together and showed us why it would benefit our students as well as our ability to deliver instruction to all of our students.

Teaching in a group was a big shift for us. We had been doing a great deal of our instruction one-on-one. We were not getting very far because we were not able to give each student enough time with us to make real progress. In a group, students instantly gained hours of instruction they were not getting learning one-on-one.

As we started to think about how we could use core vocabulary to instruct with our curriculum, we realized that we would need to go big or go home. We envisioned a large board, big enough for all of our students to see that would be beneficial for group instruction. When we began utilizing it, we couldn't imagine all of the benefits we would soon discover. Increased engagement was instant, but these other benefits took longer for us to realize.

joint and shared attention to language

large enough for all kids to see visually

allowed us to model for multiple students (aided language input) at the same time

allowed students to model for their peers

shared reading instructional tool

guided reading instructional tool

group speech therapy

easier access for some communicators

vocabulary instruction during group activities for ALL students. (Even non-AAC users)

staff and peers can see language modeled

allows access to multiple presentations of the same core vocabulary for generalization

multiple turn taking in a group

The possibilities during instruction using this tool are endless, and we soon found ourselves using our Big Core Vocabulary for nearly everything we taught.

If you want to see some big results with Big Core Vocabulary, check out our how to video and get started today!

Direct Link to Video: https://www.youtube.com/watch?v=_ivICrYKkC4&feature=youtu.be

This post was written by Carole Zangari

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PrAACtical Teaching in an ASD Classroom: Bigger is Better with Core Vocabulary

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Today we launch a new series, PrAACtical Teaching in an ASD Classroom, which will address the nuts and bolts of infusing AAC throughout the school day. I couldn't be more delighted to introduce you to two talented special educators, Amy Devin and Lauren Pawlowski, who work in the public school system in Michigan.

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Website sharing resources for AAC.

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I often see people asking for ideas to teach language through play in AAC groups on Facebook. What I most commonly see as the suggestions are cause and effect toys like light up toys, wind up toys, sensory items, etc. Frequently people write that their students with autism aren't motivated by play and I almost never hear about students with severe physical disabilities engaging in play other than to direct it using their talkers. I've thought a lot about this and came to the conclusion that this didn't feel right. Why are we not providing our students with disabilities with the same play opportunities as their peers?

With that in mind, I started to order toys for dramatic and pretend play. I started using them with lots of different groups of students and guess what, they ALL love them. Even some of my super tough to motivate to play, kids with autism are having a blast playing with these kits! The most important piece, I think, is that I facilitate the play and never expect to just leave the toys with a group of students and see them successfully play. It doesn't always go smoothly the first time but it often does in subsequent sessions. I play with these kits in individual sessions or in small groups with no more than four students at a time. They are a HUGE hit. I promise!

The first kit I decided to share is my hair salon kit. My SLP intern and I have had so much fun playing with this kit in sessions. It was our first "hit" and was loved by both boys and girls. 🙂 There are a bunch of accommodations so students with severe physical impairments can use switches to engage in pretend and dramatic play!

Students can use an adapted pourer and switch to "wash" the doll's hair. I attached velcro to the shampoo, conditioner, and a brush.

Students can "braid" or "twist" the doll's hair using an adapted pourer and a switch! I attached hard velcro on either side of the switch plate. If you press a doll's hair tightly into the hard velcro it will stick. Then use the switch to have the pourer go around and around while it twists the hair!

Students can cut the dolls hair using adapted scissors and a switch (or any kind of adapted scissors). I bought hair extensions (they were fairly cheap) and I let students cut the extensions so we don't end up with dolls with no hair!

Students can blow dry her hair using a Powerlink and switch.

Here's my PowerPoint with lesson ideas, accommodation explanations, etc.

Everything in the kit is labeled for easy use!

Icons are available along with an eyegaze board to accommodate students who need to make choices using pictures. These icons are also used to label the switch during switch adapted play.

Here is a link to items I bought. Some of them were donated by a family member no longer using her American Girl doll items!

Enjoy! Don't hesitate to send an email if you're interested in making this kit to use with your students or children! More to come! 🙂

I often see people asking for ideas to teach language through play in AAC groups on Facebook. What I most commonly see as the suggestions are cause and effect toys like light up toys, wind up toys, sensory items, etc. Frequently people write that their students with autism aren't motivated by play and I almost never hear about students with severe physical disabilities engaging in play other than to direct it using their talkers. I've thought a lot about this and came to the conclusion that this didn't feel right. Why are we not providing our students with disabilities with the same play opportunities as their peers?

With that in mind, I started to order toys for dramatic and pretend play. I started using them with lots of different groups of students and guess what, they ALL love them. Even some of my super tough to motivate to play, kids with autism are having a blast playing with these kits! The most important piece, I think, is that I facilitate the play and never expect to just leave the toys with a group of students and see them successfully play. It doesn't always go smoothly the first time but it often does in subsequent sessions. I play with these kits in individual sessions or in small groups with no more than four students at a time. They are a HUGE hit. I promise!

The first kit I decided to share is my hair salon kit. My SLP intern and I have had so much fun playing with this kit in sessions. It was our first "hit" and was loved by both boys and girls. 🙂 There are a bunch of accommodations so students with severe physical impairments can use switches to engage in pretend and dramatic play!

Students can use an adapted pourer and switch to "wash" the doll's hair. I attached velcro to the shampoo, conditioner, and a brush.

Students can "braid" or "twist" the doll's hair using an adapted pourer and a switch! I attached hard velcro on either side of the switch plate. If you press a doll's hair tightly into the hard velcro it will stick. Then use the switch to have the pourer go around and around while it twists the hair!

Students can cut the dolls hair using adapted scissors and a switch (or any kind of adapted scissors). I bought hair extensions (they were fairly cheap) and I let students cut the extensions so we don't end up with dolls with no hair!

Students can blow dry her hair using a Powerlink and switch.

Here's my PowerPoint with lesson ideas, accommodation explanations, etc.

Everything in the kit is labeled for easy use!

Icons are available along with an eyegaze board to accommodate students who need to make choices using pictures. These icons are also used to label the switch during switch adapted play.

Here is a link to items I bought. Some of them were donated by a family member no longer using her American Girl doll items!

Enjoy! Don't hesitate to send an email if you're interested in making this kit to use with your students or children! More to come! 🙂

I recently saw an awesome post on the Paths to Literacy Website from Deena Recker about books for students in different CVI phases. Check it out here. It's a great post as she outlines different characteristics for Phases I, II, and III. She also provides free downloadable books to be used for students with CVI. I downloaded this fun one, Bill the Duck and the Ladybug. My SLP intern and I decided to make this into one of our adapted book kits!

We adapted/ included a few things in this kit. First, my intern put the story on a black background. Next we found a rubber duck and a light up ladybug (it's Easter time so CVS is packed with tons of little spring light up toys like this). My intern has been reading this with one of our students who has characteristics of CVI Phase I. He's been very clearly looking at the pictures in the book and saying "turn" to ask her to turn the page with his talker! She also reenacts the story using the story props.

Next we made a simple counting book to go along with the story. We followed the same guidelines and kept the text on one page and the picture on the other. We kept the background black, used bright text, and added some glitter to our spots to make them more visually attractive. On the last page of the book, we made a ladybug with removable spots. The Velcro on the ladybug is painted red so that it blends in. We did this so that it would not get confusing when counting "spots" on the ladybug if there were less than 5 black spots on. Then we made black spots with some glitter on them (again to make them more visually attractive).

We provided teachers with a few ways to work on numbers and counting while using this interactive activity. We included ideas for labeling numbers on a student's talker, following directions with numbers, and counting.

You can find the PowerPoint with the instructions for our adapted book kit here. Enjoy!

I recently saw an awesome post on the Paths to Literacy Website from Deena Recker about books for students in different CVI phases. Check it out here. It's a great post as she outlines different characteristics for Phases I, II, and III. She also provides free downloadable books to be used for students with CVI. I downloaded this fun one, Bill the Duck and the Ladybug. My SLP intern and I decided to make this into one of our adapted book kits!

We adapted/ included a few things in this kit. First, my intern put the story on a black background. Next we found a rubber duck and a light up ladybug (it's Easter time so CVS is packed with tons of little spring light up toys like this). My intern has been reading this with one of our students who has characteristics of CVI Phase I. He's been very clearly looking at the pictures in the book and saying "turn" to ask her to turn the page with his talker! She also reenacts the story using the story props.

Next we made a simple counting book to go along with the story. We followed the same guidelines and kept the text on one page and the picture on the other. We kept the background black, used bright text, and added some glitter to our spots to make them more visually attractive. On the last page of the book, we made a ladybug with removable spots. The Velcro on the ladybug is painted red so that it blends in. We did this so that it would not get confusing when counting "spots" on the ladybug if there were less than 5 black spots on. Then we made black spots with some glitter on them (again to make them more visually attractive).

We provided teachers with a few ways to work on numbers and counting while using this interactive activity. We included ideas for labeling numbers on a student's talker, following directions with numbers, and counting.

You can find the PowerPoint with the instructions for our adapted book kit here. Enjoy!

It's been forever since I posted! Things have been pretty crazy this school year but I think I'm finally getting back on track. More posts to come 🙂 I recently have been doing a lot of individual sessions with some of my more complex kiddos with a focus on AAC and literacy. I frequently use the Bridge Protocol to assess where my students are with regards to emergent literacy. I love this tool because it really breaks down emergent literacy skills and allows you see progress in smaller increments. It also has helped the teachers and paraprofessionals that I work with to have a better of idea of where their students are at and what skills they need to provide more opportunities for. (I was getting pretty sick of everyone only writing goals for "turning the page" as an emergent literacy skill with NO other ideas!)

A few weeks ago, I was at Barnes and Noble I spotted this sound story version of Goodnight, Goodnight, Construction S ite. I am in love with it because it has a cute, quick story that goes along with the sounds on the side. So often, sounds books are either short (in pages)and have no real story line or they have a story line that makes sense with the sound symbols but it is SO LONG. This one is perfect!

I looked at the Foundations of Reading and Oral Language areas of the Bridge Protocol to keep myself on track while adapting. I really wanted to work on how my students handle/interact with books and increase their engagement.

With that in mind, I decided to texture adapt the sound symbols to give students (with and without vision impairment) something more to interact with. My SLP intern and I tried to be very purposeful with what we chose and worked hard to make sure the textures make sense with what the symbol represents. Here's what we came up with.

We also decided to include the plush toy that goes along with the book to encourage interaction for some of our students who have not yet discovered a love for reading!

You can find the PowerPoint that goes along with the adapted book kit here. Enjoy!

It's been forever since I posted! Things have been pretty crazy this school year but I think I'm finally getting back on track. More posts to come 🙂 I recently have been doing a lot of individual sessions with some of my more complex kiddos with a focus on AAC and literacy. I frequently use the Bridge Protocol to assess where my students are with regards to emergent literacy. I love this tool because it really breaks down emergent literacy skills and allows you see progress in smaller increments. It also has helped the teachers and paraprofessionals that I work with to have a better of idea of where their students are at and what skills they need to provide more opportunities for. (I was getting pretty sick of everyone only writing goals for "turning the page" as an emergent literacy skill with NO other ideas!)

A few weeks ago, I was at Barnes and Noble I spotted this sound story version of Goodnight, Goodnight, Construction S ite. I am in love with it because it has a cute, quick story that goes along with the sounds on the side. So often, sounds books are either short (in pages)and have no real story line or they have a story line that makes sense with the sound symbols but it is SO LONG. This one is perfect!

I looked at the Foundations of Reading and Oral Language areas of the Bridge Protocol to keep myself on track while adapting. I really wanted to work on how my students handle/interact with books and increase their engagement.

With that in mind, I decided to texture adapt the sound symbols to give students (with and without vision impairment) something more to interact with. My SLP intern and I tried to be very purposeful with what we chose and worked hard to make sure the textures make sense with what the symbol represents. Here's what we came up with.

We also decided to include the plush toy that goes along with the book to encourage interaction for some of our students who have not yet discovered a love for reading!

You can find the PowerPoint that goes along with the adapted book kit here. Enjoy!

Earlier this year, I found out that my beloved Baby-Sitters Club books had been turned into graphic novels. I immediately thought of a few pre-teen girls I know that would love to read these books on their eye-gaze devices. In our previous post, we discuss using Office 365 on Accent Devices to display adapted PowerPoint books. This would also be possible using the PowerPoint App on the iPad.

Unfortunately, I didn't quite realize how daunting it would be to adapt the entire chapter book. I promise that it will be available for anyone who can demonstrate proof of purchase for the book when I it is complete. Until that time, I thought I would provide some instructions for how to I adapt graphic novels (I have listed a few suggestions, provided by a very helpful Barnes & Noble employee, below).

Roller Girl El Deafo Amulet

Continue reading for step-by-step instructions for adapting graphic novels in PowerPoint.

(more...)

Earlier this year, I found out that my beloved Baby-Sitters Club books had been turned into graphic novels. I immediately thought of a few pre-teen girls I know that would love to read these books on their eye-gaze devices. In our previous post, we discuss using Office 365 on Accent Devices to display adapted PowerPoint books. This would also be possible using the PowerPoint App on the iPad.

Unfortunately, I didn't quite realize how daunting it would be to adapt the entire chapter book. I promise that it will be available for anyone who can demonstrate proof of purchase for the book when I it is complete. Until that time, I thought I would provide some instructions for how to I adapt graphic novels (I have listed a few suggestions, provided by a very helpful Barnes & Noble employee, below).

Roller Girl El Deafo Amulet

Continue reading for step-by-step instructions for adapting graphic novels in PowerPoint.

(more...)

PowerPoint can make adapting books a breeze. We recently took the same features we use when making books for the computer or iPad and created a book for an Accent 1400 with NuEye. The Accent 1400 allows the user to download Microsoft with PowerPoint 360. This opens up the endless activity possibilities available through PowerPoint.

AlphaOops! H is for Halloween is the first book we tried this with and it was a hit! Each slide contains 4 icons that the child can click to turn the page, hear audio of the page, go back, or exit the book.

Continue reading for a free template and step-by-step directions.

(more...)

PowerPoint can make adapting books a breeze. We recently took the same features we use when making books for the computer or iPad and created a book for an Accent 1400 with NuEye. The Accent 1400 allows the user to download Microsoft with PowerPoint 360. This opens up the endless activity possibilities available through PowerPoint.

AlphaOops! H is for Halloween is the first book we tried this with and it was a hit! Each slide contains 4 icons that the child can click to turn the page, hear audio of the page, go back, or exit the book.

Continue reading for a free template and step-by-step directions.

(more...)

An important rule in implementing comprehensive literacy instruction is that children need to be presented with multiple opportunities to write for multiple purposes (click here to read a great post from Caroline on the 3 T's of Writing). When I reflect on my own day, I can include communication through text message and social media as two of my main forms of written expression. I made a Facebook Status Writing Activity a few months ago, and wanted to explore text messaging apps for kids next. I downloaded Roo Kids and PlayKids Talk, but will only be sharing information about Roo Kids, due to the security features of PlayKids Talk preventing Amanda and I from trying it (PlayKids Talk uses a photo of the user's parent to determine if they are old enough to use the app and apparently Amanda does not pass for over 21).

(more...)

An important rule in implementing comprehensive literacy instruction is that children need to be presented with multiple opportunities to write for multiple purposes (click here to read a great post from Caroline on the 3 T's of Writing). When I reflect on my own day, I can include communication through text message and social media as two of my main forms of written expression. I made a Facebook Status Writing Activity a few months ago, and wanted to explore text messaging apps for kids next. I downloaded Roo Kids and PlayKids Talk, but will only be sharing information about Roo Kids, due to the security features of PlayKids Talk preventing Amanda and I from trying it (PlayKids Talk uses a photo of the user's parent to determine if they are old enough to use the app and apparently Amanda does not pass for over 21).

(more...)

We are so happy to share some of our ideas for integrating language and technology for students with multiple disabilities at ISAAC 2016. You can download the handout from our presentation by clicking here.

Most of the activities that we shared during our session are available through our website. If you are searching for a specific activity and can't find it please let us know through email and we will point you in the right direction. If you are looking for a book that is not available on our website due to copyright reasons, please email us with proof that you own the original book and we can send you the adapted version.

Thanks!

Lauren and Amanda

We are so happy to share some of our ideas for integrating language and technology for students with multiple disabilities at ISAAC 2016. You can download the handout from our presentation by clicking here.

Most of the activities that we shared during our session are available through our website. If you are searching for a specific activity and can't find it please let us know through email and we will point you in the right direction. If you are looking for a book that is not available on our website due to copyright reasons, please email us with proof that you own the original book and we can send you the adapted version.

Thanks!

Lauren and Amanda

1. We are so excited about the resources currently available on the Project Core Website. The resources for Universal Core Vocabulary Systems will be sure to help many! And we can't wait to see how their research progresses while developing a comprehensive implementation program for core vocabulary instruction.

2. Loved Caroline Musselwhite's and Gretchen Hanser's presentation on predictable chart writing. They suggested using a document camera to show the class what students are saying on their AAC systems.

3. Vikki Haddix, Mary Shannon Marcella, and Laura Henry shared how they developed a team of people knowledgeable about AAC in their district. Their 1x/month, 2 hour groups reviewing research studies/ papers and discussing their own tough AAC cases sounds like a great model for professional development.

4. Caroline Musselwhite and Gretchen Hanser made the point that typically developing children get FOUR years to scribble before they begin to form letters and words in their writing. Why do we have different expectations for individuals with CCN, especially the older students who have never been given a chance to write?

5. Kate Anderson recommended providing parents and educators with "hot" and "cold" knowledge about AAC. Parents tend to prefer "hot knowledge" such as information given during a social interaction (i.e. conversation, online forum). So we should provide that in addition to the "cold" knowledge we typically provide in the form of handouts and pamphlets.

1. We are so excited about the resources currently available on the Project Core Website. The resources for Universal Core Vocabulary Systems will be sure to help many! And we can't wait to see how their research progresses while developing a comprehensive implementation program for core vocabulary instruction.

2. Loved Caroline Musselwhite's and Gretchen Hanser's presentation on predictable chart writing. They suggested using a document camera to show the class what students are saying on their AAC systems.

3. Vikki Haddix, Mary Shannon Marcella, and Laura Henry shared how they developed a team of people knowledgeable about AAC in their district. Their 1x/month, 2 hour groups reviewing research studies/ papers and discussing their own tough AAC cases sounds like a great model for professional development.

4. Caroline Musselwhite and Gretchen Hanser made the point that typically developing children get FOUR years to scribble before they begin to form letters and words in their writing. Why do we have different expectations for individuals with CCN, especially the older students who have never been given a chance to write?

5. Kate Anderson recommended providing parents and educators with "hot" and "cold" knowledge about AAC. Parents tend to prefer "hot knowledge" such as information given during a social interaction (i.e. conversation, online forum). So we should provide that in addition to the "cold" knowledge we typically provide in the form of handouts and pamphlets.

Put together these 3 sets of instructions and you can make an adapted pourer and CD switch for pennies compared to what the combo would cost through a retailer.
Adapted Pourer No-Solder Battery Interrupter CD Switch
(more...)

Put together these 3 sets of instructions and you can make an adapted pourer and CD switch for pennies compared to what the combo would cost through a retailer.
Adapted Pourer No-Solder Battery Interrupter CD Switch
(more...)

We have been slowly chipping away at the stack of games and toys got to adapt through a grant. The most recent game has been Pop-up Pirate. I am still figuring out how I am going to adapt the actual game pieces (maybe some built up handles) but I went ahead and adapted it for a touch screen on Boardmaker. Click on any of the pictures below to download the file from Boardmaker Share.

(more...)

We have been slowly chipping away at the stack of games and toys got to adapt through a grant. The most recent game has been Pop-up Pirate. I am still figuring out how I am going to adapt the actual game pieces (maybe some built up handles) but I went ahead and adapted it for a touch screen on Boardmaker. Click on any of the pictures below to download the file from Boardmaker Share.

(more...)

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I often see people asking for ideas to teach language through play in AAC groups on Facebook. What I most commonly see as the suggestions are cause and effect toys like light up toys, wind up toys, sensory items, etc.

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Printables to create core resources.

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Nice post from the AssistiveWare blog with different ideas about how to adapt stories.

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Did you know that listening to stories is an important part of practicing reading skills? Librarian Shelley Harris shares her favorite audio options, from listening to audiobooks and podcasts to combining print and audio to reinforce new vocabulary.

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Tips for Adapting Games for Students with ASD

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Tips for Adapting Games for Students with ASD

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I had a great collaboration meeting and co-treat with an OT on my team yesterday afternoon and I had to take a moment to reflect and share. :) We have both recently started seeing a bright young boy with Autism who is nonverbal, struggles with engaging, and needs a lot of sensory regulation support. My colleague mentioned that this little guy's mom wanted very much for him to share in family activities, especially game night-and that mom was really struggling on how to make board games something he had fun with and could participate in. As a therapist, I have spent much time using board games with school-aged children on the Autism Spectrum to target many skills: turn-taking, following directions, sequencing, basic concepts, etc... But had I thought about the fun? Could we not only get this little guy to participate but to actually have FUN in doing so? I thought we could, but where could we start?

I started thinking about why kids play these games in the first place. To win! :) Children at that age have a natural competitiveness to them, they start to develop a love for strategy and rules, and they take joy in the endeavor of finishing a game (hopefully with results in their favor :) My colleague and I started wondering, did children with Autism at our little guy's stage of development have this competitive drive? We knew that social interaction was a big hurdle for our little guy, as it is for many children on the Autism spectrum, and we knew that participating in a board game meant using social skills and frame of mind that didn't come easily to him, if at all at this stage. We thought, "we might be able to get him 'through' the game by making some adaptations, and we definitely wanted to take a look at what those needed to be. But we also wondered if we could use HIS "currency" to build in real enjoyment that would keep him engaged when he was able (from a sensory perspective) and bring him back to the game of his own will, should he choose to take a break. What was his "currency"? It wasn't always high-fives, or smiles and "good jobs!", and it also wasn't the thrill of the competition. We had to figure out a way to meet this little guy where he was in the process, and then support him along the way. In researching, brain-storming, and a whole lot of trial and error (still underway!), we found a few ways to adapt game-play for this little guy that kept him engaged, and more importantly, willing to re-engage (and, therefore, learn new skills over time)!

Here are a few tips and resources to help bring board games to the table for children with Autism:

1. Choose the Appropriate Level of Difficulty: Just as with other skills, play develops in children across a continuum. Introducing skills sequentially, with this in mind, helps us meet our kids where they are in terms of the skill set needed to successfully participate in a board game. UNC has a great article describing nonverbal skills, cognition, and play development in children. The age range provided on the outside of most board game boxes might be of little help to you as you try to determine where to start. Autism Games, a great site that focuses on bringing a variety of play skills to children with Autism, has a few simple, helpful guidelines for choosing games at various levels of difficulty. I find that nearly ALL board games can be modified "up" or "down" to meet kids where they are. Keep a few things in mind when choosing or modifying games:

What physical skills are needed? The social aspect of game-play is hard enough for our kids on the Autism Spectrum, so keeping the mechanics of the game manageable lets kids focus their mental energy and attention on the social and the fun! (See Tip #10 for ways to adapt the mechanics of a board game for those who need it.)

What cognitive skills are needed? Most games are aimed at "teaching us something", or helping us practice basic concepts like colors, numbers, and shapes in a fun way. Make sure you consider the cognitive skills required for a game (as it is) and make adjustments as needed. It is OK to challenge, but working on too many challenging tasks at once can really set the stage for disaster, and no one likes to play a game they aren't good at! (See Tip #5 an #7 for some ideas on adjusting the cognitive demands of games)

4. Use the Right Kind of Talk: Talking is a large part of any game. Remember to use talk in a way that facilitates further understanding of the expectations in the game. Autism Games has some great guidelines for adult talk during game-play. You might even find that less talking is more successful, keeping in mind that communication (understanding and expressing) may be one of those "challenges" to balance.

6. Practice Before Play: We all prefer going into situations knowing what to expect. Try to think about the last time you sat down to play a game or complete a task that you didn't know how to do (panic! anxiety! confusion!) Usually, when adults sit down to a game, they discuss the rules, possibly even reading the step-by-step instructions of how to set up the game, how to play, etc...Now think about how you will introduce a game to your child. Will you set it up, have him sit down, and get to playing? How can you assure that he enters the game knowing what he needs to do? Using social stories and video modeling can be very helpful in narrowing the learning curve. You might also consider introducing concepts and materials form the game prior to actually sitting down to play. This allows your child to become familiar with the concepts, materials, and actions of the game in smaller, more manageable "practice sessions" before adding the social pressure of playing the game itself. For example, you could use the spinner form a game of Chutes and Ladders to practice matching numbers to quantity, counting the number of cars, blocks, Cheerios (pick whatever your child likes and insert it here :) that is represented on the spinner. Taking turns in this way also introduces the concept of turn-taking, a skills that he will need to use when you sit down to play the game together. If you are using visual supports for the game (and you should be :), make sure you go over these supports in more familiar contexts to assure that your child knows that the pictures mean. Autism Games has great resources for video modeling in game play.

8. Predictability Leads to Teaching Moments: Predictable routines draw a child on the Autism Spectrum into an interaction. He might be thinking "hey, i get what you're doing!"-and if he gets it, he is more likely to participate. Building on Tip #2, use predictability as a "familiar" element to build a safe play environment in which your child knows he is capable. Then you can mix it up a bit by adding a new element here and there and set the stage for your child to learn from this violation of expectations. Autism Games has some great strategies to help "stretch" your child's mind in this way without pushing so far that fun turns to game over.

You can use electronic or switch-adapted spinners and dice instead of those that come with the game if the act of spinning or rolling is a difficulty.

You can reduce the visual complexity of the game board by folding it in half or covering some of the spaces to create larger spaces.

Card holders can be used to hold cards upright for kids who have difficulty.

Velcro can be added to game boards and game pieces to help them stay upright.

Grip enhancers like foam or rubber can be added to game tools for easier handling

As with other skills, mobile and computer technology can be a great tools in helping children on the Autism spectrum participate in and enjoy board games and other social games. I consider technology a stepping stone to real thing in this regard. Utilizing technology for parts of a game or to play a full game could be a great way to motivate kids on the Autism Spectrum to engage in the game and practice interactive play skills. However, I consider these strategies a practice stage for eventually playing these games the more traditional way, helping children engage more readily with partners versus screens, and building the much needed skills for successful interaction with peers in a variety of play environments. With that said, I have found some promising Apps that I see as beneficial tools in the realm of interactive play. More about that in a future post! :)

What games are you playing with you child?

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10 Tips to Bring Board Games to Children with Autism

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Special Needs Enrichment Apps for Kids is an INNOVATIVE and COMPREHENSIVE source for assistive technology resources to ENRICH the lives of children with special needs(CP, Austim, Developmental Delay, Visual Impairment). Look here for educational App reviews, DIY ideas, How-to guides, and more!

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ASHA blog post - AAC and Movement Activities

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ASHA blog post - AAC and Movement Activities

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http://blog.asha.org/2015/11/03/tips-to-mix-aac-into-movement-activities/

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Good information about early literacy in the classroom

http://www.hanen.org/Helpful-Info/Early-Literacy-Corner/Literacy-in-the-Classroom.aspx

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Article in ASHA "Leader" that discusses strategies for teaching literacy skills to students who use AAC.

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Why do some AAC users miss out on rich literacy instruction? And how can SLPs help get them the reading support they need?

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Literacy for All-Dr. Caroline Mussel white on literacy and students who use AAC. Short video clips 

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Literacy for All-Dr. Caroline Mussel white on literacy and students who use AAC. Short video clips 

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(we saw these in Sandra Gluth's session!)

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Literacy for All: In conversation with Dr. Caroline Musselwhite | Engaging All Learners

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These 11 video clips and related learning guides provide an opportunity to enhance and support teacher practice in the area of literacy for students with significant disabilities. Dr. Caroline Musselwhite is an assistive technology specialist with more than 30 years of experience working with children and adolescents with significant disabilities.

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A nice overview of core vocabulary by SLP Maureen Nevers.

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Check out the calendar that this teacher created. Its a great idea!

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Looking for some ways to help your AAC learners become more competent in using core words? Need to get staff on board with modeling core vocabulary? Trying to get familiar with where core words are stored in a particular SGD or AAC app? Here's an approach you may want to try: Choose a dozen or so core words to focus on each month. In previous years, we shared lists of some core words to help you do just that.

2014: A(nother) Year of Core (16 words/month; Note: These are different than the core words covered in 2013)

Those posts have links to downloadable grids with the core words for each month that can be used as a focal point for lesson planning.

Our words for November are listed below.

Set 1 (2013): body, dress, full, guess, hi, live, maybe, one, ride, tired very, walk

Set 2 (2014): at, count, drive, first, few, his, least, light, none, push, real, sharp, stand, street, sun, table

The resources below are available thanks to the generosity of B ill and Lori Binko, Heidi LoStracco, Alison Wade, Russell Cross, Gail Van Tatenhove, Eric Sailers, Rachael Langley, Alysha Kaufman, and others.

Rachael Langley is back with her wonderful calendar of prAACtice opportunities. Look at all the fun things she came up with!

Core words are wonderful for their flexibility. We can highlight these words as we talk, teach specific lessons to strengthen use of the words, and model them throughout the day. Here are some suggestions for sentences using the first set (2013) of words in short sentences. Many thanks to Alysha Kaufman for putting this together.

Hope you have great month of talking and connecting with AAC!

This post was written by Carole Zangari

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PrAACtically November: Resources for A Year of Core Words

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Looking for some ways to help your AAC learners become more competent in using core words? Need to get staff on board with modeling core vocabulary? Trying to get familiar with where core words are stored in a particular SGD or AAC app?

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A calendar of words to work on throughout the year

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As clinicians, we frequently ask ourselves how we can help AAC learners become fluent with their core vocabulary words. A big part of the answer can be summed up in a word: Focus. The more we focus on those words, the more we can impact learning.

There are lots of things competing for our attention, though, and sometimes we get distracted. Then it came to us: Visual supports work for SLP's, too! When we saw another blogger post visual supports for sight word reading, we knew the idea had prAACtical application. So, we created 12 grids of core vocabulary words - one for each month of the year. Each grid has 12 cells labeled with core words. Plug in the AAC symbols that your client uses (e.g., PCS, SymbolStix, Unity, Pixons, etc), print, laminate, and keep them handy. Feel free to adapt the grids with other core words, if you wish, or do anything else that makes them more useful in your work.

Then, post the grid of the month where you will see it as a way to remind yourself to:

1. Use aided language input and model these words for the learners using their AAC systems.

2. Elicit these 12 words in everyday routines.

3. Develop practice activities, like hiding the symbols in a sensory tub or playing Lotto

4. Look for them in songs and chants. Highlight them and pause expectantly to get the AAC learner to say them.

5. Send them home to families so they can see what your focus is and extend the learning.

6. Share them with other professionals on the team. The power behind a core vocabulary approach is that these words are as appropriate in speech as they are in PT, reading group, music therapy, or community-based instruction.

7. Don't leave the paraprofessionals out of the mix. If we nurture those relationships and build their skills over time, they can be our biggest allies. When you consider how much time they spend with our AAC friends, it's clear that they have the potential for enormous impact.

8. Give a set to the learner, too. Don't we all do best when we know what is expected of us?

9. Use the core words in writing. Jot some notes to the AAC learner once in awhile. As he/she reads the note, ask him/her to stop when they see a core word and say it out loud. Or, have them listen to you read it and they can stop you when they hear a core word. Then use the AAC system to say the core word aloud.

10. Keep track of how often you hear the core words, and make your score sheet visible to everyone on a bulletin board or clip board. A little competition could spice things up for some AAC learners.

Hope you enjoy your ' Year of Core Words."

This post was written by Carole Zangari

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As clinicians, we frequently ask ourselves how we can help AAC learners become fluent with their core vocabulary words. A big part of the answer can be summed up in a word: Focus. The more we focus on those words, the more we can impact learning.

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Books for beginning readers at any age-post by prAACtical AAC 

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Books for beginning readers at any age-post by prAACtical AAC 

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Resources for selection of adapted books, instructional methodologies for using adapted books.

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Like many of you, I'm always on the hunt for ways to support beginning communicators who are also learning to read. As SLPs, we have a huge opportunity to advocate for and provide good literacy learning opportunities for individuals with AAC needs. For learners past the preschool age, it can be challenging to find material that engages them and yet respects the fact that they are no longer young children. Last month, we share a handout from a wonderful ATIA presentation that Drs. Hanser and Musselwhite did on this topic (you can see that post here).

Today, I'm sharing the thoughts of Erin Sheldon, whose work in inclusive education for students with significant disabilities and support of families with Angelman Syndrome (AS) is known to many of you. Erin's work is directly informed by her daughter Maggie, who has AS and is fully included in her general education classroom. A version of this appeared in the Facebook group, Angelman, Literacy, and Education.
Age-considerate Books for Older Students
One of the most important reasons to be very proactive finding age-considerate texts is that many of these kids can spend 10+ years at a very emergent level. If we stick with easy texts intended for young children, they will be stuck with the same texts for a LONG time. They need access to a broad range of books in order to find books that appeal to them and that inspire them to want to read and write. Books for young children often fail to represent many genre of text.

Another consideration relates to the illustrations in books for young children. Many early children's books are visually very busy. Photos can be harder to process visually than simple line drawings. Just because a book is for younger kids, doesn't mean it is more accessible or easier to process.
"Can we EVER use books for younger children with AAC learners who are a bit older?"
Sure. If students have favourite texts that are for younger kids, I encourage their families to keep those at home, just as all kids would hold on to relics from younger childhood. It is typical for kids to revisit beloved texts from early childhood but consider saving them for home, or to anchor a learning experience for older kids, not as the feature text itself. For example, if we're studying turtles, go ahead and review what we know about turtles from some early childhood books, to remind kids of what they have read in the past.

We CAN find age-considerate texts for older students who are beginning readers and writers! Here are some suggestions:

1. Tar Heel Reader. Find books and exemplar texts here. In a recent workshop, we spent a lot of time on the texts written by Jane Farrall, the Dynamic Learning Map (DLM) Consortium, and Alison Rumball (click on their names to see books that they've authored). If you work with teens, search for books by Reed A. Booke, but check the settings (E=Everyone; C=Caution) for content appropriate for your learner. In TarHeel Reader, you will find many levels of texts. An added bonus: You can edit and adapt the text further in PowerPoint. New to TarHeel Reader? Here's a quick tutorial.

2. The Start to Finish Literacy Starters from Don Johnston and the Learning to Work series from Attainment are both excellent. They can serve as exemplar texts to help you recognize the multiple levels of text that all students need access to. These are early texts written for older students.

3. There are some great non-fiction series put out by Scholastic authored by National Geographic, the BBC, and several other good sources. They address beginning readers with real photos in non-fiction informational texts. They are age-considerate for a broad range of ages, and are often organized for phonics instruction. These are distributed by Scholastic every fall in their kindergarten and preschool book catalogs, and sporadically throughout the year.

4. There is a huge range of amazing alphabet books out there that are totally appropriate across many ages. We make alphabet books for anything we are studying at school, as a place to organize vocabulary specific to a new unit.

5. Dr. Seuss and Shel Silverstein are age-considerate for everybody! Caroline Musselwhite has a ton of resources on using poetry with older students.

6. DK Books has a bunch of visually uncluttered books with real photos on non-fiction topics.

7. Many of our kids respond to highly personalized homemade books. My daughter Maggie's sight word books all feature her friends and personal interests. We are trying to show her that abstract sight words can be anchored in her own personal experience. She loves these books. I've also taken the text out of books but replaced the childish illustrations with real photos to make them more age-considerate. Alison Rumball, for example, has re-written Brown Bear, What Do You See? on Tar Heel Reader, with the theme of each province of Canada ("Alberta, Alberta, What do you see?"). We made a Brown Bear, Brown Bear book of Maggie, her friends, and the boys from One Direction. "Maggie, Maggie, what do you see? I see Liam looking at me! Liam, Liam, what do you see? I see Maisy looking at me!"

8. Many teachers use predictable chart writing (PCW) as part of their literacy curriculum. In some classrooms, PCW results in weekly personalized homemade books. The books can be polished and "published", illustrated with photos found off the web or of the kids themselves, and these are highly accessible, readable early iBooks for the kids who helped author them.

9. The Unique Learning System Curriculum also has a library of books. I would avoid any of the books with symbol-supported text but there are tons of great letter books and a wide range of simple books. Maggie enjoys seeing her familiar symbols used as illustrations, such as the illustration for camping be a familiar "girl" symbol with a tent and owl. Not all of the books are captivating, but many are quite good and have been levelled already. As long as you don't limit students to a single level, but use a range of levels for a range of purposes, this can be a good resource.

"But what if an older student REALLY likes an early childhood book?"
If you really like some younger kids books, then another option is to have a purpose for reading specific to younger children. I was recently with a team where they had the students practice reading younger kids' books so they could read them to their kindergarten reading buddies. They needed to practice how to read them with AAC devices or in Pictello so they could fluently read them to their buddies. They were doing PCW to write books for kindergarteners. They took the books "That's Disgusting!" and "That's Dangerous!" and created their own version that they read to kindergartners.

We can also use younger characters as an entree to bigger ideas. If students love Dora, then expand that to study Mexico and Spanish. We can make an ABC book about Dora to share with younger kids. We can make informational texts describing Dora: Dora is..., Dora likes..., Dora goes.... The app Kid in Story Creator is fun to add characters or kids to any text to brighten non-fiction topics with a beloved or familiar character.

Consider taking the theme of preschool books and using that for older students in creative ways. A student who loves Frankin can expand that to reading about turtles and animal conservation. A student who loves Thomas books can expand that to learning about trains and transportation. A student who loves Barney can expand that to dinosaurs and musical theatre. The Wiggles are a great launching point for musical theatre. Doing this allows us to help kids expand their interests, using their personal interests to anchor bigger ideas and deeper learning and engagement.

Do you have favorite ways of addressing the emergent literacy needs of older students? We'd love to hear about things that have worked for you.

This post was written by Carole Zangari

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As They Grow: Books for Beginning Readers of Any Age

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Like many of you, I'm always on the hunt for ways to support beginning communicators who are also learning to read. As SLPs, we have a huge opportunity to advocate for and provide good literacy learning opportunities for individuals with AAC needs.

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SLP in Australia who specializes and writes about AAC and literacy. Adapted books, GREAT resources and posts.

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handout created by ICanTalk Clinic

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This is Justine's blog-teacher extraordinaire at OCDSB!
https://justineprice.wordpress.com

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We're so happy to welcome Lauren Enders back to share some more thoughts on AAC and the IEP. In her first post on this topic, Lauren addressed some frequently asked questions. Today, she provides a very valuable perspective on writing IEP goals for students who use or need AAC and some wonderful resources.

Very often, I receive requests for support from teachers and speech therapists that are writing IEP goals for their students who use AAC. When we sit down to discuss their questions, the first thing I remind them is that AAC goals are no different from any other IEP goal. I recall a workshop I attended years ago presented by Gail VanTatenhove that helps put IEP goals for AAC into perspective. Gail said that AAC therapy is just language therapy. Isn't that true? Aren't we just teaching language? For this student, language is simply being expressed in a mode other than natural speech!

What is different and I believe most daunting about the goal-writing process is that teachers and therapists simply don't know enough about AAC. Most receive minimal instruction on AAC and educating students with complex communication needs. Therefore, most haven't been given the tools to understand where to begin, what vocabulary to choose, how to teach AAC use, how develop appropriate and engaging activities, or how to write functional AAC goals. While we can't go through all of those concerns in this post, I can offer some resources and lay out a blueprint to aid in the development of sound, measurable goals for your students who use AAC.

1. HOW TO CHOOSE VOCABULARY AND LANGUAGE SKILLS TO TARGET

This is surely the toughest step for most folks who write AAC goals and the answer is far from clear-cut. However, there are some steps we can take to help identify the most important learning targets for our students who are learning to use AAC.

A: Try to select vocabulary and language structures that will help the student establish and maintain meaningful communicative interactions.

For a great start on thinking about goals that will make a difference for your student, check out Goals that Matter: Practical Thinking from PrAACtical AAC. Are vocabulary and tasks such as stating the current weather conditions, labeling shapes, or stating today's month, date and year going to be essential to this child's ability to express their thoughts, feelings, complaints, hopes or desires? Will they use them outside of morning circle? Probably not. With each potential goal, ask yourself these same questions.

Zangari, Ph.D., Carole. PrAACtical Goals That Matter. Oct. 11, 2012. Web. <http://praacticalaac.org/praactical/praactical-goals-that-matter/>.

Choose core words, words that we know comprise the bulk of all words spoken by natural speakers. You may also want to include some extended or "personal core" words, words that Gail VanTatenhove describes as "words that are 'core' to the child's personal needs, like names of key people, places, and things". In certain cases, you may also include some pre-stored messages for utterances that need to be quick, such as "I need to use the bathroom" or "What's your name?" Be careful with pre-stored sentences, however, because use of only pre-stored sentences denies the student the ability to build a novel message. For more on pre-stored messages and when they can be effective, explore 5 Reasons for Using Pre-Stored Messages in AAC Systems.

VanTatenhove, Gail M. Normal Language Development, Generative Language & AAC. 2005, Revised October 2007. Web. <http://www.vantatenhove.com/files/NLDAAC.pdf>.

Zangari, Carole. 5 Reasons for Using Pre-Stored Messages in AAC Systems. April. 16, 2013. Web. < http://praacticalaac.org/praactical/5-reasons-for-using-pre-stored-messages-in-aac-systems>.

TARGETS FOR BEGINNING COMMUNICATORS: If your student is a beginning communicator, select words like those included by Dr. Robin Parker in The First 12: Getting Started with Core Words (go, want, more, different, big, on, what, it, that, not, you, play). Alternatively, choose core words listed in the 4×6 script cards developed by Gail VanTatenhove which are available for download on Minspeak.com (what, look, help, all gone, more, do, again, all done, different, stop). These two lists are only examples. The key is choosing core vocabulary with lots of communicative power. Even children in the earliest stages of learning who use a single message voice output device can make meaningful contributions with the right vocabulary. For example, "go" can mean "go" get it, "go" start the toy, "go" push the buzzer, "go" hide, "go" away, etc. A noun like "cookie", on the other hand, is much more limiting. Using the word "cookie" as an early developing word only indicates "cookie". It doesn't tell you whether they want a cookie, are all done with the cookies, want a different cookie, and so on. There's nothing wrong with having additional choice boards with pictures of these motivating items or activities, but if you fill up a communication display with those words, the child will have nothing available to describe life experiences, make comments, etc.

TARGETS FOR MORE ADVANCED COMMUNICATORS: If your student has some of the basic core or extended words down and needs to expand his/her language, identify the complexity of their language structure using a tool like Gail VanTatenhove's Normal Language Development, Generative Language & AAC. (NLDAAC) handout. Identify the skills they already have and select the words and/or level of language complexity that should be developing at the same time or next in typical developmental progression.

B: Consider the communicative function for the goal.

When writing goals for students who use AAC, I like to identify the function of language I want the student to learn. Once again in her NLDAAC handout, Gail VanTatenhove lists the various functions of communication (i.e., making comments, stating directives, naming/labeling) at single-word and two-word utterance levels. She also provides very helpful examples of how each function can be expressed using core words.

VanTatenhove, Gail M. Normal Language Development, Generative Language & AAC. 2005, Revised October 2007. Web. <http://www.vantatenhove.com/files/NLDAAC.pdf>.

A mistake I see repeated frequently is targeting only requesting ("wants and needs"). Other than our kids with the most significant motor impairments, when we create situations to force kids to ask for "things", we are actually slowing them down. They can often get the item themselves. In these cases, how can we expect the child to be motivated by the task? In addition, making the child request items makes the assumption that they truly want that item. What if they don't? In many cases, we need to focus instead on giving kids CONTROL. We need to help them to learn that communication brings power over others in their world. Feeling of power and control is a wonderful motivator for kids who tend to have so little control in their lives.

COMMUNICATIVE FUNCTIONS FOR BEGINNING COMMUNICATORS - I find that directives (such as "go", "stop", and "different") are often a good place to start because they are helpful in teaching the student about the power of communication. They are concrete. When they say "go", you go (e.g., run in circles, begin to push a toy car, or go away). When they say "stop", you stop. When teaching ANY function of language, it's essential to provide intensive modeling of the desired communication behavior in the mode you want the student to use. In AAC, we call modeling use of communication with the symbols and words we expect them to use aided language stimulation (or input). Check out Dr. Zangari's post Tell Me About It: Focused Language Stimulation In AAC Vocabulary for more information on aided language stimulation. In my experience, the level of communicative success realized by augmented communicators is directly related to the amount of aided language stimulation they receive. More aided language input fosters greater language development. Another element of a successful AAC implementation plan is the creation of many opportunities for practicing new communication skills in as many contexts as possible throughout the school day. Some kids will need only a few models and times to practice while others may need hundreds or even thousands.

COMMUNICATIVE FUNCTIONS FOR MORE ADVANCED COMMUNICATORS: Once again, determine the functions of language already used by your student and add to those functions with those they are not yet demonstrating. For example, for a student who is requesting, directing actions, and labeling, target another function of language, like requesting assistance, requesting recurrence, or providing associations.

2. INCLUDE LEVEL OF PROMPTING IN THE GOAL

Be sure to include the level of prompting allowed during measurement of the goal. The prompting hierarchy that will be used should be clearly identified in the IEP and the goal should clearly specify the level of prompting allowed for the goal to be considered achieved.

I like the prompting hierarchy created by Gail VanTatenhove that can be found in her wonderful set of cards that script teaching a set of early developing core words.

http://www.minspeak.com/teachers/documents/Module_1_Script_Cards_4_6.pdf

If the above prompt hierarchy was being used, a copy of the hierarchy should be included in the IEP (WITH the examples).

NOTE: With our students with the most complex communication needs, it may be appropriate to differentiate short-term objectives from the annual goal simply by achieving the target skill with greater independence (a lower level of prompting).

3. BACK TO BASICS: INCLUDE THE ESSENTIAL COMPONENTS OF A GOOD IEP GOAL: Just a refresher...An IEP goal for AAC should have the same components as any other well-written IEP goal. "IEP goals need to be objectively measurable (that means observable) and must have a baseline. A baseline is an assessment of the student's current ability to complete the IEP goal. A student's progress towards an IEP goal is measured against the student's baseline."*

Every good IEP goal and objective should be a SMART one.

S - SPECIFIC - specifically describe the skill or expected behavior as well as conditions such as tools used or amount of prompting allowed

M - MEASURABLE -describe how student progress can be measured via counting or observation

A -Use ACTION WORDS - use action words like the student "will"

R - REALISTIC & RELEVANT consider the child's disability, his or her needs, and the contexts of educational service delivery. For example, in many IEP goals for students with milder learning differences, we write across three consecutive sessions. Considering the inconsistency of many of our AAC users as well as possibilities for absence due to medical issues, it may be more appropriate to set measurement of the target (for example) to two times per classroom activity.

T - TIME LIMITED - clearly state the time frames for expected mastery. One marking period? One IEP year?

*Corbin, Carl. "How to Survive a Due Process Hearing." Perspectives on School-Based Issues 9.1 (2008): 5-12.

Note: Description of the student's "AAC system" (a Specific element of the goal) may be made in the present educational levels and/or in specially designed instruction. For example, Tommy uses approximated signs for "yes" and "no", a high-tech voice output device, paper choice boards, and a manual communication board that duplicates the vocabulary most frequently used on his voice output device. Tommy will use the manual board when the device is not working or available or the environment does not support use of the device (i.e., bright sunlight or water play). When all of the elements that comprise Tommy's AAC system have been described elsewhere in the IEP, the goal can simply refer to his "AAC system" unless the goal is specific to one mode of communication. The team can also choose to describe the system within the goal. Refer to your district's policies to determine where you should list the AAC system components.

EXAMPLES OF SMART AAC GOALS:

EARLIEST COMMUNICATOR: To increase classroom participation and involvement by the end of the one-year IEP period, Tommy will direct the action of the teacher or peer using his AAC system (a single-switch voice output device or single 2" symbol on paper) by using the word "go" or "stop" given a level 1 prompt (general statement: "If I hear "go", I can start the blender.) and 10 seconds of wait time. He will use a target word 2 times per classroom activity in 4/5 opportunities. Baseline: Tommy requires a level 4 prompt to say "go" in classroom activities and does not yet use the word "stop".

(Short-term Objectives may replicate this goal but allow for level 2 or 3 prompts and be measured after a shorter time frame, like a marking period).

EMERGENT COMMUNICATOR: By the end of the one-year IEP period, given 2 models and color coding cues for parts of speech (I need a blue word and an orange word) along with a level 2 prompt (general suggestion: "You can tell me what kind of animal") plus 10 seconds of wait time, Susie will use her AAC system (a tablet-based device with a voice output communication app or a 50 location communication board with cells hidden to show only 20 locations) to describe a target item using an adjective and a noun 1 time per 15-minute classroom activity in 4/5 classroom activities. Baseline: Susie describes target items with a noun only with a level 2 prompt.

MORE ADVANCED COMMUNICATOR: By the end of the one-year IEP period, following 1 model along with a level 1 prompt (general suggestion: "tell me more in a sentence") and 10 seconds of wait time, Johnny will use his AAC system (a tablet-based device with a voice output communication app or a 50 location core communication board with additional fringe in a flip book) to provide a one sentence response containing at least 3 words (subject verb object) 1 time per 30-minute classroom activity in 4/5 classroom activities. Baseline: Johnny provides 2 word sentences given a level 2 prompt.

For more information on SMART goal writing along with some examples, here's a nice resource written by Peter W. D. Wright and Pamela Darr. http://www.readingrockets.org/article/24690/

Peter, Wright W.D., and Wright Pamela Darr. "SMART IEPs: Introduction." Reading Rockets. N.p., n.d. Web. 17 Apr. 2013. <http://www.readingrockets.org/article/24690/>.

4. TEACH AND INTERACT, DON'T TEST! Offer LOTS of opportunities for practice in communicative contexts that are as natural as possible.

To ensure true understanding and support carryover, measure goals in natural communicative contexts as much as possible. When kids perceive communication as yet another demand or job, they more likely to shut down or lack the motivation to communicate. So, it's best to work on a goal as part of a meaningful activity or exchange rather than in a drill ("Say 'go'"!) format. Linda Burkhart and Gayle Porter make some insightful comments about natural contexts in their excellent handout Writing IEP Goals and Objectives for Authentic Communication - for Children with Complex Communication Needs. They state, "Goals must be measurable, but do not have to be measured in a testing format. It is often more appropriate to write the goal as measured over natural contexts throughout the day. For example, the child will ______ more than ___ number of times within the natural context of school activities. To make this type of data collection practical, reasonable time samples across days, weeks or months would need to be selected. For children who have very little expressive language, data might be collected every time the child expresses herself in the classroom. For the child who communicates only a few times a day, a full day may be selected periodically. For children who are using more language, a specific activity or time period of a selected day can be measured."

Burkhart, Linda, and Porter, Gayle. Writing IEP Goals and Objectives for Authentic Communication - for Children with Complex Communication Needs. July 2009 and Feb, 2010. Web. <http://www.lburkhart.com/Writing%20IEP%20Goals%201%20hr%205%2010.pdf>

5. A TEMPLATE (OF SORTS) FOR WRITING AAC GOALS AND OBJECTIVES

I say "of sorts" because every district and state will have its own procedures and requirements. This template is meant to serve as a framework that you can tweak depending on your specific needs. The items listed after each component are simply examples and not an exhaustive list. The information listed should appear, but does not have to appear in the order I have shown.

Time Limit: By the end of the one-year IEP period, by the end of the 3 rd marking period, at the conclusion of the second marking period

Specific Conditions: given ____ models, given _________cues, with a level ___ prompt, given _____seconds wait time, using ___________ AAC system (name system components if not named specifically in the body of the IEP or if your district requires the AAC system in the goal).

Action Words to describe targeted skill or behavior: the student will __________________

Measured by number of times performed: ______times, ____% of the trials

Realistic and Relevant schedule of assessment: per classroom session, across all activities, in ____/____ opportunities (Be sure to consider the number of possible opportunities that can be provided before selecting the number of expected behaviors! In some groups of students with the most complex bodies and communication needs, the response rates are very low. We wouldn't want to write a goal for 5 responses per group in one of these classrooms because there may only be one opportunity.)

Baseline performance: ______ can currently _____________ with __________ conditions.

6. SOME SAMPLE GOALS OR OBJECTIVES FOR STUDENTS LEARNING TO USE AAC

In an effort to provide examples that support a larger cross section of students, I will separate the goals for learning AAC into the 4 areas of communicative competence. I will include goals for beginning communicators as well as more advanced communicators. Remember, short-term objectives may sometimes be variations of the annual goal with incremental differences in level of prompting.

LINGUISTIC COMPETENCE (competent use of vocabulary and syntax with AAC system)

LINGUISTIC COMPETENCE FOR A BEGINNING COMMUNICATOR:

By the end of the one-year IEP period, following 2 models and a level 2 prompt (if you say "different," we can change activities) and 10 seconds of wait time, Gina will use her AAC system (a low-tech 12 location voice output device or a 12 location manual board with vocabulary to match her voice output device) to request recurrence of an activity with the word "more". She will use the target words 4 times in a 30-minute classroom activity in 4/5 opportunities. Baseline: Gina requires a level 4 prompt to use the word "more".

LINGUISTIC COMPETENCE FOR A MORE ADVANCED COMMUNICATOR:

By the end of second marking period, given 1 model along with a level 1 prompt (general suggestion: "tell me more in a sentence") and 10 seconds of wait time, Sally will use her AAC system (a high tech dedicated with a voice output communication device or a 50 location core communication board with additional fringe in a flip book) to provide a 2 sentence response containing at least 4 words (subject verb article object) 1 time per 30-minute classroom activity in 4/5 opportunities. Baseline: Sally provides two 3-word sentences given a level 2 prompt.

SOCIAL COMPETENCE (competent use of AAC system to interact with others)

SOCIAL COMPETENCE FOR A BEGINNING COMMUNICATOR: To increase self-advocacy by the end of the one-year IEP period, Joey will request assistance with an object or action (when a needed item is missing, inaccessible, or broken) using his AAC system by using the word "help" or "open" given a level 1 prompt (general statement: "If I hear "help", I can give you what you need) and 10 seconds of wait time. He will use a target word 2 times per classroom activity in 4/5 opportunities. Baseline: Joey requires a level 4 prompt to say "help" or "open" during classroom activities when a needed item is missing, inaccessible, or broken.

SOCIAL COMPETENCE FOR A MORE ADVANCED COMMUNICATOR: To increase peer interaction by the end of the one-year IEP period, following a model and given a level 1 prompt (general suggestion: take two turns) Mark will provide an on-topic utterance to maintain a conversational exchange for 2 turns using his AAC system (a tablet-based device with a communication app or a 50 location core communication board with additional fringe in a flip book) on 2 occasions per peer interaction activity in each of 3 consecutive data collection sessions. Baseline: Mark requires a level 3 prompt to answer a question or respond initially to a comment of a peer but does not respond for his second turn without a level 4 prompt.

STRATEGIC COMPETENCE (using AAC system competently with strategies for problem-solving within ongoing activities)

STRATEGIC COMPETENCE FOR A BEGINNING COMMUNICATOR: By the end of the one-year IEP period, following a communication breakdown and provision of a level 2 prompt (if you say tell me the word, I'll understand") plus 10 seconds of wait time, Mary will use her AAC system (a low-tech 8 location voice output device or an 8 location manual board with vocabulary to match her voice output device) to select a word to repair the communication breakdown. She will use her AAC system to repair a breakdown in 4/5 observed opportunities. Baseline: Mary requires a level 4 prompt to use her AAC system during communication breakdowns.

STRATEGIC COMPETENCE FOR A MORE ADVANCED COMMUNICATOR: By the end of the one-year IEP period, following a communication breakdown when using sign with a non-signer, given a level 1 prompt (I didn't understand) and 10 seconds of wait time, Ben will use his AAC system (a tablet-based device with a communication app or a 50 location core communication board with additional fringe in a flip book) to successfully repair the communication breakdown. He will use his AAC system to repair a breakdown in 4/5 observed opportunities. Baseline: Ben requires a level 3 prompt to use his AAC system during communication breakdowns.

OPERATIONAL COMPETENCE (competent use of the AAC tools or devices)

OPERATIONAL COMPETENCE FOR A BEGINNING COMMUNICATOR: Upon completion of two marking periods, following a question posed by an adult and provision of 10 seconds of wait time, Jamie will use her AAC system (a dynamic display device with synthesized speech output) to respond to the question by navigating to one screen beyond the home screen and selecting an on-topic response 2 times in a 30-minute classroom or therapy session across each of 3 consecutive data collection points. Baseline: Jamie requires a level 2 prompt to navigate from the home screen to an on-topic responses.

OPERATIONAL COMPETENCE FOR A MORE ADVANCED COMMUNICATOR: Following completion of one marking period, when entering a loud room such as a cafeteria or busy classroom, given a level 1 prompt (general prompt "It's loud in here!") John will independently increase the volume on his AAC system (a high-tech dynamic display device accessed via eye gaze) in each of 3 consecutive opportunities. Baseline: John requires a level 3 prompt ("Turn up your volume, John") to navigate to and increase the volume.

Looking for more support with goal writing for AAC? Here is some more information from the web: http://www.scoop.it/t/writing-iep-goals-for-aac-users

This post was written by Carole Zangari

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How I Do It: Writing IEP Goals for Students Who Use AAC with Lauren Enders

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We're so happy to welcome Lauren Enders back to share some more thoughts on AAC and the IEP. In her first post on this topic, Lauren addressed some frequently asked questions. Today, she provides a very valuable perspective on writing IEP goals for students who use or need AAC and some wonderful resources.

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Developmental stages of language.

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Check out what’s new on AAC Language Lab

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Video on how to model AAC with ALI.

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One Kids Place Children's Treatment Centre

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Video story about a child who transitioned from PECS to using core vocabulary.

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Video created by an AAC user-wonderful to demonstrate power of core. Funded by Youth in Action (British Council).

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http://praacticalaac.org/praactical/aactual-therapy-supporting-the-development-of-early-grammar-with-kimberly-ho/

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http://blog.asha.org/2015/09/01/tips-to-help-teachers-incorporate-aac-into-the-classroom/

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How children communicate at the pre-operational stage.

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Visual Communication Apron i totally want!!!

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The AAC classroom language screener

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Look what new materials got posted this week!

AAC Learning Tools - and a Special Teacher - Help Students Overcome Communication Challenges

Posted August 19, 2015 in What's New!

_Wooster, Ohio, August 17, 2015

It takes a special person to teach in a special education classroom and Sarah Williams is just such a person.

After working in music therapy for several years, Sarah returned to school to earn a Master's in Special Education at Arizona State University. She now teaches in a self-contained special education classroom for kindergarteners and first-graders at Palm Valley Elementary School in Litchfield, Arizona.

During the 2013-2014 school year, Sarah was instrumental in implementing the AAC Classroom Language Screener and Language Acquisition Data Sheet, new augmentative and alternative communication (AAC) classroom tools and strategies that support academic and social development for children with speech disorders. The need to improve her students' functional communication skills became evident to Sarah when she realized that without these skills, the interactive communication essential to academic progress was being hampered. Many of the 12 students in her classroom were verbal, but poor articulation made it difficult for anyone but close family members to understand them. Others had severe communication challenges, and some seemed unmotivated to use the AAC speech-generating devices at their disposal.

"Several students had their own AAC devices and my classroom has an iPad for every student, preloaded with communication apps such as TouchChat, LAMP Words for Life™, and GoTalk." But, she says, student adoption of the devices was sporadic and there was an ongoing challenge of training classroom aides on the programs and motivating them to use the devices with the students.

Teaming Up to Create Innovative AAC Solutions

Sarah says she was interested in helping to test the AAC resources "because I have always thought that if a child wants to communicate, how awesome it would be to give them a way to communicate, to give them a voice, through AAC." One of her music therapy clients had been a child who used the PRC SpringBoard™ to communicate, so she had seen firsthand the impact of an AAC device on a child's life.

To address the communication challenges in her classroom, Sarah worked with the school district's assistive technology coordinator, Jerolyn Allen, and Tamara (Tami) Taylor, a speech-language pathologist (SLP) who was then a Regional Consultant for PRC, a prominent provider of assistive technology solutions. The trio leveraged their professional experience and the free resources available from PRC's online AAC Language Lab to design AAC tools and teaching strategies.

"At the time, Sarah had a classroom of students who were ready to take off with language," recalls Tami, who now works for the Litchfield Elementary School District. "She just did not know how to take that next step to get them there."

"Jerolyn had a big part in creating the AAC Classroom Language Screener, which is based on Brown's five stages of language development," Sarah notes. "She wanted to make it simple and keep it to just one page, so busy teachers and classroom aides could use it quickly and easily to get on the 'same page' about each student."

The Language Screener is a simple form that helps the teacher assess the student's current stage of language and determine when they are ready to move forward to the next stage, based on the types of words used and communication behaviors.

"Using the_ Language Screener_ promotes the concept of acceptance, which is about meeting a child where they are with language development," Sarah says. "That acceptance is key to increasing student comfort with using their designated AAC systems. When students feel comfortable with their systems, they communicate more."

A second tool, the_ Language Acquisition Data Sheet_, is used to record data required for each vocabulary-building activity to guide the teacher and instructional aides in targeting appropriate words to teach to each child.

To download the Language Screener and data sheets, visit the Educational Resources on the AAC Language Lab

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AAC Learning Tools - and a Special Teacher - Help Students Overcome Communication Challenges

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Look what new materials got posted this week! Posted August 19, 2015 in What's New! _Wooster, Ohio, August 17, 2015 It takes a special person to teach in a special education classroom and Sarah Williams is just such a person.