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Language Acquisition in psychology refers to the process by which humans acquire the ability to perceive, produce, and use words to understand and communicate. This innate capacity typically develops in early childhood and involves complex interplay of genetic, cognitive, and social factors.

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Featured Post

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

Video of the Week

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

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

Printable core word displays

Planners for teaching core words during common activities

Core Word of the Week planners and displays

Resources and references for AAC implementation

This version of the AssistiveWare Core Word Classroom is in beta.

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

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

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

AssistiveWare Core Word Classroom - Resources for implementing core word AAC

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AssistiveWare Core Word Classroom - Resources for implementing core word AAC

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Harold is an observant and active high school senior. Jade is blind and has severe intellectual disabilities. Jeffrey is an elementary student who has complex physical needs. Nathan is an enthusiastic and energetic preschool student. Do you know a Harold, Jade, Jeffrey, or Nathan?

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Project Core - A Stepping-Up Technology Implementation Grant Directed by the Center for Literacy and Disability Studies

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Harold is an observant and active high school senior. Jade is blind and has severe intellectual disabilities. Jeffrey is an elementary student who has complex physical needs. Nathan is an enthusiastic and energetic preschool student. Do you know a Harold, Jade, Jeffrey, or Nathan?

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See what's free.

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

Join us for a Quick Tour of the Lab

Use Realize Language to help determine communication goals.

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

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

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

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

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

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Check out what's new on AAC Language Lab

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Tobii Dynavox US: Assistive technology for communication

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Communication apps, speech generating devices, eye trackers and eye gaze/eye-controlled devices for people with disabilities and special needs who require AAC.

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

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We believe everyone deserves a voice.

For over 50 years, PRC has been a leader in giving a voice to those who cannot speak for themselves. Since our founding in 1966, PRC has paved the way in the development of speech-generating devices (SGDs) and continues to innovate in the field of augmentative and alternative communication.

We are also a pioneer in the field of language and vocabulary development, giving children and adults with communication challenges the ability to participate in life.

I would like to...

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PRC-Saltillo response to COVID-19 health concerns: prc-saltillo.com/covid-19 Subscribe to our newsletter! Close Success! Validation Error, please refresh the page and try again. For over 50 years, PRC has been a leader in giving a voice to those who cannot speak for themselves.

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Alternative and augmentative communication gives voice to thousands of people who might not otherwise be heard. Supporting these communicators is a community effort, and requires collaboration between practitioners, family members, developers and, well, all of us!.

AAC advancements, planning ahead for growth, strides in technology, expanding understanding in the community & more -- we are THRILLED for the chance to share AAC insights from experienced voices this summer.

We invite you to take part in this AAC focused, online conference with sessions addressing a large variety of topics. The event will also include fun activities, inspirational stories, and even some fun surprises!

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The Power of One June 20-21, 2023 sponsored by CoughDrop

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language acquisition through motor planning

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The Center for AAC & Autism offers resources and support for users of the LAMP (language acquisition through motor planning) methodology, including ideas for using an AAC device at home and an AAC device at school.

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This week, Rachel interviews Amanda Soper, AT Specialist, SLP, and Professor at Gallaudet University. She supports, among others, people with cortical visual impairment (CVI) who also use AAC. Amanda shares from her experiences working with CVI, including: how she teaches vocabulary, the importance of reducing visual complexity in the environment, talking through navigation, and the three main red flags for CVI:

1. You notice there is something not quite right about a child's functional vision. There is nothing structurally wrong with their eye, but they are having vision problems.

2. There is a medical history of neurological conditions, such as a lack of oxygen to the brain, or chromosomal disorders.

3. 10 visual behaviors that characterize a person with CVI's vision, including: need for movement, color preference, visual field deficits, absence of visually-guided reach, and difficulty with visual complexity.

Learn more about Amanda's strategies at You can email her at http://www.aacreatively.com/. amandasoperslp@gmail.com

Key ideas this week:

🔑Pull students out of class when introducing a new device or a new overlay, because the complexity of the class environment can make it more difficult to understand the new symbols.

🔑When using AAC with someone who has CVI, you can talk through the navigation when you are introducing new vocabulary to help them track and follow. ("press the red apple, then the blue man")

🔑Try and teach AAC vocabulary to a person with CVI in context, like working on "fork" during eating time.

Help us develop new content and keep the podcast going strong! Support our podcast at patreon.com/talkingwithtech!

Visit talkingwithtech.org to access previous episodes, resources, and CEU credits that you can earn for listening to TWT episodes!

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This week, Rachel interviews Amanda Soper, AT Specialist, SLP, and Professor at Gallaudet University. She supports, among others, people with cortical visual impairment (CVI) who also use AAC.

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Welcome to WonderGrovekids.net. We reserve the right to make changes to the WonderGrove Learn website, the Terms & Conditions, and our policies at any time. Your continued use of WonderGrovekids.net indicates your acceptance of any revised terms and policies. Payment All payments are due at the time of checkout.

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TeachTown Social Skills Middle School Domains have tools to assist in making data-driven decisions, such as the selection and prioritization of target skills, as well as monitoring progress, maintenance, and generalization.

This is an assessment that students can work on independently, prior to engaging in the TeachTown School Social Skills Middle School Domains curriculum. Students will view a short video clip and will be asked to answer inferential questions to assess their cognition of the target social skills. The data from the screener helps users identify the domains and specific skills within the curriculum to target for intervention.

Social Skills Screener Report

The Social Skills Screener Reports show which domains within the curriculum might be an area to target for the student. This domain-based report is broken down further to show which target skills within that domain would be a priority for intervention for the student. This screener can also be given to students after the curriculum is implemented to assess their cognition of the target skill post-intervention.

Generalization Assessments

It is crucial that the students not only comprehend the target social skills in the curriculum, but that they demonstrate them in the natural setting. In the generalization assessments, each skill is broken down into 3 measurable objectives, and facilitators should collect data on these objectives during observations of the student in real world situations. This data is reported out in a number of ways.

Assessment Summary Report

Generalization assessment data is gathered and reported, giving facilitators quantitative data to use in progress reports, present levels of performance, etc.

Assessment Progress Report by Session

This report shows the students' progress over time.

Assessment Progress Report by Target

This report shows the student's average percentage of independent responses for each of the 3 objectives per skill. This report allows users to instantly see if there is a portion of the skill with which the student is having difficulty, targeting specific areas for further intervention.

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TeachTown Social Skills Middle School Domains have tools to assist in making data-driven decisions, such as the selection and prioritization of target skills, as well as monitoring progress, maintenance, and generalization. This is an assessment that students can work on independently, prior to engaging in the TeachTown School Social Skills Middle School Domains curriculum.

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We have lumped these two questions together because all of our products can be used by any interested adult caregiver, family member or by a range of professionals. This is a difficult question to answer all by itself in any simple way. Much of our treatment information relates to the developmental age and the "level of the social mind" of a child or student. Please see the next question to get you started thinking about our core information. You will find other questions that target working with students in specific age groups.
What materials help me better understand the Social Thinking Methodology and related treatment strategies?
You will want to start with our Core products. The information in these books spans all different age groups and provides core information for broad use.
I have a limited budget and want to learn about Social Thinking in general. What one book would you recommend?
It depends on the type of information you are seeking. Here are some suggestions:

Thinking About YOU Thinking About ME, 2nd edition (Winner, 2007) is terrific for a general introduction to Social Thinking. It explains how to get started with creating ideas for treatment planning and meaningful ways to assess a student's social competencies.

If you are attending an IEP meeting, advocating for more sophisticated social emotional learning treatment interventions, teaching a university course, are an administrator or just trying to understand how teaching Social Thinking is different from teaching basic social skills, the best book to read is Why Teach Social Thinking? Questioning Our Assumptions About What It Means to Learn Social Skills (Winner, 2013). You will find this book provides a wealth of information as well as demonstrates how Social Thinking's treatments are tied to the research.

If you are a mainstream teacher or program administrator devoted to better understanding the social learning challenges of our students throughout the school day, the best book to read is Inside Out: What Makes a Person with Social Cognitive Deficits Tick? (Winner, 2000). This book outlines the ILAUGH Model of Social Thinking, describes the social-academic connection, and provides many strategies along with some worksheets that teach you how to break down social learning concepts.

I work with children of different ages who get frustrated easily and don't seem to be able to calm down quickly. What can you recommend to help them learn about emotion control?
The Zones of Regulation® (Kuypers, 2011) can be helpful for parents and professionals working and living with children across the ages. It helps children learn to recognize and organize their emotions by associating them with four different colored "zones." The curriculum also teaches sensory and social cognitive strategies to help students learn how to help themselves better regulate their emotions within one zone or another.
My students really enjoy learning through games. Has Social Thinking published a game?
Dominique Baudry is a special education teacher with a strong interest in helping students with social learning challenges learn more about the social world. She created the game Should I or Shouldn't I: What Would Others Think? to encourage Social Thinking and social problem solving. This is a perspective-taking card game, where students discuss and vote, on a scale from 1-5, the appropriateness of a specific behavior in a specific situation. The students who vote in agreement with each other win a point, helping to teach the idea that we all have a collective opinion about how we feel about what people do or say. The game was first designed for middle and high school students; it was so well received we released an elementary school edition.

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We have lumped these two questions together because all of our products can be used by any interested adult caregiver, family member or by a range of professionals. This is a difficult question to answer all by itself in any simple way.

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To write a Social Story is to assume an invitation into the mind of a child, adolescent or adult with autism… Let’s be careful in there. Welcome to CarolGraySocialStories.com…I am glad you stopped by.

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BY Tzvi Schectman

For many children with special needs social stories are very helpful for staying on task and ensuring that the child is prepared for future events and activities.
Social Stories can:

Improve a child's behavior when there are changes in routines.

Encourage a child to complete less-preferred tasks.

Reinforce or teach abstract concepts, such as time (e.g., next, later), actions, and prepositions (e.g., open, put in,)

Break down multi-step tasks into smaller, more manageable parts.

Increase your child's independence by improving his ability to complete parts of his routine with less help or prompting.

Making Social Stories for your child with special needs can be a time consuming task. Here are 12 sites that will help you make effective social stories.

Software

ConnectAbility offers a visuals engine that is great for creating a quick social story on the fly. There are no downloads necessary. Simply select your template (choose from choice time, rules, schedules, personal stories and more), add Boardmaker images or upload your own images and print or save as a PDF.
Price: Free

Boardmaker was one of the first and most well-known social story applications created. Boardmaker lets you create talking books, behavior supports, schedules, rewards charts and much more. Boardmaker also lets you download over 10,000 ready made boards that other members have created. Please note that Boardmaker was designed for schools and therapists and therefore the price is significantly more than other products.
Price: $399

Social Story Apps

First-Then visual schedule is an affordable user-friendly mobile application designed for caregivers to provide positive behavior support through the use of "visual schedules". First-Then was designed for individuals with Autism, communication needs, developmental delays, Down's Syndrome, Alzheimer's, or anyone who would benefit from a structured environment. Also available for Android.
Price: $9.99
So... How do you make social stories?
More Special Needs Apps

Looking for more special needs apps? Check out the Special Needs App Review!

With over a thousand apps now available to help individuals with special needs it has become increasingly difficult to find and choose the right special needs app. The Friendship Circle App Review gives you the ability to find the perfect special needs app for your child.

Latest Special Needs Products

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12 Computer Programs, Websites And Apps For Making Social Stories - Friendship Circle - Special Needs Blog

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For many children with special needs social stories are very helpful for staying on task and ensuring that the child is prepared for future events and activities. Social Stories can: Improve a child's behavior when there are changes in routines. Encourage a child to complete less-preferred tasks.

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Pragmatic language refers to the social language skills we use to communicate in everyday life. Speech-Language Pathologists break down pragmatic language into three major skills: using language, changing language and following rules as stated by American Speech Language Hearing Association. Children with High Functioning Autism or Social Pragmatic Language Disorder often have difficulty with certain aspects of these three major skills. Speech-Language Pathologists at Eyas Landing use one innovative strategy using something we see every day - Commercials!

The first major skill in pragmatic language is using language. Examples of this would be making a request versus a promise or taking turns when talking. The second skill, changing language, could mean altering your words when not being understood or understanding someone's body language or tone of voice. Problems with these skills could result in not getting the joke when everyone else is laughing, not understanding when an adult changes their voice, not responding to greetings, taking things very literal, talking to an adult the same way they talk to friend, or difficulty with personal space, to name a few.

The tricky part about pragmatic language is that these situations often happen in natural environments, so Speech-Language Pathologists work on ways to recreate, role play or find these situations during their sessions. Watching, pausing and discussing commercials is a fun way to target these skills.

Commercials can include an underlying message, humor, and peoples' reactions to products. Children are often interested and engaged in TV, as it is captivating and they do not even realize they are working on their pragmatic language! Therapists use iPads to watch commercials and have the ability to watch, pause, and re-watch the segments, which is typically hard to do with a real-life situation.

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Pragmatic language refers to the social language skills we use to communicate in everyday life. Speech-Language Pathologists break down pragmatic language into three major skills: using language, changing language and following rules as stated by American Speech Language Hearing Association.

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Goal writing can be tricky sometimes, especially when we are trying to figure just how we want to tackle a skill deficit. Luckily, for some nerdy reason ?, goal writing is my JAM! I always write following a S.M.A.R.T goal format Also SMART Goal Bank. Below you will find examples of Objectives/Short Term (ST) goals.

Please feel free to use any of these as a base to create goals for your students but be sure to align the goals to your student's timeline and ability ??

Helpful posts to check out before you read: Prompts and Cues...yes, they are different

I have several resources geared to goal writing and data collection. If you feel shaky on goals you may want to check out this mini-course. You can follow my TpT store to make sure you don't miss any new additions as well as Instagram and Facebook where I frequently share lots of data and goal tips.

TIP: When writing goals for lists ( vocab, categories, labeling, etc ) explicitly state the targeted words you are going to work on in the notes section of the IEP! This will make your data collection a breeze since you will know what to target. If the students masters the list, high five! Create a new list, discuss it will parents ( and IEP team if necessary), complete an amendment to the IEP and keep on rolling.

Expressive Language: SMART Goal Bank

When presented with a targeted picture, STUDENT will accurately label the picture with no more than two verbal or visual prompt/cues with 80% accuracy or better over three consecutive sessions.

When presented with a visual field of 4 pictures, STUDENT will accurately label the picture stated by the clinician with no additional prompts or cues and 70% accuracy or better over three consecutive sessions.

After being shown a picture scene, STUDENT will state the locations of various objects by correctly using spatial basic concepts terms with no more than two verbal or visual prompts/cues and 70% accuracy or better over three consecutive sessions.

When presented with a picture of a targeted object, STUDENT will accurately state the function of the object with no more than one verbal/visual prompt or cue with 60% accuracy or better over three consecutive sessions.

When verbally told a list of 3 items, STUDENT will state the accurate category that the items belong to with no more than two verbal or visual prompts/cues and 70% accuracy or better over three consecutive sessions.

When told given a targeted category, STUDENT will state at least different items that would be included in the category with no additional prompts or cues and 80% accuracy or better over three consecutive sessions.

After being told a targeted word, STUDENT will state a correct synonym for the word with no more than two verbal or visual prompts/cues and 60% accuracy or better over three consecutive sessions.

After being told a targeted word, STUDENT will state a correct antonym for the word with no more than two verbal or visual prompts/cues and 60% accuracy or better over three consecutive sessions.

After being presented with pictures of two items, STUDENT will accurately state at least one way the items are similar with no more than one verbal or visual prompt/cue and 80% accuracy or better over three consecutive sessions.

After being presented with pictures of two items, STUDENT will accurately state at least one way the items are different with no more than one verbal or visual prompt/cue and 80% accuracy or better over three consecutive sessions.

After being shown a picture of an object, STUDENT will describe the object by stating at least three different characteristics with no more than one verbal or visual prompt/cue and 80% accuracy or better over three consecutive sessions.

When discussing a picture scene or event in the past tense, STUDENT will accurately utilize past tense verbs in sentences with no more than verbal or visual prompt/cue and 60% accuracy or better over three consecutive sessions.

RECEPTIVE LANGUAGE: SMART Goal Bank

STUDENT will accurately complete two-step directions with no more than one verbal or visual prompt/cue with 80% accuracy or better over three consecutive sessions.

After being read or reading academically appropriate information, STUDENT will identify the correct answer from 3 multiple choice options with no additional prompts/cues with 80% accuracy or better over three consecutive sessions.

SEMANTICS: SMART Goal Bank

-STUDENT will utilize context clue strategies to determine the meaning of unknown words in sentences with no additional prompts/cues and 80% accuracy or better over three consecutive sessions.

-When given a targeted vocabulary word, STUDENT will correctly state the meaning of the word with no additional prompts/cues with 75% accuracy or better over three consecutive sessions.

- When given a multiple-meaning word, STUDENT will state at least two different meanings of the word with no more than one verbal or visual prompt/cues with 80% accuracy or better over three consecutive sessions.

PRAGMATICS

COMING SOON...

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SMART Goal Bank: Elementary - The Speech Bubble

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Goal writing can be tricky sometimes, especially when you want to tackle a skill deficit. Here is how to write using the SMART Goal Bank

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We are a family of eight with four kids are learning to use PODD to communicate! Visit us on our We Speak PODD FB page!

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Take this 5 minute assessment to learn about your social skills and what to do if they need improvement.

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1. Complete the Part 1 Self-assessment.

2. Have someone else who knows you complete the Part 2 Assessment.

3. Go to the Results section to discuss and compare answers.

Part 1: Self-assessment

1. There are 31 items on this assessment. It will take you approximately 20 minutes to complete it.

2. Read each question carefully. Circle A, B, or C for each item.

A = Almost always
B = Sometimes
C = Rarely

Respond to each question as honestly as you can.

If you are not sure about a question or do not understand it, you can circle the '?' for "Not Sure."

If you need help completing this assessment, ask someone (a family member, teacher, etc.) to assist you.

1. Ask someone else to complete the Part 2 Assessment. The person who completes this section should be someone who knows you very well. You should trust this person and feel comfortable with them because you will be discussing the answers of the assessment with them. They might be a family member, a teacher, a job coach, or a therapist.

2. The reason you should have a trusted person fill out this assessment is so that they can provide an additional perspective. They can confirm your answers and maybe offer insight into things you did not think about. This is important for all people with or without a disability. However, one characteristic of ASD is having limited insight into the nature of social relationships. That is why it is so important to have someone else complete the assessment with you - in case your insight or judgment may be slightly off. It is important to accept and learn these things about yourself so that you can speak up for yourself in the future. If you are not aware of your strengths and weaknesses, it will be difficult to advocate for yourself.

3. Part 1 and Part 2 assessments ask the same things and in the same order, but the questions are phrased differently.

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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Complete the Part 1 Self-assessment. Have someone else who knows you complete the Part 2 Assessment. Go to the Results section to discuss and compare answers. Part 1: Self-assessment There are 31 items on this assessment. It will take you approximately 20 minutes to complete it. Read each question carefully.

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If you know someone who has trouble understanding what people say, you may have heard the term auditory processing disorder (APD). It's one name for problems recognizing the sounds in speech.

The challenges aren't related to hearing. People hear the sounds others make when speaking. But they have trouble processing and making sense of those sounds in the brain.

APD also isn't related to intelligence. People who have it are as smart as anyone else. They just struggle with a specific group of skills.

Learn more about APD, and the effect it has on understanding sounds and words.

What is auditory processing disorder?

APD refers to challenges in how the brain understands speech. The sounds may be loud and clear. But people with APD don't pick up on the subtle differences between them.

For example, people with APD may not recognize the difference between cat, that, and bat. The words seventy and seventeen may sound the same. Words can also get scrambled, so the question "how are the chair and couch alike" might sound like "how a cow and hair are like."

There are four auditory processing skills that people with APD may struggle with:

Auditory discrimination: noticing, comparing, and distinguishing between separate sounds

Auditory figure-ground discrimination: focusing on the important sounds in a noisy setting

Auditory memory: recalling what you've heard, either immediately or in the future

Auditory sequencing: understanding and recalling the order of sounds and words

It's not clear what causes APD. But the difficulties impact people of all ages, and in different ways. Here are some common signs of auditory processing disorder:

Trouble following spoken directions, especially multi-step ones

Often asking people to repeat themselves or saying "Huh?" or "What?"

Trouble following a conversation, especially if there are multiple speakers or lots of background noise

Being easily distracted by background noise or sudden, loud noises

Trouble remembering details of things that are read or spoken

Trouble with reading or spelling, which require processing sounds

Taking longer to respond when someone speaks

Trouble knowing where sounds/speech is coming from

Conversations can be difficult in general for people with APD. They're often slow to respond to what others say. And if they don't understand, they may respond in ways that don't make sense.

How auditory processing disorder is diagnosed

APD is controversial. Experts don't agree that it's a disorder on its own, and there are multiple definitions of it. But the term is still used to describe these challenges.

The first step in identifying APD is to rule out hearing loss. Health care professionals can usually do that. But testing for APD is done by audiologists. These specialists do a series of advanced listening tests where patients listen and respond to different sounds.

APD often shows up in childhood. But kids aren't usually tested until the age of 7 because their auditory skills are still developing. Adults can also be tested and identified with these difficulties.

APD isn't the only thing that makes it hard to follow what people are saying. Problems with working memory can cause similar challenges. And the difficulties with focus that come with ADHD can make it hard to pay attention when others talk.

Another condition that makes it difficult to understand what people say is receptive language disorder. But the problem there is with understanding the meaning of language, not sounds.

What can help with auditory processing disorder

There are many ways to support people with APD and make it easier for them to manage the challenges. These include:

Using simple, one-step directions

Speaking at a slower rate or slightly higher volume

Providing a quiet spot for doing work

Being patient and repeating things people miss

Schools may give students extra support in class under a special education plan called an IEP . For example, kids might be seated at the front of the room, away from distractions. Or they might get written instructions instead of spoken ones. These types of supports can also be helpful at work. Learn more about accommodations for APD, and technology that can help.

The main treatment for APD is speech therapy. Schools might provide therapy for free under an IEP, if the child has a language disorder. But there are also speech-language pathologists who work in clinics or in private practice. The earlier treatment starts, the better.

APD can create challenges at school, at work, and in everyday life. But with the right help and support, people who have it can thrive.

People with auditory processing disorder have trouble recognizing sounds in words.

The main treatment for APD is speech therapy.

To find out if someone has APD, you need to rule out hearing problems first.

About the Author

About the Author

The Understood Team is made up of passionate writers and editors. Many of them have kids who learn and think differently.

Reviewed by

Reviewed by

Kelli Johnson, MA is an educational speech-language pathologist, working with students from early childhood through 12th grade.

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Auditory processing disorder: What you need to know

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If you know someone who has trouble understanding what people say, you may have heard the term auditory processing disorder (APD). It's one name for problems recognizing the sounds in speech. The challenges aren't related to hearing. People hear the sounds others make when speaking.

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by Teri James Bellis, PhD, CCC-A

In recent years, there has been a dramatic upsurge in professional and public awareness of Auditory Processing Disorders (APD), also referred to as Central Auditory Processing Disorders (CAPD). Unfortunately, this increase in awareness has resulted in a plethora of misconceptions and misinformation, as well as confusion regarding just what is (and isn't) an APD, how APD is diagnosed, and methods of managing and treating the disorder. The term auditory processing often is used loosely by individuals in many different settings to mean many different things, and the label APD has been applied (often incorrectly) to a wide variety of difficulties and disorders. As a result, there are some who question the existence of APD as a distinct diagnostic entity and others who assume that the term APD is applicable to any child or adult who has difficulty listening or understanding spoken language. The purpose of this article is to clarify some of these key issues so that readers are better able to navigate the jungle of information available on the subject in professional and popular literature today.

Terminology and Definitions

In its very broadest sense, APD refers to how the central nervous system (CNS) uses auditory information. However, the CNS is vast and also is responsible for functions such as memory, attention, and language, among others. To avoid confusing APD with other disorders that can affect a person's ability to attend, understand, and remember, it is important to emphasize that APD is an auditory deficit that is not the result of other higher-order cognitive, language, or related disorder.

There are many disorders that can affect a person's ability to understand auditory information. For example, individuals with Attention Deficit/Hyperactivity Disorder (ADHD) may well be poor listeners and have difficulty understanding or remembering verbal information; however, their actual neural processing of auditory input in the CNS is intact. Instead, it is the attention deficit that is impeding their ability to access or use the auditory information that is coming in. Similarly, children with autism may have great difficulty with spoken language comprehension. However, it is the higher-order, global deficit known as autism that is the cause of their difficulties, not a specific auditory dysfunction. Finally, although the terms language processing and auditory processing sometimes are used interchangeably, it is critical to understand that they are not the same thing at all.

For many children and adults with these disorders and others-including intellectual disabilities and sensory integration dysfunction-the listening and comprehension difficulties we often see are due to the higher-order, more global or all-encompassing disorder and not to any specific deficit in the neural processing of auditory stimuli per se. As such, it is not correct to apply the label APD to these individuals, even if many of their behaviors appear very similar to those associated with APD. In some cases, however, APD may co-exist with ADHD or other disorders. In those cases, only careful and accurate diagnosis can assist in disentangling the relative effects of each.

Diagnosing APD

Children with APD may exhibit a variety of listening and related complaints. For example, they may have difficulty understanding speech in noisy environments, following directions, and discriminating (or telling the difference between) similar-sounding speech sounds. Sometimes they may behave as if a hearing loss is present, often asking for repetition or clarification. In school, children with APD may have difficulty with spelling, reading, and understanding information presented verbally in the classroom. Often their performance in classes that don't rely heavily on listening is much better, and they typically are able to complete a task independently once they know what is expected of them. However, it is critical to understand that these same types of symptoms may be apparent in children who do not exhibit APD. Therefore, we should always keep in mind that not all language and learning problems are due to APD, and all cases of APD do not lead to language and learning problems. APD cannot be diagnosed from a symptoms checklist. No matter how many symptoms of APD a child may have, only careful and accurate diagnostics can determine the underlying cause.

A multidisciplinary team approach is critical to fully assess and understand the cluster of problems exhibited by children with APD. Thus, a teacher or educational diagnostician may shed light on academic difficulties; a psychologist may evaluate cognitive functioning in a variety of different areas; a speech-language pathologist may investigate written and oral language, speech, and related capabilities; and so forth. Some of these professionals may actually use test tools that incorporate the terms "auditory processing" or "auditory perception" in their evaluation, and may even suggest that a child exhibits an "auditory processing disorder." Yet it is important to know that, however valuable the information from the multidisciplinary team is in understanding the child's overall areas of strength and weakness, none of the test tools used by these professionals are diagnostic tools for APD, and the actual diagnosis of APD must be made by an audiologist.

To diagnose APD, the audiologist will administer a series of tests in a sound-treated room. These tests require listeners to attend to a variety of signals and to respond to them via repetition, pushing a button, or in some other way. Other tests that measure the auditory system's physiologic responses to sound may also be administered. Most of the tests of APD require that a child be at least 7 or 8 years of age because the variability in brain function is so marked in younger children that test interpretation may not be possible.

Once a diagnosis of APD is made, the nature of the disorder is determined. There are many types of auditory processing deficits and, because each child is an individual, APD may manifest itself in a variety of ways. Therefore, it is necessary to determine the type of auditory deficit a given child exhibits so that individualized management and treatment activities may be recommended that address his or her specific areas of difficulty.

Treating APD

It is important to understand that there is not one, sure-fire, cure-all method of treating APD. Notwithstanding anecdotal reports of "miracle cures" available in popular literature or on the internet, treatment of APD must be highly individualized and deficit-specific. No matter how successful a particular therapy approach may have been for another child, it does not mean that it will be effective for your child. Therefore, the key to appropriate treatment is accurate and careful diagnosis by an audiologist.

Treatment of APD generally focuses on three primary areas: changing the learning or communication environment, recruiting higher-order skills to help compensate for the disorder, and remediation of the auditory deficit itself. The primary purpose of environmental modifications is to improve access to auditorily presented information. Suggestions may include use of electronic devices that assist listening, teacher-oriented suggestions to improve delivery of information, and other methods of altering the learning environment so that the child with APD can focus his or her attention on the message.

Compensatory strategies usually consist of suggestions for assisting listeners in strengthening central resources (language, problem-solving, memory, attention, other cognitive skills) so that they can be used to help overcome the auditory disorder. In addition, many compensatory strategy approaches teach children with APD to take responsibility for their own listening success or failure and to be an active participant in daily listening activities through a variety of active listening and problem-solving techniques.

Finally, direct treatment of APD seeks to remediate the disorder, itself. There exist a wide variety of treatment activities to address specific auditory deficits. Some may be computer- assisted, others may include one-on-one training with a therapist. Sometimes home-based programs are appropriate whereas others may require children to attend therapy sessions in school or at a local clinic. Once again, it should be emphasized that there is no one treatment approach that is appropriate for all children with APD. The type, frequency, and intensity of therapy, like all aspects of APD intervention, should be highly individualized and programmed for the specific type of auditory disorder that is present.

The degree to which an individual child's auditory deficits will improve with therapy cannot be determined in advance. Whereas some children with APD experience complete amelioration of their difficulties or seem to "grow out of" their disorders, others may exhibit some residual degree of deficit forever. However, with appropriate intervention, all children with APD can learn to become active participants in their own listening, learning, and communication success rather than hapless (and helpless) victims of an insidious impairment. Thus, when the journey is navigated carefully, accurately, and appropriately, there can be light at the end of the tunnel for the millions of children afflicted with APD.

Key Points:

APD is an auditory disorder that is not the result of higher-order, more global deficit such as autism, intellectual disabilities, attention deficits, or similar impairments.

Not all learning, language, and communication deficits are due to APD.

No matter how many symptoms of APD a child has, only careful and accurate diagnosis can determine if APD is, indeed, present.

Although a multidisciplinary team approach is important in fully understanding the cluster of problems associated with APD, the diagnosis of APD can only be made by an audiologist.

Treatment of APD is highly individualized. There is no one treatment approach that is appropriate for all children with APD.

Use our site to find an audiologist in your area, or contact the American Speech-Language-Hearing Association (ASHA) at 1-800-638-8255.

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Understanding Auditory Processing Disorders in Children

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by Teri James Bellis, PhD, CCC-A In recent years, there has been a dramatic upsurge in professional and public awareness of Auditory Processing Disorders (APD), also referred to as Central Auditory Processing Disorders (CAPD).

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An auditory processing disorder (APD) is treated through a collection of techniques and adjustments that improve your child's access to oral information. The following methods can be used in tandem to meet your child's needs.

Environmental modifications

Steps you can take at home or at school may include the following:

Having your child close to the teacher for better listening access;

Limiting loud TV and radio use in the house, especially during conversations;

Providing your child a quiet place to study;

Noticing difficult listening situations and creating an atmosphere most suitable to your child's needs.

Therapy sessions

A custom therapy program with a speech-language pathologist will offer your child:

One-on-one sessions with a speech-language pathologist, utilizing a therapy approach specific to your child's listening and communication needs;

A series of fun listening/language-building exercises (e.g. pairing auditory sounds with visual aids and lessening their use over time, encouraging your child to rely on auditory senses);

Improved speech, language and listening skills;

Ease with daily listening and communication tasks.

Ongoing reinforcement

Techniques and strategies you can use with your child include:

Speaking to your child slowly and clearly; using pauses and checking for understanding;

Giving your child directions one step at a time;

Asking your child to repeat directions aloud until the task is complete to help him/her through a difficult series of directions;

Encouraging your child to take down longer notes in a journal or utilize other aids that convert oral speech to writing

Learn more + contact us

The Auditory Processing Center at CHC
917-305-7751 (v) | email | 917-305-7999 (tty)

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Therapeutic intervention for auditory processing disorder | CHC

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An auditory processing disorder (APD) is treated through a collection of techniques and adjustments that improve your child's access to oral information. The following methods can be used in tandem to meet your child's needs.

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The NVLD Project | Non-Verbal Learning Disability

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NVLD Home | The NVLD Project | Non-Verbal Learning Disability

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NVLD Home | The NVLD Project | Non-Verbal Learning Disability Researchers at Columbia University and Child Mind Institute, led by Amy Margolis, PhD. estimate that NVLD occurs in 3 to 4 percent of children in North America. Read the new publication in JAMA Open.

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This is the first in a series of articles about non-verbal learning disorder developed in collaboration with Winston Preparatory School, a New York area school that has taken a leading role in working with students with the disorder.
When we think of learning disorders, we tend to think of dyslexia and other disorders involving language-that is, kids who have trouble decoding language and learning to read.

But there is another, less well-known type of learning disorder that's not about verbal communication-hence it's called non-verbal learning disorder. You'll see it referred to as NVLD or NLD. It isn't an official diagnosis like ADHD and autism -in fact many kids who have non-verbal learning challenges have those diagnoses. But experts say focusing on NLD explains what's happening with kids-and how to help them learn-better than those diagnoses.

NLD and recognizing patterns

Kids who have NLD do not have trouble decoding language, reading, or learning information in a rote way. As Scott Bezsylko, executive director of Winston Preparatory School, puts it, "Think of it as the opposite of dyslexia." The problems these kids have involve, he says, all the other kinds of learning. "All the stuff that involves understanding information-relationships, concepts, ideas, patterns."

These deficits-all things related to the right hemisphere of the brain-can affect a child's ability to do a surprising variety of things. Physical coordination, social interaction, problem solving, organizing thoughts, planning-all these things can be challenging. They seem very different, but the unifying theme is that each requires the ability to recognize patterns or concepts and then apply them to new situations.

The five areas of NLD

There are five areas in which children with NLD show weakness. Not all children have weaknesses in all areas.
1. Visual and Spatial Awareness:
Many kids with NLD have trouble understanding visual imagery. For example when they are asked to copy a shape like a cube they produce "profound distortions," says Bezsylko. "These kids can't accurately perceive the cube, the forms that make up the cube, and the relationships between them. Hence they can't copy it."

They also have difficulty evaluating visual-spatial information. This means they have trouble grasping the relationships between things they see and having a clear sense of where they are. This can make them physically awkward.
2. Higher-Order Comprehension:
Higher-order comprehension is the ability to identify the main idea in something, the details that support the main idea, and the relationships among them. This affects kids' ability to comprehend reading, and write or tell a story effectively.

It also affects taking notes. Bezsylko observed that some kids essentially take down everything the teacher says because they don't know what's important and what not to take down. Other kids don't know what's important so they take down nothing, and people think they aren't paying attention. Or they take down all the wrong things.
3. Social Communication
Most kids with non-verbal learning disorders have trouble reading emotion in facial cues and body language, so they often don't know what's going on in social interactions. They miss the social patterns that other kids pick up automatically, so they don't know what's appropriate behavior in a given situation.

Difficulties with social communication is one reason why kids with NLD often focus-sometimes obsessively-on technology. "In chat rooms or in a video game they don't have to deal with all the nonverbal stuff," Bezsylko notes.
4. Math Concepts
Many kids with NLD are very good at rote learning, and they are able to do well in math just by memorizing data. But as they get older they struggle to solve more advanced mathematical problems that are based on recognizing concepts and patterns. Even with a problem they've seen before, if it's approached differently or modified slightly, they have trouble recognizing it.
5. Executive Functions
Executive functions are a set of skills we use to organize our thinking, plan and carry out actions, and figure out how to solve problems. Most kids with NLD have weaknesses in these organizing and planning functions. For instance they struggle with breaking down a project into smaller pieces, or conceiving steps that need to be taken to get something done.

"These kids have trouble figuring things out-in fact they don't really know what figuring something out means," Bezsylko says. "We have to help them learn to do that-the step-by-step process you go through."

How do these deficits manifest in kids with NLD?

In addition to the different combinations of symptoms, kids with NLD also vary along a spectrum of severity.

One the one hand there are kids who are extremely high-functioning but socially awkward, a little clumsy, disorganized-what Bezsylko calls "the absentminded professor type." Other kids are more pervasively affected, and they function with more difficulty in many areas. "These kids often struggle to learn everything that isn't rote or literal."

At Winston Prep, a study of more than 100 students with NLD showed that there were 6 combinations of the 5 deficits. The largest group had all five of the deficits, but the second largest group had just two: social communication and executive functions.

When do these deficits become noticeable?

Many kids with NLD symptoms can do well enough in elementary school because they are very good at memorization and rote learning. It's common for them to run into trouble around middle school, when their difficulty with the higher order reasoning-figuring out the main idea, the details, and the relationships-causes them to fall behind. "There's a saying that in fifth grade you stop learning to read, and now you read to learn," notes Bezsylko, "and that's when these kids fall apart." Historically, Winston Prep took kids in sixth through tenth grade; they've started to take some kids as young as fourth grade.

"Almost all of these kids look inattentive and disorganized," Bezsylko adds, "especially as they get older. The more that schoolwork, math concepts, and socialization become complex rather than rote, the more those difficulties start to show up."

A more comprehensive diagnosis

NLD is not one of the official diagnoses mental health professionals and schools use to categorize kids with psychiatric or learning problems. Kids who have it usually have other diagnoses-often autism or ADHD. But while those diagnoses list their symptoms or behaviors, they don't fully explain them, argues Bezsylko.

For instance, if a child is disorganized and inattentive, he is likely to be diagnosed with ADHD. But he may well be disorganized and inattentive because he doesn't understand what's being discussed, what he reads, or the problem he's been asked to solve. That's where NLD comes in. "You can't pay attention if you can't understand," notes Bezsylko.

Similarly, a child diagnosed with autism spectrum disorder will be described as having social and communication deficits. Those behaviors, too, can reflect NLD-not being able recognize patterns in facial expression, body language, and other forms of nonverbal communication can make kids unresponsive socially.

Take the kids in the Winston Prep study who had all five of the deficits. Most of them had a diagnosis of either ADHD or autism spectrum disorder. "But those diagnoses don't identify three important areas where they are struggling," notes Bezsylko: "higher-order comprehension, math concepts, and visual and spatial relations. Unless their NLD is recognized, they're not likely to get help that strengthens or compensates for weaknesses in those core areas."

Frequently Asked Questions

What is non-verbal learning disorder?

Is NLD on the autism spectrum?

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What Is Non-Verbal Learning Disorder? - Child Mind Institute

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What is non-verbal learning disorder? Child Mind Institute explains NLD symptoms, such as trouble understanding information, concepts, and ideas.

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Because NLD is a condition with clearly defined assets and deficits, successful interventions can be developed using a child's strengths to compensate for weaknesses. For example, students who struggle with organization, flexibility, mathematical reasoning, and social skills can be helped through using their remarkable rote memory, attention to detail, auditory retention, and innate sense of fairness and integrity.

The following guidelines are designed to assist parents, educators, and others responsible for creating optimal learning conditions for children with NLD.

1. Train faculty and staff
All those who come in contact with these kids must be able to recognize the academic and social behaviors related to NLD. These are kids who ask a lot of questions, have difficulty with transitions, get lost in the hallway, or fail to recognize the face of someone they see every day.

2. Monitor progress and problems
Share a teacher-parent journal that goes back and forth between school and home several times a week.

3. Keep a set of schoolbooks at home
Assuming that your child with NLD has the executive function skills necessary to gather everything he'll need at the end of the day adds stress to the transition from school to home.

4. Shorten homework assignments
For every 10 pages of homework normally assigned, a child with NLD might only be able to get through one or two, as the time and effort expended will be the same. While this suggestion should be adapted specifically to each child's abilities, the point is to have the child do enough homework to reinforce learning without becoming overloaded.

5. Prepare and preview
Work with the classroom teacher to find an effective system to have new material given to your child at least one week in advance. Children with NLD often do best when allowed to gradually immerse themselves in new material until they feel comfortable.

6. Pair your child with a classroom buddy
The buddy can fill in missing class notes and explain the pacing of long-term projects. Since this might be the beginning of a friendship, give careful consideration to choosing the partner.

7. Maintain ongoing social skills training
People with NLD have difficulty understanding cause-and effect relationships and cannot anticipate the consequences of their actions. This can create problems when these children are forced to adjust to rapidly changing social demands. If the school can't offer a trained professional, insist that they provide one from outside the system.

8. Ensure lunch and recess supervision to prevent bullying, taunting or exclusion
Some children benefit from lunch buddy systems where they eat daily with a carefully chosen group.

9. Respect children when they say, "I can't"
They rarely lie. If they tell an adult (especially a teacher or someone other than a parent) they cannot do something, they are usually not being oppositional.

10. Request that all tests be taken untimed
Tests should also be taken in an area free of distractions. In general, classroom seating should take sensory needs into consideration. (See also IEP Planning: Examples of Accommodations & Modifications.)

11. Block out long-term projects
Insist that they're clearly explained in one-on-one meetings. When an assignment is given, the teacher should make sure that the student sees the whole concept and not just the individual parts.

12. Have a full technology evaluation
These students often have strong writing abilities, which should be supported with appropriate assistive technology.

13. Praise often and never discipline in public or punitively
Make sure your child understands why an action is inappropriate, and why the penalty is a logical consequence of that action.

14. Consider therapy
Although children with NLD are affected differently, many benefit from one or more forms of therapy, including occupational, physical, family and individual. It's also important that family members, faculty, and school staff be aware of mood changes or atypical behaviors in the child with NLD.

Marcia Rubinstien is an educational consultant and the author of Raising NLD Superstars.

Related Smart Kids Topics

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14 Ways to Help a Child with NLD Succeed

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Because NLD is a condition with clearly defined assets and deficits, successful interventions can be developed using a child's strengths to compensate for weaknesses. For example, students who struggle with organization, flexibility, mathematical reasoning, and social skills can be helped through using their remarkable rote memory, attention to detail, auditory retention, and innate sense of fairness and integrity.

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Centers for Disease Control and Prevention

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ADHD is one of the most common neurodevelopmental disorders of childhood. It is usually first diagnosed in childhood and often lasts into adulthood.

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Many children with ADHD show signs of the disorder before they reach school age. But it's in school, when they are having trouble meeting expectations for kids in their grade, that most are referred for diagnosis.

ADHD is one of the first things that's suspected when a child's behavior in class, or performance on schoolwork, is problematic. A child who can't seem to sit still, who blurts out answers in class without raising his hand, who doesn't finish his homework, who seems to be daydreaming when the teacher gives instructions-these are well-known symptoms of ADHD.

But these are also behaviors that can be a result of other factors, from anxiety to trauma to just being younger than most of the kids in the class, and hence a little less mature.

That's why it's important for teachers and parents both to be aware of what ADHD looks like in the classroom, and how it might be confused with other things that could be influencing a child's behavior. Observing kids carefully is especially important when kids are too young to be able to articulate what they are feeling. And referring struggling kids for diagnosis and appropriate support can help them succeed in school and other parts of their lives, too.

There are three kinds of behavior involved in ADHD: inattention, hyperactivity and impulsivity. Of course all young children occasionally have trouble paying attention to teachers and parents, staying in their seats, and waiting their turn. Kids should only be diagnosed with ADHD if their behavior is much more extreme in these areas than other kids their age.

These symptoms of ADHD are divided into two groups-inattentive and hyperactive-impulsive. Some children exhibit mostly inattentive behaviors and others predominantly hyperactive-impulsive. But the majority of those with ADHD have a combination of both, which may make it very difficult for them to function in school.

Here are behaviors you might observe in school in those two categories.

Inattentive symptoms of ADHD

Makes careless mistakes in school work, overlooks details

Is easily distracted or sidetracked

Has difficulty following instructions

Doesn't seem to be listening when spoken to directly

Has trouble organizing tasks and possessions

Often fails to finish work in school or chores in the classroom

Often avoids or resists tasks that require sustained mental effort, including doing homework

Often loses homework assignments, books, jackets, backpacks, sports equipment

Hyperactive or impulsive symptoms of ADHD

Often fidgets or squirms

Has trouble staying in his seat

Runs and climbs where it's inappropriate

Has trouble playing quietly

Is extremely impatient, can't wait for his turn

Always seems to be "on the go" or "driven by a motor"

Talks excessively

Blurts out answers before a question is completed

Interrupts or intrudes on others conversations, activities, possessions

Serious impairment

It's important to keep in mind that not every high-energy or impulsive child has ADHD. Children are diagnosed with ADHD only if they demonstrate these symptoms so often that they are causing real difficulty in at least two settings-i.e. at school and at home. And the pattern that's causing them serious impairment must persist for at least 6 months.

It's also important, when considering a child's behavior, to compare it to other children the same age-not to the range of kids in his class or grade. Within any given grade, kids' ages can differ by almost a year, and a year can make a big difference in a child's ability to self-regulate.

Two studies in the last few years concluded that kids who are youngest in their class are disproportionately diagnosed with ADHD. A Michigan study found that kindergarteners who are the youngest in their grade are 60% more likely to be diagnosed with ADHD than the oldest in their grade. And it doesn't affect just kindergarteners: a North Carolina study found that in fifth and eighth grade, the youngest children were almost twice as likely as the oldest to be prescribed medication for ADHD.

When children exhibit behaviors that we associate with ADHD, it's important to keep in mind that they could be caused by other underlying factors. A child who is inattentive could be distracted by chronic anxiety, by a worrisome or painful situation at home, or because she's being bullied in the playground. These are all things a child might be embarrassed by and go to some lengths to keep secret.

Another thing children often hide is undiagnosed learning disorders. If a child is fidgeting when she's supposed to be reading, it may be that dyslexia is causing her great frustration. And if she bolts from her chair, it could be because she is ashamed that she doesn't seem to be able to do what the other kids can do, and intent on covering that fact up.

The stereotype of ADHD is boys disrupting the classroom by jumping up from their seats, getting in other kids' business, or blurting out answers without raising their hands. But girls get ADHD too, and they tend to be diagnosed much later because their symptoms are more subtle. More of them have the only inattentive symptoms of ADHD, and they get written off as dreamy or ditzy. If they have the hyperactive-impulsive symptoms they are more likely to be seen as pushy, hyper-talkative, or overemotional. Impulsive girls may have trouble being socially appropriate and struggle to make and keep friends.

But a big reason that many girls aren't diagnosed is that they knock themselves out to compensate for their weaknesses and hide their embarrassment about falling behind, losing things, feeling clueless. The growing awareness, as they get older, that they have to work much harder than their peers without ADHD to accomplish the same thing is very damaging to their self-esteem. Girls who are chronically hard on themselves about their lapses may be struggling with thoughts that they're stupid or broken.

Keeping a keen eye on kids' behavior in the classroom is important not just because it affects their learning-and potentially the ability of other kids in the class to learn-but also because it's a window into their social and emotional development. When kids are failing or struggling in school for an extended period of time, or acting out in frustration, without getting help, it can lead to a pattern of dysfunctional behavior that gets harder and harder to break.

That's why it's important for parents to get a good diagnosis from a mental health professional who takes the time to carefully consider the pattern of a child's behavior and what it might (and might not) indicate. Being not only caring but precise about defining and treating a child's problems when he is young pays off many times over in the long run.

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What's ADHD (and What's Not) in the Classroom - Child Mind Institute

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Learn what is ADHD in the classroom and what's not. Child Mind Institute explains that some of the symptoms of ADHD in children may be signs of other mental health problems.

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ADHD strategies are techniques that parents and teachers can utilize to help students succeed in school. Attention-deficit/hyperactivity disorder (ADHD) is characterized by problems with attention, impulse control, and hyperactivity. It usually develops in childhood, but may not be diagnosed until adolescence or adulthood.

Approximately 9% of children in the United States between the ages of 13 and 18 have ADHD, according to the National Institute of Mental Health (NIMH). It is four times more likely to be diagnosed in boys than in girls.

The struggles that children with ADHD face, such as difficulty paying attention, may become apparent once they start school. As such, parents and teachers will need to work together to help kids learn to cope with their ADHD symptoms.

Kids and teens with ADHD have unique needs in the classroom. Here are some ADHD strategies that parents and teachers of students can use to help them succeed at school.

Keep Expectations Consistent

One of the most important ADHD strategies is to keep classroom rules clear and concise. Rules and expectations for the class should be regularly reviewed and updated when necessary. Rules should be posted in the classroom where they can be easily read.

It's often useful to have a child repeat back rules, expectations, or other instructions to ensure that they understood. Teachers should keep in mind that a child may have heard the words that were said but misunderstood the meaning.

For kids who struggle with time management and "shifting gears" from one task or class to the next, having a schedule handy and reviewing it often can make transitions go more smoothly.﻿﻿ You can also use timers, taped time signals, or verbal cues to help a student see how much time is left for an activity.

Limit Distractions

Students with ADHD are susceptible to distractions. Helpful strategies for students with ADHD can include seating them away from sources of classroom disruption such as doors, windows, cubby areas, and pencil sharpeners. Try to limit other distractions in the room, like excessive noise or visual stimuli like clutter, as much as possible.

Listening to "white noise" or soft background music can actually improve focus and concentration for some kids with ADHD, though it can be a distraction for those children who don't.

Provide Frequent Feedback

Another helpful ADHD strategy is to keep giving kids quick feedback about how they are doing. Kids with and without ADHD benefit from frequent, immediate feedback about their behavior. When necessary, any consequences given for unwanted behaviors should also be swift.

Reward Good Behavior

Rewards and incentives should always be used before punishment to motivate a student. To prevent boredom, change up the rewards frequently.

Do not use the loss of recess as a consequence for negative behavior. Kids with ADHD benefit from physical activity and may be able to focus better after being outside or in gym class.

Prioritizing rewards over punishment will help ensure that school continues to feel like a positive place for kids with ADHD.

Give Them a Break

Breaks and regular activity can be important strategies for kids with ADHD. Kids with ADHD tend to struggle with sitting still for long periods of time, so giving them frequent opportunities to get up and move around can be a big help.

You can provide them with a physical break by having them hand out or collect papers or classroom materials, run an errand to the office or another part of the building, or erase the board. Even something as simple as letting them go get a drink of water at the water fountain can provide a moment of activity.

Use Tools and Flexible Rules

Students with ADHD tend to be restless. While a standard classroom rule may be that students must sit in their seats during lessons, a child with ADHD may be able to stay on task better if they're allowed to stand up.

For kids who tend to fidget, holding a small "Koosh Ball" or something tactile to manipulate (like Silly Putty) provides a little stimulation without disrupting the classroom.﻿﻿

Some studies have claimed that chewing gum may improve certain students' concentration, but the research has not been conclusive.﻿﻿ Furthermore, many schools do not allow students to chew gum.

Don't Overload Them

For a child with ADHD who is prone to becoming overwhelmed, it can be helpful to reduce the total workload by breaking it down into smaller sections.

Kids with ADHD may also have sleep problems that affect their behavior and their ability to pay attention in class.﻿﻿ In general, students tend to be "fresher" and less fatigued earlier in the day, though teens and college students are more likely to struggle with morning classes. It's also not unusual for kids to have a bit of a slump after lunch.

If possible, plan to have the class tackle the most difficult academic subjects and assignments when they are most alert and engaged.

Encourage Support

Children with ADHD may need extra help from a classroom aid, though these staff members are not always available. Likewise, access to academic support services for students with ADHD may not be in place.

Even if a child does have one-on-one help from an adult, it can sometimes be helpful to arrange for peer support. Pairing a student with ADHD up with a willing, kind, and mature classmate can be a beneficial experience for both kids. A child's "study buddy" can give reminders, help them stay on task or refocus after being interrupted, and provide encouragement.

Working with another student can also help a child with ADHD improve their social skills and enhance the quality of their relationships with peers-both of which can be struggles for kids with ADHD.﻿﻿

A Word From Verywell

A successful school strategy for a child with ADHD must meet the triad of academic instruction, behavioral interventions, and classroom accommodations. While the regular implementation of these strategies can make a world of difference to a child with ADHD, they will also benefit the whole classroom environment.

Frequently Asked Questions

What are the most effective strategies for children with ADHD?

Behavioral ADHD strategies that can help include using positive reinforcement, sticking to consistent routines, reducing distractions, taking regular breaks, encouring physical activity, and providing regular feedback.

What are six strategies teachers could use to teach a child with ADHD and help them be successful?

Six teaching strategies that can be helpful when working with students who have ADHD include:

Focusing on short-term goals

Breaking projects down into smaller steps

Rewarding good behavior and work

Taking short breaks to help kids release energy

Communicating directions clearly and consistently

Providing tools and direction that help kids stay organized

By Keath Low
Keath Low, MA, is a therapist and clinical scientist with the Carolina Institute for Developmental Disabilities at the University of North Carolina. She specializes in treatment of ADD/ADHD.

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8 Simple School Strategies for Students With ADHD

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ADHD can create challenges for students. Learn ADHD strategies that parents and teachers can use to improve academic performance and overall school success.

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National Autism Association | Providing real help and hope for the autism community since 2003.

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Chris Cooper, a fourth-grade teacher at Moorlands Elementary in Kenmore, Washington, says he didn't have students with autism in his class for the first half of his 22-year career-at least none that he was aware of. But that has changed over the past decade. "It's not unusual to have one or two kids on the spectrum in a classroom anymore," he explains. Cooper's experience reflects wider trends in the diagnosis of autism. In 2000, the Centers for Disease Control and Prevention estimated that one in 150 children were identified with the disorder. Today, that number is one in 68-with boys at five times higher risk than girls.

The diagnostic criteria for autism changed in 2013 with the latest edition of the Diagnostic and Statistical Manual of Mental Disorders ( DSM-5). Previously, there were separate diagnoses for autism disorder, Asperger's syndrome, and other pervasive developmental disorders, says Clarissa Willis, associate professor of teacher education at the University of Southern Indiana and author of Teaching Young Children with Autism Spectrum Disorder. Today, DSM-5 puts them in all in one category as autism spectrum disorder (ASD).

"The criteria are much more comprehensive," explains Willis. "[ DSM-5] recognizes that autism is a spectrum. Children are going to have varying degrees of challenges with the common areas considered part of autism, including communication, behavior, social awareness, and sensory integration." Instead of "pigeonholing" children into subcategories, says Willis, DSM-5 focuses on how much support a child needs.

Willis points out that the push toward inclusive classrooms has also increased the number of children with ASD in the general education setting. "Inclusion only works insofar as the appropriate supports are set up for the child and the teacher," she says.

Those supports vary from child to child. Some can spend all day in the inclusion classroom, while others can manage just a half-day. Some students may have full-time aides. Others may be able to function with computer assistance, such as apps to help them communicate or learn social skills (see sidebar). And while technology can be a powerful tool, Cooper suggests using it judiciously. "With kids on the spectrum, it shouldn't be used as a crutch or a babysitter, but it can be used to help facilitate," he says.

With the guidance of Willis, Cooper, and several other educators trained in autism, we've compiled 10 strategies to help you support the varying needs of students on the autism spectrum.

1 | USE VISUALS. Using visuals can help students with ASD in a wide range of areas-from understanding rules to explaining social situations. For instance, Willis has found visual "if/then" cards to be particularly useful to address behavioral issues. Consider a student who loves to be on the computer but doesn't like to do math. On the "if" side of the card, you would include a picture that represents math. On the "then" side, you would show a computer. "Every time he starts to get off task, the teacher can just point to the card," Willis says.

2 | STRUCTURE YOUR DAY. Routines are doubly important for students who require a tight structure. In addition to a posted class schedule, students on the spectrum can benefit from a personal daily schedule with built-in visuals.

Willis points out that most children with ASD demonstrate "unbelievable inflexibility" when there are changes to a routine (think assemblies). You can add these deviances into students' schedules and provide extra transition time.

3 | TELL A SOCIAL STORY. Difficulties with social skills is a hallmark of ASD. Using "social stories," a technique developed by Carol Gray, president of the Gray Center for Social Learning and Understanding, can help guide students through interactions with peers and teach social norms. Willis had a student with autism who would become physical when it was his turn to use the computer and someone else was still on it. She created a story that taught him to ask for a chance to participate without pushing or shoving: "He would say to himself, 'When someone's on the computer, I ask them to stop. I count to 10.' "

4 | GO BEYOND THE "TEACHER LOOK." You know your disapproving 'teacher look' when the class is too loud?" asks Julie Van Alst, a special-needs teacher consultant in the Wexford-Missaukee Intermediate School District in Cadillac, Michigan. "Your student with ASD will likely not understand your look means you want your class to quiet down." Children with ASD have a difficult time reading nonverbal cues and gestures like facial expressions. Van Alst recommends using direct language to communicate exactly what you want the student to do.

5 | KEEP IT SIMPLE. Following a long set of directions is difficult for most students. It's especially challenging for a student who struggles with oral language processing, as is the case for many children on the spectrum. Both Cooper and Van Alst say it's crucial to keep oral directions short and to the point. Cooper uses key words like first and then. Van Alst says she gives only one or two directions at a time.

6 | INTEGRATE SENSORY ACTIVITIES. Most children with ASD are over- or under-reactive to sensory stimuli. Van Alst says the buzzing of fluorescent lights in the classroom or echoes in the cafeteria can be triggers for some students.

"We typically set the lights on halfway," says Christina Rodocker, an ASD teacher of grades 3-5 at Turtleback Elementary School in San Diego. Some of her students have scheduled sensory breaks every hour or two, which include playing with a stress ball, sitting with a weighted lap pad, chewing gum, or carrying a heavy backpack.

7 | TAKE A BREAK. Willis says that sometimes students just need a quiet place to retreat. "There should be a place in the classroom-not a place for punishment-where a student can go to take a break from the world," she explains. You can set up a spot in the back of the room with soft lighting for a getaway moment. "The only rule is, after you take a break, you have to finish what you were working on," adds Willis.

8 | CONSIDER PARENTS THE EXPERTS. As a stepparent of a child on the spectrum, Cooper knows about being on both sides of the teacher-parent relationship. He recommends you say to parents: "You're the expert. Help me get to know your kid." Cooper says parents of children on the spectrum can provide valuable insight into a child's routines, triggers, and the reasons behind behaviors. He collects information in various ways, including surveys.

9 | CREATE A CULTURE OF UNDERSTANDING. Cooper has had honest conversations about autism with all of his students to educate them about the disorder. He has two go-to books he recommends reading to upper-elementary and middle-school students to begin those discussions: Al Capone Does My Shirts, by Gennifer Choldenko, and Colder Than Ice, by David Patneaude. "When you're reading a particular section where behavior is demonstrated by a character, it's totally fine to point that out and ask, 'Why do you think this is?' " he says. "It brings it out in the open to have that discussion. Kids are empathetic."

10 | TREAT THEM AS CHILDREN FIRST. Van Alst says we shouldn't lose sight of the fact that "children with ASD are unique and wonderful individuals. They are first and foremost children." Treat them as you would any other student-tap into their interests, allow them to showcase skills, support them as needed, and celebrate their successes.
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Teaching Students with Autism Spectrum Disorder | Scholastic

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Chris Cooper, a fourth-grade teacher at Moorlands Elementary in Kenmore, Washington, says he didn't have students with autism in his class for the first half of his 22-year career-at least none that he was aware of. But that has changed over the past decade.

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June 21, 2016
Below is a letter by Mrs. Kamini Lakhani, who founded Support for Autistic Individuals (SAI Connections) in 2004 in Mumbai, India. Kamini is the mother of a young adult with autism and has been providing services in the field of autism for more than 20 years. The post originally appeared on the SAI website here.
We met at a party. She was young and vivacious. We hit it off immediately as we both were from the education field.

She was a 4th grade teacher. As soon as she heard that I worked with people with autism, a barrage of questions and comments followed. You see, she was teaching a child with autism in one of her classes.
"It's impossible to handle him." "He's totally disruptive and creates a ruckus in my class." "What an attention seeker!" "Do you think he should be attending regular school?" "He can't sit still, even for a moment." "I don't think he's capable of learning." "His mother is so demanding and she overestimates her child's abilities."
I didn't have to say much to keep this conversation going. The occasional head nods and several "hmms" sufficed. It felt different hearing the educator's point of view... the viewpoint of someone teaching children with autism. I'm more accustomed to hearing stories from parents about how unfairly teachers treat their children at mainstream school. It felt like the proverbial elephant. One person described the trunk, whereas the other described the torso. It didn't feel like they were describing the same magnificent animal. Today, I'd like to address things from the view point of mainstream teachers via an Open letter.

Dear Teacher,

First, I'd like to commend you for taking up this profession. You had a choice of other more lucrative careers - but you chose to take up this noble profession. I'm certain that your intent was to make a difference in the lives of children. But here is this one student, who you can't handle, who makes you uncomfortable, and creates a storm in your classroom. Secretly, you wish he wasn't in your class.

You probably feel guilty about thinking these thoughts - but you just can't deal with his odd and disruptive behaviors. I know how you feel. Mohit, my son is now 27. For 10 years of his life he attended regular schools. I had the opportunity to interact with and explain autism to several wonderful teachers. I'd like you to shift gears for a little while.

Let's move from how you feel to how this child feels. What if you came to know that this kid is not disrupting your class deliberately. He has a differently wired brain. Not abnormal or dysfunctional - just different. Due to the way his brain is wired, he is hyperactive and appears out of control. He seems anxious. He is unable to connect with the other children. In fact, it may appear like he's fighting with them often! All of these behaviors are his way of crying out for help. YOUR help.

Even if this child is vocal, I can assure you that he is not able to emotionally share with you and let you know what's going on. Can you imagine how he feels? No friends, no support and no one to understand him. Take a minute to digest what I just said. Visualize this child in your classroom. Now that you look at him differently, wouldn't you like to help him? I'm glad to see you nod.
Here are five things you can do immediately to teach children with autism better.

1. Connect with the parent(s). The parents are your biggest ally. Have a heart-to-heart chat with the child's parent(s). Share your difficulties. Let them know that you want to help. Ask for reports, assessments that the child may have undergone. Study these. These will be huge eye openers in enhancing your understanding of the child's condition.

2. Make a list of the child's strengths. Every child... I repeat... EVERY child has strengths. You just have to observe them closely. The child may be extremely loving and caring, or have some skill that your other students don't. List these out.

3. Understand how he learns, This child will not learn like your other students. Many students with autism learn visually. Hence, what will help is a visual schedule. Or break things up to help him understand and stay calm. By the way, there are many ways in which a child can learn.

4. Ask for additional help. You have at least 20 other children looking for your guidance. Yes, it's not possible to pay attention to one child, while the others are in limbo. A shadow teacher or an Aide is extremely useful in this case. She can sit with the students and guides this child when he gets inattentive, so that your class can move smoothly.

5. Have a behavior plan in place Individuals on the spectrum get overwhelmed quickly because of something called sensory overload. It's important to pick up the early signs and have a designated area where the student can go with the shadow teacher if he has a meltdown or gets anxious. He can rejoin the class when he's ready. It makes the child feel assured and safe, and keeps your class functioning smoothly as well. A behavioral consultant can work out a customized plan, which can be followed at school.

This can be cumbersome and stretch you. I understand. But can I take you back to why you decided to become a teacher?
Here is what a couple of my mainstream teacher friends said: "I wanted to be a teacher to create value for the next generation of our future... I wanted to make a positive difference." "I wanted to impart my knowledge and learn from them as well. I always want to remain young at heart by surrounding myself with kids. And above all - Love for kids... Love their innocence... Beautiful souls."
You, my dear friend, are a sculptor. You have taken this opportunity to impact a child's life. Yes, this same child whom you find impossible and disruptive. By teaching children with autism, you will expand your own heart. You will create happiness for his family too. And one more thing. Your influence doesn't just stop with this family. It creates a ripple effect. Imagine all the little ones under your care. Imagine them looking up at you with innocent, studying eyes, to see how you behave with them different. They're watching you carefully. Remember that they will learn what you do, and not what you say. They will talk to their parents about the amazing ways in which you handled and accommodated 'that different child'. I hope you will take this challenge of enhancing your own life, and the lives of the next generation.
Here's something beautiful for you.
Warmest Regards,

Kamini

P.S. - Do get in touch with me if you'd like to talk about any of your 'difficult' cases. I can be reached at saiconnections01@gmail.com

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How to Support a Child with Autism in the Classroom | Autism Speaks

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June 21, 2016 Below is a letter by Mrs. Kamini Lakhani, who founded Support for Autistic Individuals (SAI Connections) in 2004 in Mumbai, India. Kamini is the mother of a young adult with autism and has been providing services in the field of autism for more than 20 years.

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(Rockville, MD) As the new school year nears, the American Speech-Language-Hearing Association (ASHA) is offering advice for parents of the more than 1 million U.S. children who receive school-based treatment for speech and language disorders to help their children perform and adjust to new virtual and modified in-person learning environments.

Virtual Settings

Below are some specific challenges that children with speech and language disorders may have in virtual settings-and tips for improving their success.

In-Person Settings

The physical school environment will look very different, and change can be especially hard for children with speech and language disorders.

Challenge #2: Mask/Face Covering Use by Students. Students may be bothered by masks or find them uncomfortable. They also won't be able to see facial expressions and other visual cues that aid in communication with their peers when solid face coverings are used.
Use social stories on wearing a mask, decorate and personalize the child's mask, have them practice wearing the mask at home for longer periods of time to increase tolerance, and help them identify a "mask model"-someone the child looks up to who wears a mask. Practice using and interpreting facial expressions using the eyes and upper part of the face at home with the child.

Some children may be taking part in hybrid scenarios this fall, which can pose the challenges presented by both virtual and in-person settings-as well as the added challenge of a constantly varying routine. In such cases, visual schedules, checklists, and large color-coded wall calendars are helpful for children with speech and language disorders.

For more information, visit www.asha.org/public/.
About the American Speech-Language-Hearing Association (ASHA)
ASHA is the national professional, scientific, and credentialing association for 211,000 members and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology support personnel; and students. Audiologists specialize in preventing and assessing hearing and balance disorders as well as providing audiologic treatment, including hearing aids. Speech-language pathologists identify, assess, and treat speech and language problems, including swallowing disorders.

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ASHA: How to Help Children With Speech and Language Disorders in Virtual and Modified In-Person Classroom Settings

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ASHA offers advice for parents to help their children who receive school-based treatment for speech and language disorders adjust and succeed in modified learning environments.

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The most effective support for students with speech impairments is to receive speech therapy given by a speech-language pathologist (SLP). (Smith & Tyler, 2014) Based on speech severity, allow the...

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PBISWold.com Tier 1 Positive Behavior Intervention and Support targeted toward large groups, schools, and settings. All students need a good set of Social Skills. It is important for teachers to instruct and model good social skills to students daily.

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3D Symbol Use (PDF): Initial guidance to school teams on how to introduce and use the 3D symbols. This document will continue to be revised as a result of ongoing research to further define effective practices.

Communicating Yes or No (PDF): Brief overview about important considerations for supporting students in responding to yes and no questions.

Instructional Planning Form (PDF): Designed to support inclusion of Universal Core vocabulary in instructional planning for common routines. Self-evaluation and observation forms are available for each routine:

Alphabet Phonological Observation (PDF)

General Self-reflection and Observation (PDF)

Independent Reading Observation (PDF)

Independent Writing Observation (PDF)

Predictable Chart Writing Observation (PDF)

Shared Reading Observation (PDF)

Modeling the Universal Core (PDF): Brief overview of the benefits of modeling and examples of how and when to get started.

Partner-assisted Scanning (PDF): Brief overview covering why partner-assisted scanning is important and how to get started.

Integration with SGDs and Apps (PDF): Brief overview of how to integrate the teaching practices and resources with speech generating devices and mobile AAC applications.

Teaching Core Vocabulary Posters (PDFs): Collection of posters to decorate school walls with informational and motivational messages related to Project Core.

Program Implementation Guide for Coaches (PDF): The guidance in this document addresses the coach's role in the implementation program.

School or Program Administrator Guide (PDF): The guidance in this document addresses information school or program administrators may need in order to determine if the Program will be appropriate for their teachers and students who have complex communication needs. It also provides guidance on how to move the Program forward if the need is determined.

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3D Symbol Use (PDF): Initial guidance to school teams on how to introduce and use the 3D symbols. This document will continue to be revised as a result of ongoing research to further define effective practices. Communicating Yes or No (PDF): Brief overview about important considerations for supporting students in responding to yes and no questions.

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Children with disabilities aged infant to 21 are entitled to educational services under the federally mandated Individuals with Disabilities Education Act (IDEA). which ensures that all children with disabilities have available to them a "free appropriate public education" that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living.

Infants and toddlers with developmental delays or disabilities ages 0-3 are eligible for Early Intervention Services under the IDEA. Learn more about Early Intervention.

Starting at age three, Individualized Education Programs (IEP) are developed for children. An IEP is a written statement of the educational program designed to meet a child's individual needs. The IEP focuses on long term goals and objectives which are determined by an assessment and evaluation. A multidisciplinary team, including the child's parents, develops the IEP. If a child needs a related service (e.g., occupational therapy, language therapy) to receive a free appropriate public education, it must be provided at no cost to the parents.

Each state has at least one federally funded Parent Training and Information Center that provides information, training, and advocacy to parents concerning their child's right to a free appropriate public education.

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Children with disabilities aged infant to 21 are entitled to educational services under the federally mandated Individuals with Disabilities Education Act (IDEA). which ensures that all children with disabilities have available to them a "free appropriate public education" that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living.

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Is cerebral palsy genetic/hereditary?

Familial cerebral palsy is uncommon, approximately 1% of people with cerebral palsy will have a sibling with the condition.

It is even uncommon in twins - when one twin has cerebral palsy, 90% of co-twins will not have cerebral palsy.

However small these statistics, they are enough to suggest that there might be some genetic factors involved in cerebral palsy.

Researchers generally believe that a genetic disposition to certain characteristics, i.e. prematurity or heart problems, may start a chain of events (causal pathways) that can result in a child having cerebral palsy.

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Cerebral Palsy Alliance Research Foundation - USA

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Causes of Cerebral Palsy | Cerebral Palsy Alliance Research Foundation - USA

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Familial cerebral palsy is uncommon, approximately 1% of people with cerebral palsy will have a sibling with the condition. It is even uncommon in twins - when one twin has cerebral palsy, 90% of co-twins will not have cerebral palsy. However small these statistics, they are enough to suggest that there might be some genetic factors involved in cerebral palsy.

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Linguistics is the science of language. It is the subject whose practitioners devote their energy to understanding why human language is the way it is. They study the history, acquisition, structure, and use of as many languages as possible.

Professor David Crystal

Key questions

The work of linguists falls into two main areas: language structure and language use.

Linguists interested in language structure consider the formal properties of language, including word structure (morphology), sentence structure (syntax), speech sounds and the rules and patterns between them (phonetics and phonology), and meaning in language (semantics and pragmatics).

Linguists also study the way that language is used, and this can cover a very broad range of subjects, since language enters almost every area of human activity. Examples include: psycholinguistics (the psychology of language acquisition and use); historical linguistics and the history of languages; applied linguistics (using linguistic knowledge to help in real-world situations like language teaching); sociolinguistics, varieties of English, discourse analysis and conversation analysis (language use in social contexts) and stylistics (the use of diﬀerent styles in language).

Research in Linguistics

You will find examples of research that has been undertaken in each area of linguistics. Research is an important part of what linguists do in universities. All linguists engage in research alongside teaching, which means that they are pushing the boundaries of knowledge in the area. At Sheffield, we have specialists teaching and researching all areas of linguistics covered on this website, and students have the opportunity to learn about and be involved in the very latest research as part of studying for their degree programme.

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Linguistics is the science of language. It is the subject whose practitioners devote their energy to understanding why human language is the way it is. They study the history, acquisition, structure, and use of as many languages as possible. Professor David Crystal The work of linguists falls into two main areas: language structure and language use.

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The year is 1999. The primary way to interface with a computer is with a mouse. Some people with disabilities have trouble accessing the computer using the mouse. A solution for many? Place a touch window over the monitor to allow the person to directly touch the screen. We call this technology touch screens.

The year is 2001. The primary way to read text is with your eyes. Some people with disabilities have trouble accessing the text using their eyes. A solution for many? Give them access to software that reads the text aloud so they can use their ears instead (or in addition to) their eyes to access the text. We call this technology text-to-speech.

The year is 2002. The primary way to produce text is to type letter by letter on a keyboard using a word processor. Some people with disabilities have trouble accessing the keyboard. A solution for many? Provide these individuals with software that predicts what they are trying to type and decreases the number of keystrokes necessary to produce the word. We call this technology word prediction and word completion.

The year is 2003. The primary way to produce text is still to type letter by letter on a keyboard using a word processor. Some people with disabilities have trouble accessing the keyboard. A solution for many? Provide these individuals with software that allows them to speak what they want to type and have the text appear in the document as they speak it. We call this technology speech to text or voice dictation.

The year is 2018. Touchscreen technology is the primary way people interface with computing devices. Text-to-speech is freely available on any computing device. Word prediction and word completion are default functionalities of text messaging and Internet search services. People talk to a variety of devices to control functions and produce text. Functionalities of technologies which were derived as solutions for a small population of people with disabilities are now used widely by the masses.
What if we took this same pattern and applied it to the consideration for an AAC device?
The year is 2004. Most individuals who are not using verbal speech as their primary form of expression are either using a picture exchange system or a static display device, like a TechSpeak. Robust language systems accessible on touch screen devices are available, but expensive. The fortunate individuals who have access to these systems are few and far between. Clinicians and educators who know how to teach others how to use a device are an even rarer resource. However, like so many other technologies that started with a small population of users, this changed.

Flashforward back to the year 2018. It's becoming standard practice to introduce those not using verbal speech as their primary form of expression to robust language systems with thousands of words as soon as possible. More people are using robust language systems than at any other point in human history. No longer are these systems available only to a fortunate minority. Terms like Core Vocabulary , Aided Language Stimulation , and Motor Memory are becoming commonplace amongst clinicians working to support those learning language through the use of AAC.

However, a ghost from the past still lingers. A remnant from the earlier years of AAC selection and acquisition still haunts contemporary practice. In all the other examples, access to the technology is available to the masses without need for an initial assessment. Touch screens, text-to-speech, word prediction, word completion, and speech-to-text are readily available without the need for someone to determine if it should or should not be implemented. The fact that these functions are now available to anyone allows for anyone to try these functions of technology.
It is time to lay this specter to rest and consider a different way to allow students more immediate access to robust language.
In a Multi-tiered System of Support (MTSS) model, schools determine what interventions (including technologies) are made available to every student. These are called Tier One supports. Tier Two supports are those made available to small groups of students. Tier Three supports are made available based on the needs of the individual student. Currently, many AAC device selections are made through an assessment process and are supplied as Tier Three supports. But, what if they were made as Tier Two or even Tier One supports? What if any student over the age of three who came to a school who was not primarily using intelligible verbal speech as their primary form of expression was just issued an AAC device without doing an initial AAC assessment? What would the implications be?

Let's call this method of AAC selection a Specific Language System First approach.

To determine which robust language system to put in place as a Tier One or Two support, a school district or other learning agency can look back upon its history of providing Tier Three supports. Based on the last three to five years worth of assessments, which system was recommended and implemented most frequently? Which system is used most prevalently? This evidence could be used as a primary consideration for which system to implement as the Tier One or Two support. For any student for whom it is obvious the selected system won't work, an assessment could still be conducted.
Let's look at the implications of a Specific Language System First approach.
Potential Pros

1. Increased Time for Training and Coaching - The amount of time a person has is finite. Every minute spent on assessment is one less minute spent on implementation, training, or coaching. There is an opportunity cost related to assessment that is difficult to quantify. If the number of assessments was decreased, what could those who were formerly doing those assessments create or accomplish? Would this free up time for ongoing coaching opportunities, professional development course creation, material generation or adaptation, and/or parent/family learning experiences?

2. Less System Confusion and an Increase in Modeling - A student stands a better chance of learning how to use an AAC system when communication partners also use the same system. This strategy is called Aided Language Stimulation (ALgS). When educators are conducting a lesson and those participating in the lesson each have a different communication system, it makes accurate and proficient modeling a greater challenge. The educators would need to fluidly know where the words are located on multiple systems. It can be difficult enough to learn one system, let alone multiple. Using one primary system helps reduce the learning curve, decrease the intimidation factor, and allows for greater modeling on that particular system.

3. Mitigate Impact of Transitions - Transitions can be the death knell for successful implementation. One might spend years or more coaching educators on how to implement a system. The educators then learn the system, become proficient modelers of the system, and the student reaps the benefits. Then, the student graduates and moves onto the next grade level. Depending on the school, the educators there might be starting from scratch, completely unaware of the system or how to implement it. Having one system which is used primarily within a school district helps everyone understand and learn how to use that particular system. When transitioning to a new school, the chances of that new staff being familiar with the system increases.

4. Students Aren't Waiting - In a traditional assessment process, implementation of an AAC device is postponed until after the assessment is complete. Paperwork, procedures, and processes eat up valuable time where a student could be learning to use a system. Every minute a student does not have access to the robust language system is one less minute he/she has to learn how to use it. Opportunities to learn language on a good system might be flying by as the process works on selecting the perfect system.

Potential Cons

1. One Size Does Not Fit All - There is no one system that will work for every student. Individual needs vary. Although most users might access the device using direct selection by isolating a finger, there are others who require alternative access, such as switch scanning or eye gaze. Even if a Specific Language System First approach were to be adopted, customizations within that system would likely be necessary for individual students. Despite the idea that one system will never meet the needs of every individual, perhaps, one system might meet the needs of most.

2. What If We Get It Wrong? - There is a risk that the system used by most does not meet an individual's needs but it was provided to that student anyway. An assessment might have produced a different result in system selection had it been conducted. What if the time spent learning to use the system selected as a Tier One or Two support wasn't the right fit and it was provided anyway because of the implementation of a Specific Language System First approach? Although this might occur, the risk might be worth the reward.

The year is 2030 and beyond. What does the future of AAC selection and implementation look like to you? Does every student requiring an AAC device still sit in a queue waiting for assessment? Have AAC systems become so mainstream that general educators are overtly aware of how to use them to design educational experiences to teach language? Does every educator and peer know where the vocabulary is located so that everyone can be modeling on the device when communicating with an AAC user? Is teaching students how to use a robust language system something known by a relative few or has it emerged to take its place alongside the pantheon of other technologies that have grown to be used by the masses? What future do you want to see become a reality? What actions can you take to get there as fast as possible? Adoption of a Specific Language System First Approach expedites a vision of the future where learning language using a robust language system in a supportive learning environment is the norm rather than the exception.

Additional Resources:
A Flowchart Diagramming An Example of A Specific Language System First Approach to AAC Talking With Tech Episode 11 - Erek Engar: A Specific Language System First Approach to AAC Talking With Tech Episode 139 - Karen Wilson: Technology Supports for ADHD, Dyslexia, and Language-Learning Disorders Talking With Tech Episode 140 - David Moehn: Supporting Students More Universally with Technology
Bio:

Christopher R. Bugaj , MA CCC‐SLP is a founding member of the Assistive Technology Team for Loudoun County Public Schools. Chris co-hosts the Talking With Tech podcast featuring interviews and conversations about augmentative and alternative communication and has hosted ; a multi‐award winning podcast featuring strategies to design educational experiences. Chris is the author of The New Assistive Tech: Make Learning Awesome For All , published by the International Society for Technology in Education (ISTE). Chris is the co-author of Inclusive Learning 365: EdTech Strategies for Every Day of the Year (which is available for pre-order now) and The Practical (and Fun) Guide to Assistive Technology in Public Schools both of which are also published by ISTE. Chris co-authored two chapters for a book published by Brookes Publishing titled Technology Tools for Students with Autism. Chris co‐produces and co‐authors the popular podcast which features original stories for children of all ages. Chris has presented over 500 live or digital sessions at local, regional, state, national and international events, including TEDx.

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The Specific Language System First Approach to AAC - Talking With Tech

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The year is 1999. The primary way to interface with a computer is with a mouse. Some people with disabilities have trouble accessing the computer using the mouse. A solution for many? Place a touch window over the monitor to allow the person to directly touch the screen.

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https://www.uen.org/k12educator/ell/

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English Language Learner (ELL) Resources - UEN

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Resources for educators that teach English Language Learners.

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I don't know about you, but my gut reaction when I have another child to evaluate with a possible eligibility of social language disorder, is "Oh no! There are no good tests for me!" I know that there are standardized tests that look at "idioms" or "pragmatic judgement" within the context of other language tasks. However, I have yet to find a standardized test that really looks at the nuances of social language and pragmatics, and understandably since this would be almost impossible to standardize!

In my district, we add "Informal Speech/Language Testing" to the list of tests given to students when looking at social language disorders. But that leaves it up to each clinician to decide what they are going to do and how they are going to score these tests.

About a year and a half ago, I wrote this blog post, which I have used for my evaluations for quite a while:

But this year with three ASD evaluations in the works and several more to come in a few months, I realized that I wanted something right at my fingertips. No looking up websites. No Pinterest hunting. And NO extra report writing!

I synthesized the information from the "Functional Communication Assessment" blog post and made my own informal assessment. Here's what I love about this new assessment:

It directly relates to the goals that I usually write.

It includes real-life pictures of facial expressions.

It includes social problems.

Two different theory of mind tasks are included.

It is divided into two separate informal assessments: one for K-2nd graders, and one for 3rd-5th graders.

If you open the "Record Sheets" in Adobe Reader and transcribe the assessment results as you go along, the final report is literally generated for you (ah, the power of auto-populate!)

Take a look at this!

Both K-2nd and 3-5th have 5 printable pages. You can put these in sleeve protectors and use them over and over.

There are separate Record Sheets for K-2nd and 3-5th. These sheets include both the directions and fill-able text boxes. Type in the student's responses as you go along.

K-2nd evaluates:

Story retelling (Cinderella)

Inferring information from a story

Theory of mind

Identifying and explaining feelings

Social problem solving

Paralinguistic and pragmatic observations

3rd-5th evaluates:

Story retelling (The Crow and the Fox)

Inferring information from a story

Theory of mind (more complex tasks)

Identifying tone of voice and sarcasm

Social problem solving

Paralinguistic and pragmatic observations

And here. Here is the part of this informal assessment that I am most proud. The 3 page summary is auto-populated by the scores and strengths/weaknesses that you have already inputted during the testing! The only thing left to add is name and date. There is an optional 3rd summary page to synthesize your results or add in information from other testing.

This awesome tool will make evaluations for social language disorders so much easier! What a relief as I go into an evaluation heavy year!

Get your copy here.

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I don't know about you, but my gut reaction when I have another child to evaluate with a possible eligibility of social language disorder, is "Oh no! There are no good tests for me!" I know that there are standardized tests that look at "idioms" or "pragmatic judgement" within the context of other language tasks.