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Some families prefer to get their own talker rather than go through the school. Then your child will have their device everywhere they go and all year round. Medical insurance may fund a talker. The Telephone Assistance Program may pay the insurance deductible for the talker or provide a loaner device.

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But keep checking back. We will keep adding more fun activities and resources. And see Henry's World for a "go" video.

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What are we up to? What is all of this stuff? Where do I find things? Watch this short vid to get your bearings.

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This is one lesson plan for "Go." You can follow it if you like or just take what works for you. The resources listed will be below.

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Over the summer, I will only be available via my email. I will plan to check it about once a week. I'm happy to help but there may be a delay in hearing from me!

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Welcome to Talking In Pictures!

This is a stress-free, no judgement zone to learn simple and fun skills to teach language to your child. Our motto will be “If it isn’t fun, it shouldn’t be done.”

There will be short videos to learn new skills and more short videos to show them in action. They will be short so you can watch one on the fly in between one activity and another. You are on the go all day working, cleaning, chasing after kids…Who has time for an hour training video?

The activities will mostly be for things that you are already doing with a few special activities thrown in for when you are feeling bored or ambitious. Don’t feel like you have to do them all. Think of them as a smorgasbord.  What looks like fun? What is your child interested in?  What fits into your life and your schedule?  Pick and chose and feel free to adapt activities. Just remember…

If it isn’t fun, it shouldn’t be done.

Have fun, stay safe and keep in touch.

Happy talking (in pictures)!

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Written while my kids sit on their iPads! 🤣 Be kind to yourself and each other!

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Why aren't we focusing on spoken words? Please watch at least the first 7 minutes of Temple's TED Talk for more information on how different minds can process the world.

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The world needs all kinds of minds | Temple Grandin

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What does "Thinking in Pictures" look like?

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What does "Thinking in Pictures" look like?

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Here is a clip from The movie "Temple Grandin." It shows us what Temple's "Thinking In Pictures" can look like.

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Don't let her mad skills discourage you. Nobody expects you to be as smooth as Amanda Hartman. This is just here as an example of what "Talking in Pictures" looks like.

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Amanda's AAC Activities: Torches and Flashlights

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I'm a huge fan of using core vocabulary when targeting communication with our early intervention kids. Many of these children have a limited vocabulary, and parents are concerned about how to get their child to start talking. I always educate parents about core vocabulary. So, what is core vocabulary? According to the center for AAC and Autism, "Core vocabulary refers to the small number of words that make up >70-90% of what we say on a daily basis." ( https://www.aacandautism.com)

The next question parents have is "How do I use core vocabulary at home?" I inform them that children learn best through what is motivating to that child, and all children love to play! So, here are 4 examples of using core vocabulary with one of my favorite motivators - bubbles!

1. GO! I love using GO as a target word. To facilitate go, one can provide a model by simply saying "bubbles go". A parent can also use a prompt by saying "ready, set, ____" (remember to give your child time to respond).

2. MORE! Another one of my favorite core vocabulary words. More can be used in so many ways ( i.e. more drink, more eat, more play). When using bubbles, after blowing a few times, you can model "more," and don't forget to also use the sign as an extra modality for communication!

3. TURN! Turn is a great core vocabulary word to incorporate. Think of all the possibilities (my turn, turn the page, turn on tv). One can use turn by "taking turns" when blowing bubbles (also great for joint attention). Model to your child while pointing to yourself "my turn" then blow bubbles. Then your child can do the same.

These three core vocabulary words are just a few examples of how to incorporate communication at home. When targeting these words at home, don't forget to give your child examples of the target word by saying the word and performing the action associated with it. Make sure to positively reinforce any attempt at communicating. Please remember this may take time and multiple examples. Also, please give your little one enough time to respond!

Summer Calhoun, MS, CCC-SLP, specializes in early language disorders and articulation disorders at an interdisciplinary outpatient facility, Beyond Therapy for Kids, in Ridgeland, Mississippi.

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I'm a huge fan of using core vocabulary when targeting communication with our early intervention kids. Many of these children have a limited vocabulary, and parents are concerned about how to get their child to start talking. I always educate parents about core vocabulary. So, what is core vocabulary?

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PIZZA TIME! Educational Video for Students with Autism & Intellectual Disabilities (w/Boardmaker)

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In a future video, we will talk about how to use these as language opportunities.

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Toy Theater is your source for free educational games specially designed for elementary-aged students. It's available on all desktop computers, tablets, and mobile devices, ensuring learning is never out of reach. If you are a fan of our site, we encourage you to share Toy Theater on your social media or website.

Explore Toy Theater

Here's a sneak peek into what Toy Theater has in store:

Math Games: Ranging from counting and numeral recognition to division and telling time, there's a vast assortment of interactive math games.

Language Arts: Students can work on spelling, letter recognition, and even practice reading with online books.

Art and Music : From teaching students to play simple songs on a keyboard to exploring symmetry via art games, the platform fosters creativity alongside learning.

Puzzles and Games: Ideal for early finishers or indoor recess, their online educational puzzles and games promise fun-filled learning.

Teacher Tools: Need a fun timer or a spinner? Or perhaps a simple way to evaluate basic math skills? Their virtual teacher tools have got you covered.

Whether you project Toy Theater games and interactive tools on your smartboard for the whole class to see or use them during small group work, you're sure to love them!

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Toy Theater | Fun Online Educational Games for Kids

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Make learning a blast! Toy Theater is chock full of interactive online art, reading & math games for kids. Designed with the needs of kindergarten through third grade classrooms in mind, these free games are trusted by teachers around the world to provide real educational value.

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The AAC Coach has a Facebook page that is worth following. She regularly produces short pages with a useful AAC tip. Most of her tips are based around daily routines.

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It can be challenging to find new and engaging activities. YouTube offers endless possibilities and it's something many learners already enjoy. Watch together and model language on your learner's AAC...

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Lots of fun ideas for AAC modeling.

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It is natural to be worried about doing the right thing for your child. That's why this question is one of the first things EVERY parent asks when we introduce the idea of using AAC to talk. So far, every bit of research I've seen says that AAC users tend to talk MORE, not less. Looking at the pictures seems to inspire more talking. But don't take my word for it.  Here is the research.

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Welcome to our first Let's Talk AAC post! Let's Talk AAC will be a series of questions and topics for discussion that we hope will be another useful resource. NWACS will occasionally post a question or topic along with some related information. We hope that you will join in the conversation by adding your experiences, resources, related research, etc. in comments so that we can all learn and benefit from each other's knowledge.

Many AAC professionals receive a variation of our first question:
Do you have research supporting AAC devices in children with autism?
PrAACtical AAC has a couple of blog posts with information on research related to AAC and Autism:

NWACS has started a couple of Pinterest Boards that have pins of related information:

Do you know of other resources/references? What have you found useful when questioned about research supporting use of AAC with individuals on the Autism Spectrum?

You can read other posts in our Let's Talk AAC series by clicking HERE.

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Let's Talk AAC: "Research supporting AAC devices in children with autism?" - NWACS

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Welcome to our first Let's Talk AAC post! Let's Talk AAC will be a series of questions and topics for discussion that we hope will be another useful resource. NWACS will occasionally post a question or topic along with some related information. We hope that you will jo

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What if my child talks but only uses single words?

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What if my child talks but only uses single words?

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Video coming soon

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What if my child copies what I say (echolalia)?

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What if my child copies what I say (echolalia)?

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Video coming soon

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How to Set Up Home Instruction for Children with ASD

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How to Set Up Home Instruction for Children with ASD

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This is a good article to address your child's whole day.

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Setting up Home Instruction for Students with ASD
A How-to Guide for Parents

INTRODUCTION

During closures, schools are providing online teaching and learning materials for students to use at home. For students with ASD, there are practical strategies and tools you can use to help your child stay engaged and motivated to learn and complete tasks. The suggestions in this guide are research-based.

Does your child need help understanding that he or she is doing school at home during closures? A social story may help. We have one written for younger children and one for older students.

The first point we want to emphasize to parents is that we know this is a very difficult and stressful time for many families. We are in the midst of a crisis and you are doing the best you can. Many parents are feeling overwhelmed. You should not feel as if you must replicate your child's school program at home. However it will be helpful for your child to have one or more portions of each weekday when they are engaged in some type of structured schoolwork or learning opportunity. We hope this guide will help.

As you review the tips in this guide, do not feel that you must implement everything at once. Start small. If you are only able to do one suggestion from one these pages, that is ok. Remember to take care of yourself. Here are a few resources on self-care and support:

➤ What About Your Special Needs? Self-Care for Parents of Children With Special Needs

➤ Self-Care Tips for Parents of Special Needs Children

➤ 10 Musts for Mom Self-Care when Parenting a Special Needs Child

➤ Why Self-Care Is Essential to Parenting

➤ Autism Society of Oregon - Providing resources, education, advocacy and support for individuals and families living with autism

➤ FACT Oregon - Empowering families experiencing disability

Click here to view Tip 1: PROVIDE STRUCTURE AND PREDICTABILITY

Setting up Home Instruction for Students with ASD
A How-to Guide for Parents
Developed by autism specialists at Columbia Regional Program Email questions or feedback to crpweb@pps.net

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Resources / Setting up Home Instruction for Students with ASD: A How-to Guide for Parents

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Setting up Home Instruction for Students with ASDA How-to Guide for Parents INTRODUCTION During closures, schools are providing online teaching and learning materials for students to use at home. For students with ASD, there are practical strategies and tools you can use to help your child stay engaged and motivated to learn and complete tasks.

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You may want to take this family's 21 day challenge. She goes into a lot of technical details. Don't worry too much about all that just now. It's more important just to start.

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If you are a member of an AAC family, you have likely heard that the most important thing that you can do (after providing your child with a robust ready-to-support-language system and presuming competence) is model. Modeling (also known as aided language stimulation, aided language input, and ALgS) is when you use your child's AAC system to communicate, with several variations:

(words spoken via AAC are in bold)

Use your child's system to highlight certain words as you also speak: "We are having fun."

Use your child's system to build whole phrases/sentences instead of speaking. "Your turn."

Use a separate device with the same language file (this works if you have 2 iPads and your child is using a communication app) as your own AAC device. (This is also called dual device modeling). (Same examples as above, just with your own talker.)

Of course, you could also highlight words without speaking them, or build whole phrases/sentences while speaking them, or use a combination of single and dual device modeling, or probably a bunch of other possible modeling plans that I haven't listed.

(Is this starting to feel complicated?)

And then there's the question of which words/phrases to model. There's a lot of emphasis on core words and core vocabulary (core words = the words that make up the large majority of a person's vocabulary; including versatile, simple words like eat, push, go, stop, in, up, this, it) . . . but we also know that sometimes the stuff that gets our kids most interested in talking are the fringe words (names of tv characters, favorite toys, words like fart, poop, gross). And then there may be essential words/phrases/topics that we know are important for our child to start incorporating (communication repair phrases like That's not what I said, social interaction phrases like What's your name, questions, words to describe pain/seizures/medical conditions, introduction strategies, etc.) Not to mention the wealth of questions that immediately arise as soon as you try to model:

Wait, which words should I highlight?

Should I only model present tense verbs or should I use all of the tenses?

Do I need to pick a set of words and only model those 5-10 words until my child is using them?

Should I model one word at a time or more than one? When should I ever model full sentences?

What if my child isn't paying attention when I'm trying to model? Should I wait? Make him/her watch? Quit and try again later? Keep going?

For intermediate/advanced:

My child usually knows where words are better than I do, am I really adding much by continuing to model?

How can I balance between hitting new language targets while also remaining fluid and flexible in conversation (rather than feeling like a lesson)?

When should I recast/correct my child's production (eg. using AAC to restate their sentence while correcting verb tense, or adding articles, etc), and when should I ignore the errors?

It can be overwhelming.

Depending on your degree of over-thinking-ness, it can be really overwhelming. (My over-thinking-ness degree is high, for the record).

And yet, undeniably, modeling is essential.

Modeling provides children with accessible language input (input in a language that they will be able to access and then also use, whereas they may not be able to attempt to use the speech that they are hearing constantly). Children are immersed in speech from birth, but AAC users receive only a tiny fraction of that accessible language modeling in their AAC language. While many families can count on AAC to be modeled during weekly speech therapy sessions, consider these thoughts from Jane Korsten:

The typically developing child will have been exposed to oral language for approximately 4,380 waking hours by the time he begins speaking at about 18 months of age.

If someone is using a different symbol set and only has exposure to it two times a week, for 20 - 30 minutes each, it will take the alternate symbol user 84 years to have the same experience with his symbols that the typically developing child has with the spoken word in 18 months!!!

The typically developing child will demonstrate language competency around 9 - 12 years of age having been immersed in and practicing oral language for approximately 36,500 waking hours. For 9 - 12 years that child has been using and receiving corrective feedback while practicing with the spoken word.

At twice a week, 20 - 30 minutes each time, it will take the alternate symbol user 701 years to have the same experience.

If we are to make any sort of dent in closing that gap, AAC modeling needs to become something that we do at home (and in the grocery store, and while out on a walk, and in the doctor's office, and . . . you get the idea)---for AAC beginners, of course, but even for our intermediate/advanced users.

Here are some things that are great about modeling:

Provides children with an increased amount of accessible language input (as mentioned above)

Hands-on modeling time sneakily forces the modelers to become more familiar with the vocabulary placement and to increase their fluency with the system

Modeling will undoubtedly lead to programming/opening more words in the system, as you will notice things that you want to say but can't, because words are missing

Using AAC will validate your child's system, in a subtle-but-real way that says I think this is such a great way of communicating that I want to use it, too!

Things that are challenging about modeling (aka "reasons that maybe sometimes I don't want to model") and why those are also great:

My child wanders away when I am modeling and then the whole thing seems pointless. Keep modeling anyway. Children who use AAC need to be determined to get their point across: AAC is slow, sometimes hard to hear, sometimes awkward or cumbersome. Our kids will have listeners who wander away----they need to see that it's worth sticking it out to communicate your thoughts. You're not just modeling the words, you're modeling what it looks like to use a communication system. You're modeling that you are comfortable using AAC, that you value it and don't quit just because listeners are indifferent. Stick it out.

My child finds the words much faster than I do. I feel awkward searching for so long between each word. You are not only modeling words, you are modeling what to do when you are looking for a word that you don't know (I guarantee that our kids have words in their heads that they don't attempt to say with their devices simply because the words aren't programmed in or they don't know where to find them). Use this opportunity to say things like "Huh, I want to say enormous but I don't know where that is . . . do you have enormous in here? . . . let's take a look" while you model how to use the search feature. You can model how to use a synonym if the exact word isn't in there, or how to use a button like "I don't have the word that I want" or "I need a new word." You are modeling how to fight to get your message across, how to not quit because it is hard. (Also, if you ask your child for help finding words they may love being the expert :) )

I feel awkward using the device while out-and-about. Of course, I want my child to use his/her system anywhere, but I am a speaking adult, and I feel strange wearing an iPad and using it to talk in line at Starbucks. I get it. I want Maya to feel empowered and proud and awesome when she wears and uses her talker, and yet I sometimes feel sheepish doing the same. I'm not a big fan of drawing extra attention to myself in public, and holding an electronic device and tapping on it with your kids is going to solicit some looks (and maybe comments too, about how we are all addicted to devices now). But we are awesome when we model in public. Maya has shown me, time and again, that she is generally resistant to using the talker in new places (so much to see and do that it's hard to care enough about communicating to slow down and do it). I need to model that it's worth taking the time to communicate everywhere---that we can pause on our walk to comment on something we see, that I can stop to ask a question, that it's ok (more than ok!) to take the time to use the device whenever, wherever.

My child sometimes pushes my hands away when I try to use his/her talker. This one, actually, is the one reason that I would back off (temporarily) on the modeling. If you don't have a second device available for modeling and your child is showing this type of possessiveness over his device, I would honor it and simply try again later. I would ask permission ("can I use your talker to say something?") and/or choose a time when he isn't much interested in using it.

Despite knowing how important modeling is, sometimes I drop the ball. ("Sometimes" has sometimes been for a while, for the record.) Sometimes it's hard to stay motivated. Sometimes life gets in the way, or I forget, or it starts to seem not that important. Sometimes we all need a jumpstart.

So here's my proposal: For the next 21 days, join me in committing to modeling with renewed vigor and enthusiasm. Do not worry about whether you are doing it "right", just do it. I will post daily threads on our Facebook page that provide an example of some type of modeling that I did that day (because sometimes simply seeing what someone else is doing is enough to have you thinking "Oh, that's it? I can do that."). I (strongly) encourage you all to jump in---post to the daily thread, check in, share pictures or stories from your day of modeling. Ask questions. Share ideas/activities. Just keep going.

21 Days of AAC Challenge Frequently Asked Questions*:

Once upon a time, I learned that it takes 21 days of doing something (like exercising or waking up early) to form a habit. When the idea of this AAC challenge sprang into my head, along with it came the 21 day time frame---perfect for forming the habit of daily modeling, I thought. Then I googled and learned that the whole 21-days-to-form-a-habit thing is an odd, non-scientific myth . . . but I think it's still a great amount of time for a challenge, so I'm sticking with it.

-How long do I need to model for it to count? 10 minutes? 30?

This is a made up challenge without points or prizes. You earn your "day" of modeling by actively deciding to model and jumping in. Extra imaginary points will be assigned if you model throughout the day. (I think this is the sort of thing where success compels you to do it more---I have found that making myself model actually makes me want to do it more.)

-I'm kind of new to modeling and don't know where to even start--help?

Here are a few great getting started resources:

But remember, the whole point of this is just to get more comfortable with modeling, and to form the modeling habit----it doesn't have to be structured or magical, it just has to happen.

-My kid isn't a beginner anymore---is my modeling really that useful?

Yes. You are modeling how to be an active, determined AAC user in a fast-paced world. You can pick higher-level language targets (using comparative and superlative adjectives, using contractions, increasing the number of questions asked, taking a larger number of conversational turns, starting to use and introduction strategy, modeling sentences with active verbs and then their counterparts with passive verbs, etc etc etc) to model.

-This is a great idea, but . . . (we're about to go on vacation//it's the first week of school//we are throwing a family barbecue this weekend//insert other life-gets-in-the-way excuse here) . . . maybe I could start next week instead?

No, you have to start now.

Ok, actually I am just some lady on the internet and I can't hold you accountable for anything . . . but I think you should start now. Life is busy, and it will always get in the way. Particularly for our AAC users, who have to stop, form an idea, find the words to say the idea (often dealing with motor challenges while doing that) and then communicate it. That's a struggle. It's not fair for us to think "gah, it's too hard to start today" while our kids have to do it everyday. Suck it up, buttercup.

Join me, guys. This is going to be really fun!

I'll share a few bonus ideas (like, "If you're looking for something to focus on today, try incorporating more adjectives" or something) along the way, in case you're struggling to come up with fun new stuff. This is going to be Facebook based (rather than blog posts) because it's still too painful to type a lot (my arm is on fire right now), and FB allows for it to be more interactive---I want to see your ideas and pictures and stories, too. At the end of the 21 days maybe I'll try to compile it into one giant blog post so that it will be easier to find.

*"frequently asked questions" = "questions that I just made up right now"

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If you are a member of an AAC family, you have likely heard that the most important thing that you can do (after providing your child with a robust ready-to-support-language system and presuming competence) is model.

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Watch all kinds of talking devices in action.

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Watch all kinds of talking devices in action.

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It can be inspiring and helpful to watch modeling in action. It sounds so complicated when we talk about it but seeing modeling in action makes it feel more doable.

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Looking for a little modeling inspiration? Check out these videos of modeling in action :)

Note: These are all YouTube hosted public listed videos. I don't own them (well, except for the two that have my kids in them) or have any affiliation with anyone involved in them.

This is a really solid, great overview to Aided Language Input. I love how it doesn't focus on requesting, but shows how to model comments, questions, and many other things that a child (or, really, any person) might want to say.

This video is about using a PODD book for communication, but the first three minutes demonstrate some great modeling and exploration that would be useful to an AAC communication partner on any type of system:

This clip shows modeling in a therapy session with a 2 year old who is new to AAC:

This video (of Maya and I) shows dual device modeling--when the AAC user has their device and the communication partner uses a second device to model. At home we use a mix of modeling on one device and dual device modeling:

This video shows modeling in action with an older student (longer sentences, questioning).

This video (of my kids) shows Will learning the word "drink" on his talker. There is modeling in the beginning and then again around 1:45 (and I think this shows the light, fun tone that home AAC use can/should have):

And this is an example of what modeling sometimes really looks like: only occasional attention paid by the kids, as I model away to myself. But you can see Maya sneaking glances, and we've seen over time that these glances really add up, and she will apply this learning later:

Hungry for more videos about modeling? Check out this Pinterest Board from the great Lauren Enders: AAC Video Example of Implementation/Aided Language Support.

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Looking for a little modeling inspiration? Check out these videos of modeling in action :) Note: These are all YouTube hosted public listed videos. I don't own them (well, except for the two that have my kids in them) or have any affiliation with anyone involved in them.

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Need ideas about how and when o include AAC in your daily routines?

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Communication is always happening. This means there are always opportunities for modeling Augmentative and Alternative Communication (AAC), interacting and building language.

When we start out, making a plan for how AAC can be incorporated into the day can be beneficial. Without a plan, AAC may feel overwhelming.

This article will help us to look at where and when AAC can happen in a day. It will also consider how AAC is incorporated within routines, as well as adapting to unplanned activities and making changes as needed.

Where can AAC happen?

AAC can be used anywhere! Plan to take AAC with you wherever you go. Plan to make AAC available during any activity.

We may need to take into consideration the different environments where AAC will be used. Perhaps the communication device screen cannot be seen in bright sunlight. AAC devices may not always be water-proof, so how can communication happen in the pool or at the beach? How is the AAC device accessed if the AAC user's hands are busy with something else, for example in bike-riding or horse-riding.

An alternative in these situations is to use paper-based examples of the AAC system, or to have systems strapped or fixed in easy to access locations.

It can also be important to plan for situations when AAC is not available. What strategies or tools can be put into place at these times?

5 ways to incorporate AAC

Build communication into your daily routines so that working on development of language and communication happens throughout the day.

1. Routines

One simple way to start AAC can be to look at everyday routines. What are some activities that happen during a day or week where AAC can be brought into it?

Perhaps the AAC user participates in making lunch every day. During this lunch preparation, there may be many opportunities to chat and discuss what you are doing. It may present opportunities to target particular words or phrases that are part of the AAC user's current goals. For example, perhaps the AAC user is working on asking for help, so during lunch, you can model "help" when you cannot open the jar ("help open"), when you need the butter from the fridge ("help get") or when you cannot find the cheese ("help look"), etc.

Routines can be an easy place to start, as often the language and communication is predictable and familiar. But don't be afraid to shake routines up now and then! Lots of engagement and commenting can happen when things don't quite go to plan, or are done differently.

Every routine should be looked at from time to time. What new words and ideas can we build in? How can we continue repetition of language but provide variety that ensures engagement? In the lunch example, it may mean trying new things to make for lunch, or going out for lunch, or inviting friends over for lunch.

Write a list of the common routine activities for an AAC user. How can AAC be incorporated? What language could be modelled during these activities? How will you extend and enhance the routine with chances to progress language over time?

2. Transitions

Looking at routines is just the start. The more often you consider where and when AAC can be incorporated in the day, the more occasions will arise. Soon you may find that as much communication and interaction happens in the transitions between activities as during the activities.

3. Plan for fun

Sometimes the best communication happens when we are having fun. When AAC users are motivated and engaged, there are more opportunities to interact and build language. Don't wait for fun to happen - plan for it! Look at your routines and find extra ideas and tricks that can be brought into activities to make it fun.

4. Unplanned activities

Every now and then, things happen that we did not plan for. This will test both the team and the AAC user to find the words they need to communicate new messages in new situations. Look at it as a great challenge! You may make mistakes as you try to say different messages. The most important thing is that AAC is made available. There is no way to predict what awesome communication opportunities might arise.

5. Social interaction not testing

Building social interaction with AAC should always be a goal. AAC should be used to share news, to chat to friends and to engage in motivating and preferred activities and topics.

When AAC is used to test what someone knows, or to answer questions to assessment tasks, it may only make an AAC learner hate their AAC. AAC can be used to do school work, but it should not be the only time it is used.

Can you find time in your day where the focus is on building friendships and conversations, rather than testing or work?

Review plans

Plans will change over time and it is important to often review the ideas and strategies you have for AAC throughout the day. It is important to always plan for positive change for an AAC user, and this will mean changing and extending plans and goals regularly. You may come back to this step many times in your AAC journey.

The next step

Make a plan for AAC and stick to it! This is very important to keep everyone moving forward on the AAC journey. The more you integrate AAC into the day, the easier and more natural it becomes. Soon you will wonder how you ever did anything without AAC!

With the team on board and some plans in place, it's time to start communicating! A great place to start could be by modeling.

Links & References

AssistiveWare Core Word Classroom. Planning for core words in activities. [Core word resources to download]

Center of Literacy and Disability Studies. (November 2016). Embedding communication throughout the day.[Video]

Hartmann, Amanda. Do's and Don'ts of AAC - Access to AAC. [Blog post]

Kent-Walsh, J., Stark, C., & Binger, C. (2008). Tales from school trenches: AAC service-delivery and professional expertise. Seminars in Speech and Language, 2, 146-154

Page, Anne.(June 2017). Keep it fun, Keep it flexible, Keep it available: AAC in the Cloud. [Video]

Sheldon, Erin. See me, see MY AAC. [Article]

Zangari, Carole. (August 2017). 3 Tools for AAC planning. [Blog post]

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Plan for AAC throughout the day - AssistiveWare

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This article will help you to look at routines and make a plan for where, when and how AAC can be integrated into the day.

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So you got a robust AAC system, but how do you really get started?

It's normal to feel overwhelmed at first. Having small steps to focus on can help. Before you worry about the "right" words to...

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We will go over this in videos but this article is here for you go-getters who can't wait.

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If the AAC user allows, you can model on their system. Of course, it is best to model on a system that closely resembles the system the AAC user uses - that way, the user is seeing the same symbols and navigation they will need to use. However, it may not always be possible to use an identical system. You may be modeling for a class full of students using different systems. Or you may not be able to afford two of the same high tech system. In these cases, use what you have available, and follow up when possible on the AAC user's own system. This may help him "map" what you've modeled on your system onto the location, so he can find it on his own system.

How many words do we model?

Typically, we match our modeling to the language level of the AAC user; meaning we model one or more words than the AAC user is currently using.

If an AAC user is just starting out, they may not yet be using any words on the AAC system. Perhaps they have started pointing to one word at a time. For these AAC learners, you might model single words, with some 2-3 word sentences.

For AAC users that are beginning to use 1-2 word combinations on their AAC system, try modeling 3-6 word sentences.

Then for AAC users are already producing many different messages on their AAC system, we can model longer sentences. We can also show them how to join ideas or even model grammar and complex sentence structures.

What words do we model?

We can model both core and fringe words on our balanced AAC system. We can model specific or general words that will be powerful and effective for an AAC user, within an activity. We can model different words to help them communicate for different reasons. We must give AAC users the chance to learn the words to do more than request. We should model comments and thoughts, rather than just asking lots of questions.

It is most important to select words that are both meaningful and motivating to the AAC user. Model words and word combinations that will occur often, so there are many opportunities for the AAC user to see them modeled.

The AssistiveWare Core Word Classroom was developed to help teams find words that can be modeled across a variety of situations. Please join the classroom today for many useful ideas in the Core Word Planners on what words we can model.

Modeling in PODD

We also show words and language when modeling using PODD. There are specific strategies for how you can model with either a paper or digital PODD, using simPODD. Learn more about how you can use simPODD to talk together.

Modeling key words, not full sentences and grammar

When we start out, we don't need to model every single word we say. We may not model the exact correct grammar.

Instead, we focus on modeling the key words in a sentence. We target the most important words needed to convey the meaning of the message. If I model this sentence : " I GO SHOP GET BANANAS", even though it is not grammatically complete, the general message of the sentence can be understood. Especially if I say it as I am telling my friend about my morning.

Key words is a powerful way to demonstrate how we start combining words to build sentences and language, without the demands of having to know the grammar. Unfortunately when we first start modeling, we can become worried about not demonstrating correct grammar.

Modeling key words before full grammatical sentences makes sense - this is how the AAC user will develop their language. They are likely to say and communicate to us in key words, before they start composing sentences, much the same as how all people develop language! In time and with more modeling, they can develop the ability for more precise grammar, as long as they have an AAC system that allows for this grammatical development.

Give a correct verbal model

When you are modeling on the AAC system, it is okay to use the AAC system to model 1-2 words (or however many are needed), while speaking the complete sentence aloud. For example, you could model on the AAC system " I go shop get bananas", while saying " I went to the shops to get the bananas " with speech.

Model correct grammar

It is also okay to model the correct grammar at the right time for the AAC user. For example, if the AAC users says " I go shops" on their AAC system to talk about the weekend, then this may be a perfect opportunity to model. We can show how to use grammar supports to find the word " went", or to model little words like " to" and " the" on the AAC system. Model "Really?; you went to the shops on the weekend!?".

Remember, you're modeling the next step the AAC user needs to learn.

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Modeling: Use AAC to teach AAC - AssistiveWare

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Modeling means you point to words on the AAC tool as you speak. This article explains everything you need to know about modeling.

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Based on the UK's favorite bedtime story, 'The Gruffalo', from the creators of 'Room on the Broom'.

Perfect for 3 - 7 year olds this BAFTA nominated app is Educational App Store Certified with no in app purchases.

***Great technical support - see below or contact office@magiclightpictures.com***

Featuring 6 beautiful and challenging puzzle games that help develop reactions, logic and problem solving skills.
* Are you faster than the Gruffalo? Challenge him to a game of Snap!
* Clear the woodland floor - pair Gruffalo, Mouse, Fox, Owl and Snake as quickly as you can!
* Help Mouse catch nuts - they're all good!
* Outsmart the Gruffalo in a game of 3 in a Row.
* Piece together your favorite characters - how quickly can you complete the jigsaws?
* Keep the bug colony moving - pull down the correct leaves to send them on their merry way.

Based on 'The Gruffalo', the classic children's picture book by Julia Donaldson and Axel Scheffler, authors of 'Room on the Broom'.

These games are brought to you by Magic Light Pictures, producers of the Oscar nominated animations 'The Gruffalo' and 'Room on the Broom' as well as 'The Gruffalo's Child' and 'Stick Man'.

You can play Gruffalo: Games on iPhone (4 and above), iPod Touch (4 and above), iPad (2 and above) and iPad mini. Previous generations of these devices will not be fully supported.

***Technical Support***
If you're having trouble loading Gruffalo: Games, you may need to fully reboot your device. This should not affect any apps or data currently on your device.

iPhone
1. Hold the sleep/wake button at the top right of the device and the Home button at the same time.
2. Keep holding both buttons until the screen goes black and the silver Apple logo appears.
3. Let go of both buttons. Your iPhone should now be rebooting.

iPad
1. Press the Hold and home buttons at the same time. The hold button can be found in the top right corner of the iPad. The home button is round and can be found at the bottom of the iPad screen.
2. Keep holding both buttons until the screen either flashes and goes black or a red slider appears at the top of the screen.
3. If the red slider appears, slide it to the right to turn the iPad off.
4. Once the iPad screen is black, hold down the Hold and Home buttons to reset and restart the device. The Apple logo should appear before the device reboots.

Once your device has rebooted, click on the game icon to reload the app.

If you are still experiencing technical difficulties please email office@magiclightpictures.com

Version 1.0.3

Love!

Have had this app for at least a year now and never had a problem. Every game it comes with is fun and keeps my 6 year old very occupied. I even have fun with it myself lol. We love the Gruffalo movie & this app is great. Love the music too.

Mouse and Gruffalo

These games are fun to play. There's a set of six jigsaws, tic tac toe, snap, nut catching, matching a pair of something, and matching the pattern. Some of the games can be a little challenging, but not too much. They're all one player vs computer, so you can't take turns to play a game together, but it's still fun to try and beat someone's best time on a game. Designed towards children, but a nice break for adults too!

Too competitive!

My son might be a little young for this game, but he understands the concepts. What is frustrating to me is that in the tic-tac-toe and "snap" games: he CAN'T win. I am not one of those parents that is trying to falsely build my kid's self-concept, but seriously: how can this be considered a kids game?

Information

Seller

Magic Light Pictures Ltd

Compatibility

Requires iOS 6.0 or later. Compatible with iPhone, iPad, and iPod touch.

Languages

English, French, German

Copyright

© 2014 Orange Eyes Ltd

Family Sharing

With Family Sharing set up, up to six family members can use this app.

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‎Based on the UK's favorite bedtime story, 'The Gruffalo', from the creators of 'Room on the Broom'. Perfect for 3 - 7 year olds this BAFTA nominated app is Educational App Store Certified with no in app purchases. ***Great technical support - see below or contact office@magiclightpictures.com***...

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If you have a train fanatic, this is a good time to watch together and tell those trains to "go."

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Watching people, clouds, and birds pass your window is only entertaining for so long. After a while, a change to your limited, self-quarantined reality may be necessary. And while you can virtually visit museums and even national parks from your couch, they've got nothing on a brisk train ride through the Swiss countryside or journey around the Arctic Circle.

Virtual train rides offer viewers the chance to zone out and calm the mind, while seeing new landscapes, some of which many people will never experience in real life, quarantine or not. Plus, you don't have to worry about train fare or if the onboard amenities are up to par - just pour yourself a hot cup of tea (or a cocktail to fit the destination) and hop aboard.

1. The Flåm Railway, Norway

Widely considered to be one of the most beautiful train journeys in the world, this 12-mile route takes you from the end of Aurlandsfjord, a tributary of the Sognefjord, up to the high mountains at Myrdal station. Along the way, you'll pass waterfalls, deep ravines, snow-capped mountains, and high-altitude farms, all while watching the weather shift from sun to rain.

2. Geibi Line to Fukuen Line, Japan

You can get a taste of the Japanese countryside as you travel virtually from Hiroshima Station to Fuchū Station on the Geibi Line turned Fukuen Line. The route passes through the mountainous area of the Chūgoku region, so expect to see stunning bridges and long, dark tunnels cutting through mountains.

3. Bernina Railway, Switzerland to Italy

The trip starts in St. Moritz, Switzerland on a perfectly sunny day and ends in Tirano, Italy via the high-mountain Bernina Pass. Sit back with an Italian-style caffè and watch as the train cuts through picturesque villages and rumbles alongside dizzying cliffs and sparkling blue waters. Along the way, you'll break a few records - albeit virtually: It is the highest railway alpine crossing in Europe and the highest adhesion railway on the continent. Not bad for a fully virtual experience.

4. Pikes Peak Cog Railway, Colorado, United States

If you've ever dreamed of making it to the top of Colorado's Pikes Peak, which sits 14,115 feet above sea level, here's your chance. Hop aboard North America's highest train and join this fast-motion virtual tour. The trip starts at the station in Manitou Springs and climbs the well-known peak in a matter of minutes, allowing the viewer to sit back and enjoy the dizzying ride.

5. Belgrade-Bar Railway, Montenegro

You'll start your journey in the town of Bar, near the Adriatic Sea, before passing through the line's longest tunnel (20,246 feet) and over the highest railway bridge in Europe. After zipping through the country's impressive mountainous region, end the virtual trip in the town of Bijelo Polje - 102 tunnels and 96 bridges later.

6. North Wales Coast Line, England to Wales

Travel along the beautiful Wales coast aboard a British Rail Class 175, a type of diesel passenger train used in the United Kingdom. The virtual excursion kicks off in the city of Chester, England and quickly travels over the border into Wales, passing through lush countryside before hitting the coast and continuing west.

7. Nordland Line, Norway

The adventure starts on the Trondheim Fjord in Trondheim and only seems to get snowier as you head farther north. Eventually, you virtually pass into the Arctic Circle before ending in the municipality of Fauske. If cold and snow don't sound appealing, you can experience the trip in one of the other three seasons here.

8. Ferrocarril Central Andino, Peru

Often considered to be one of the world's most scenic railroads, the Ferrocarril Central Andino links the Pacific port of Callao and the capital city of Lima with Huancayo and Cerro de Pasco. This four-part virtual journey begins in Chosica and ends near the Galera railway station in the Andes. In part one, you'll traverse the massive Puente Carrión bridge; part two climbs from Matucana to San Mateo, one of the most scenic parts of the line; part three takes travelers over the Puente Infiernillo bridge, which passes through a tight canyon with high rock walls on either side; and finally, part four lets you travel virtually through one of the world's highest railroad tunnels.

9. 7 Express Line, New York, United States

If you find yourself strangely missing the familiar sounds of your commute, this cab-view video of the New York City subway will scratch the itch. The 7 Express Line (Flushing Express) travels from Queens to Manhattan, providing outside and underground views along the way. And if you're into trains, keep in mind that this footage was shot on one of the line's R62A trains, which have since been returned to the 6 train.

10. Sarajevo-Ploče Railway, Bosnia and Herzegovina

You can explore the Balkan country of Bosnia and Herzegovina by train, thanks to this virtual cab-view video. Starting in Čapljina, you'll dip into Croatia quickly before crossing the border back into Bosnia and Herzegovina and ending your trip in the country's capital, Sarajevo. A good portion of the journey follows the Neretva River and passes through tight, mountainous terrain and over the Bradina Pass.

11. South Western Railway, England

You'll start your virtual journey on the London Underground at London Waterloo station and then head west, eventually dropping south toward Southampton and ending at Southampton Central station. Along the way, you'll see the London skyline before moving into the vibrant, green countryside.

12. Durango & Silverton Narrow Gauge Railroad, Colorado, United States

This historic line takes travelers from one mountain town to another, traveling over a high-alpine mountain pass to get there. This three-part tour offers guests a virtual ride on the three-foot-wide narrow-gauge heritage railroad as it traverses over 45 miles between Durango and Silverton. During part one, enjoy the breathtaking journey along a narrow ledge cut into a sheer cliff face far above the Animas River; in part two, the train chugs high up into the Colorado mountains; and in part three, it heads down the mountain pass into the Wild West town of Silverton.

13. Wengernalp Railway, Switzerland

Enjoy a perfectly clear driver's-eye view of the stunning route from Lauterbrunnen to Kleine Scheidegg. You'll virtually cross pretty Swiss villages and tree-covered slopes as you climb up into the mountains, eventually passing views of snow-covered mountains and deep valleys.

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13 Virtual Train Rides From Around the World That You Can Experience Right Now

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Watching people, clouds, and birds pass your window is only entertaining for so long. After a while, a change to your limited, self-quarantined reality may be necessary. And while you can virtually visit museums and even national parks from your couch, they've got nothing on a brisk train ride through the Swiss countryside or journey around the Arctic Circle.

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No ads and only kid-friendly content

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You may be a teacher searching for free technology tools for teachers which enable them to watch and share YouTube videos with students in classroom in a safe and friendly way without any distractions or offensive comments that may scatter their attention, and in that case, Safe YouTube is for you. You may also be a parent worrying about your children when they watch YouTube videos as according to Kaspersky Lab: "Children can be as little as three-clicks away from adult content on YouTube", so there is a need for a safe YouTube or a family friendly YouTube for your kids where you can let them watch videos without any other unrelated or offensive distractions, and in that case also, Safe YouTube will give you a much better experience than YouTube safety mode. Whoever you are and whatever your work or your interests may be, you will enjoy using our free service. Simply, put the URL of the YouTube video in the above text field, and enjoy watching and sharing a pure view of YouTube videos.

Spread the love!

Safe YouTube Features:

Completely Free.

No registration is required.

No annoying ads from our side.

Safe YouTube search. (New)

Closed Captions (Subtitles). (New)

Loop YouTube videos. (New)

Playback speed. (New)

Views counter.

Bookmarklet for fast Safe YouTube video creation.

Safe URL, HTML Code and BBCode

Share through social networks and by QR Code.

Crop video duration

Change video title.

Background skins.

Auto start (disable/enable).

Sharing buttons (disable/enable).

Responsive design that works on any device.

Web based - no installation is required.

Compatible with most modern browsers and operating systems

Click here to suggest a feature

We highly respect the intellectual property of Youtubers and recommend our valued users to only use Safe YouTube with videos that they own or have permission to use outside YouTube framework. We are not liable for any breaches of Youtubers' copyrights.
We are not responsible for any copyright infringements and we will remove immediately any video that has a copyright claim.

A bookmarklet is a "one-click" tool which adds functionality to your browser where you can create safe YouTube videos directly while watching videos on youtube.com.

Drag "DO NOT CLICK" the below bookmarklet to your Bookmarks Toolbar. It should appear on the toolbar.

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Safe YouTube videos - free technology tools for teachers, kids and others

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You may be a teacher searching for free technology tools for teachers which enable them to watch and share YouTube videos with students in classroom in a safe and friendly way without any distractions or offensive comments that may scatter their attention, and in that case, Safe YouTube is for you.

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It is too easy to burn out right now. There is so much on your plate but you also care so much about your child. Relax. You will be more productive if you focus on progress not perfection. You don't have to do all of the things. Just a few.

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AAC means alternative and augmentative communication. It is any system that we use to replace or supplement verbal communication. If you'd like more details, see this article.

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Multimodal communicators

Many people who cannot speak but use AAC are multimodal communicators. This means they have multiple ways to communicate their messages. As well as AAC, they might use vocalizations, word approximations, and maybe some gesture and sign language. Many people show photos from their camera roll to add to what they are saying. All different methods of communication should be valued and respected. Different communication still tells us something!

Even people with some spoken communication, may benefit from AAC. If speech is limited, AAC can help. It can give a person more words and language. They may communicate far more with AAC than they can with speech alone.

Benefits of AAC

Many people who cannot rely on speech, could benefit from AAC. And there are challenges when people do not have AAC.

People who use AAC describe benefits

These include:

stronger friendships and deeper relationships

richer, more frequent social interactions

deeper social roles: family member, friend, professional, student

increased autonomy and decision-making power over their own life

increased independence

more respect from others

greater participation in their family lives and communities

improved information sharing with physicians

improved personal safety in a variety of care settings, such as hospitals or long-term facilities

more employment and volunteer opportunities

improved physical and mental health

Challenges for people without AAC

There are often difficulties without AAC, when someone cannot talk reliably.

People who use AAC say that, prior to having a communication system, they experienced:

more social isolation and loneliness

increased frustration and acting out with loved ones

greater vulnerability, especially when alone in a care setting

feeling shut out of important decisions over their own life

inability to show what they know or can learn

The AAC journey

Communication is a fundamental human right. A person with speech impediments or disorders can communicate with AAC.

Before starting, you may still wonder whether AAC is really needed. Will AAC be beneficial? When should we consider AAC? If you need help answering these questions, please check the "Do we need AAC?" article.

If you are using symbols and wish to make plans that support change and progress, please use our Learn AAC Guide. This may help you to consider selecting the right AAC system for a person, getting set up for AAC and then helping to build language and real communication.

Good luck, please reach out to our support team if you need any help along the way!

Links & references

ASHA. Augmentative and Alternative Communication. [Article and references]

Ahern, Kate. (2014). Why "prove it with low tech first" doesn't work. [Blog post]

Beukelman, D., & Mirenda, P. (2013). Augmentative and Alternative Communication (4th Ed.). Baltimore: Paul H. Brookes.

Brady, N. C., Bruce, S., Goldman, A., Erickson, K., Mineo, B., Ogletree, B. T., Paul, D., Romski, M., Sevcik, R., Siegel, E., Schoonover, J., Snell, M., Sylvester, L., & Wilkinson, K. (2016). Communication services and supports for individuals with severe disabilities: Guidance for assessment and intervention. American Journal on Intellectual and Developmental Disabilities, 121(2), 121-138.

Farrall, Jane. (2015). AAC: Don't Demand Prerequisite Skills. [Blog post]

Kangas, Kathleen & Lloyd, Lyle. (2009). Early Cognitive Skills As Prerequisites to Augmentative and Alternative Communication Use: What Are We Waiting For?. Augmentative and Alternative Communication. 4. 211-221.

Light, J., & McNaughton, D. (2014). Communicative competence for individuals who require augmentative and alternative communication: A new definition for a new era of communication? Augmentative and Alternative Communication, 30, 1-18.

LoStracco, Heidi. (2014).The Myth of Augmentative and Alternative Communication (AAC) Pre-Requisite Skills. [Blog post]

National Joint Committee for the Communication Needs of Persons With Severe Disabilities. NJC on AAC. [Article]

Romski, M.A. & Sevcik, R.A. (2005). Augmentative communication and early intervention: myths and realities. Infants and Young Children 18 (3), 174.

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AAC stands for Augmentative and Alternative Communication. It describes methods, devices, or communication strategies for people who cannot use verbal speech.

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Coronavirus leaves us with a lot of questions. Which probably means our children have questions too. We can support our AAC communicators by empowering them to ask questions by showing them how to use the word 'What'. What this video for some ideas how.

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Coronavirus leaves us with a lot of questions. Which probably means our children have questions too. We can support our AAC communicators by empowering them to ask questions by showing them how to use the word 'What'. What this video for some ideas how.

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Optional: strategies for teaching emotions

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Optional: strategies for teaching emotions

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Words for emotions and feelings are pretty common in AAC devices and non-electronic communication aids, like PODD books and eye gaze boards. It's wonderful when our clients can tell us they are sad or angry with words rather than using challenging behaviors or suffering in silence. What can we do to further their skills in this area? Here are some suggestions to get us thinking.

1. Beyond the Basics: Consider going beyond the basic feeling words (i.e., happy, sad, mad, tired, scared) and including additional emotion words in the AAC system (e.g., frustrated, embarrassed, disappointed, lonely, worried). Don't assume that this is inappropriate just because an individual has lower language levels or cognitive delays. To learn language, we have to have access to it.

2. Model, model, model: Use these emotion words throughout the day to express your own feelings, and narrate your observations of how others are feeling (e.g., "Joey's crying so hard. I don't know if he is MAD or SCARED" "Your mom's here early. You look pretty HAPPY about that.").

3. Beyond labeling: Telling us how they feel is a great start for many of our AAC learners, but the act of labeling their emotions is only the first step. Generally, we tell someone how we feel in order to get a particular response or open up a wider dialogue. Our AAC learners need additional vocabulary to keep these important conversations going. We have to give them the words, phrases, sentences, and questions that will help them tell us what elicited that feeling, what they need from us, etc. "Something happened to me." "I need a hug." "Can you give me some space?" "Explain it to me." "Tell me again." We have to think deeply about what they want or need to say AFTER telling us how they feel.

4. Teach the skill: Having the vocabulary and messages is essential, but we can't assume that just providing access will solve the problem. AAC learners need our help in developing the language skills to say these things, so consider creating specific objectives and activities for explicitly teaching and practicing these skills.

5. Use visual supports: There are a wide range of visual supports that can help our AAC learners become more sophisticated in expressing their emotions and having conversations about them. The Incredible 5-point Scale and Emotion Wheels are some of my favorites.

Do you have tried-and-true ways of helping AAC learners become more proficient at talking about how they feel? We'd love to hear about it.

Filed under: Featured Posts, PrAACtical Thinking

Tagged With: emotions, feelings, visual supports

This post was written by Carole Zangari

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Dealing with Feelings: 5 Ways to Encourage Emotion-related Expression by AAC Learners

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Words for emotions and feelings are pretty common in AAC devices and non-electronic communication aids, like PODD books and eye gaze boards. It's wonderful when our clients can tell us they are sad or angry with words rather than using challenging behaviors or suffering in silence.

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It's time for another edition of the TELL ME About It series which focuses on AAC, language, and literacy learning with preschool children. Maggie Judson and Jeanna Antrim are back with more great ideas for AAC intervention, this time focusing on the book, Come Out and Play, Little Mouse.

Maggie and Jeanna are speech-language pathologists who work in the Assistive Technology Department for the Belleville Area Special Services Cooperative (BASSC) in central Illinois. They are AT/AAC facilitators and provide evaluations, direct therapy, consultations, and trainings.

You can check out the earlier posts in this series below.

Be sure to see their videos modeling book reading with two AAC systems toward the end of this post.
TELL ME About It: AAC Learning with 'Come Out and Play, Little Mouse'!
TELL ME About Reading: The eighth book in the TELL ME program (Teaching Early Language and Literacy through Multimodal Expression) is "Come Out and Play, Little Mouse." An excellent book for introducing a simple plot line to our students, while still providing repetitive exposure to those oh-so-awesome core words. Connecting the story to background knowledge is very natural for this book, as the story takes place within the home. Plus, there are a lot of interactions with family members and a lot of talk about chores that need to get done! Another fun aspect of this book is the illustrations! The pictures are very colorful and detailed, which provides for a variety of communication opportunities during the picture walk-throughs and repeated readings you will be providing.

See below for the rest of the book focus for "Come Out and Play, Little Mouse":

Book Focus: Come Out and Play, Little Mouse

Core Words (BOW-WOW Words): BUSY, FATHER, LITTLE, MOTHER

Additional Words (Tiger Talk Words): brother, later, sister, today

Concept Vocabulary: days of the week and other time concept vocabulary

Special Letter: n

Book Concept: Title

TELL ME About Writing:

Predictable chart writing is an excellent way of providing writing instruction to our students who demonstrate emergent literacy abilities. The activities that are part of the process of predictable chart writing supports students to demonstrate writing and develop different concepts of print. And bonus! With predictable chart writing, "students engage more readily in the learning process because the content is personalized to their interests and experiences, and they stay engaged because every day they are doing something different with the text" (Erickson, K., & Koppenhaver, D., 2020, p. 79)!

Today's writing activities are described below:

1. Before Writing: Review those story core words - BUSY, FATHER, LITTLE, MOTHER - with say-and-repeat! Say the words one at a time while holding up a word or symbol card, supporting students to repeat the words. And don't forget those additional target words. aka Tiger Talk Words! For students working on these words - brother, later, sister, today - provide aided language input by pointing to them on the AAC system while at the same time saying the word. Then, review the title of the chart before moving on to the next part of the lesson!

2. Writing: Today's writing lesson has us clapping out the words in each sentence. We have found that students love this activity, because movement! Have students who are not able to or do not want to clap? No problem! Support them to follow along in a different way, such as by:

stomping their foot

tapping the table

or by reminding them to listen to and read the words in their head

The focus is on participation that allows students the opportunity to practice the skill of listening for individual words in reading.

To finish up this part of the lesson, use the chart to go on a core word and special letter hunt. As students find the targets, highlight and talk about them. This provides additional opportunity to practice print concepts, along with providing more core word practice. Hello there repeated exposure!

3. After Writing: To finish up the writing lesson, sing the letter song for the special letter 'n' and then do another movement activity! Today's letter activity is 'Letter On The Floor.' Use masking tape to make a giant letter 'N' on the floor. Allow students to walk the tape saying, "make the letter 'N' with your feet!". Students love this activity because, again, movement! Pair that with how low prep it is, and we bet you will be putting this activity into heavy rotation!

TELL ME More: Below are some specific ideas on how to implement "Come Out and Play, Little Mouse" in your therapy sessions and classrooms TELL ME-style!

Story retelling is a great extension activity to work on after shared reading! It addresses story comprehension skills, language and communication skills, and, ultimately, a student's ability to sequence and retell events that happen in their own lives.

"Come Out and Play, Little Mouse" is a great book to work on story retelling skills because the book has a strong plotline, with a problem and solution, and a beginning, middle, and end. Students in the preschool and early childhood special education classroom may benefit from using pictures or props to work on story retelling. These visuals provide the necessary support to recall characters and events in the book as they sequence the plot and retell the story. An easy way to provide such support is with picture story props!

Students can manipulate and organize the pictures to work on ordering the events of the story and retell the story. Yay for visuals!

Teaching Strategy - Communication Temptations!

We, as adults, do not typically want to communicate, exchange information, and interact when we are not engaged, motivated, or having fun. Our students feel the same way! When we turn communication into a drill or activity to check off a schedule, it can really take the motivation out of communicating to connect. Here are some ideas to try out to up the communication temptations in the classroom!

Rotate toys and center activities - keep it fresh, motivating students to talk about something new.

Don't have all options available all the time - keep some of the fun toys back in a container or bag, allowing students the opportunity to communicate for them.

Store preferred items in clear containers or slightly out of reach - an oldie but a goodie strategy!

Provide opportunities to allow students to engage with peers and preferred staff members - this can be such a powerful temptation to increase student motivation to communicate for real reasons!

Who doesn't love story props?! Story props and toys can help students make connections to the book and support engagement and interaction during shared reading activities. We have pictures of characters and objects from the story velcroed on craft sticks for students to interact with during reading to help increase motivation and interest and to support comprehension. And as discussed earlier, they also double as visual supports during story retelling activities. Even better, they allow students to become a part of the story by providing them the opportunity to manipulate story elements!

Also, they are fun! You can easily use them on repeat in lots of different, fun ways to quickly work in book learning throughout the day! Add them to a sensory bin. Hide them around the room to go on a "story elements" hunt. Use them to create story webs on the fly.

We can't get enough of our story props and love them so much that we have prepped a set for each book in the TELL ME series!

When providing aided language input, keep in mind that when you touch a symbol on the AAC system, you want to hold the point. This gives students time to see the point, which draws attention to the word. And to work on eliciting a good, isolated, direct selection from our students, we need to use a steady point on the icon vs. a tapping motion. As best said by Gail Van Tatenhove, "A BIG DON'T when modeling is that you are not BOUNCING or TAP TAP TAPPING on the word as you model it. That can result in the student copying exactly what he sees you doing - and he may also tap tap tap or bounce bounce bounce on words when he is using the AAC system (Van Tatenhove, G & PaTTAN, module 7, slide 12)."

Often, we have found that we tap on the symbol as a way to try and get student attention. However, if our students then imitate that tap, it can significantly interfere with direct selection. A better way to gain attention to our aided language input is to skip the tap-tap-tap and instead just keep our finger on the symbol. So remember, hold that steady point!

Goal Ideas - Providing shared reading and writing opportunities directly relates to IEP goals, as these activities align with various core standards. Here are some examples you may find applicable:

ELA-Literacy.RL.K.2 - With prompting and support, retell familiar stories, including key details.

ELA-Literacy.RL.K.3 - With prompting and support, identify characters, settings, and major events in a story.

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To read more about how we prepare for a TELL ME week, check out the initial post in the TELL ME About It series here.

Check out the videos of us reading the book "Come Out and Play, Little Mouse" while providing aided language input.
WordPower Vocabulary LAMP Words for Life Vocabulary RESOURCES and REFERENCES:
Be sure to check back next month as we work through the TELL ME manual and share activities, teaching strategies and implementation tips for the next book in the program, "Lunch Box Surprise"!

Erickson, K,. & Koppenhaver, D. (2020). Comprehensive Literacy for All: Teaching Students with Significant Disabilities to Read and Write. Baltimore, MA: Paul H. Brookes Publishing Co.

Van Tatenhove, G & PaTTAN. (2016). Practice Partner Skills, Module 7 (PowerPoint Slides). Retrieved from https://www.pattan.net/videos/poweraac-module-7-practice-partner-skill

You can purchase the TELL ME manual from the Attainment Company or from ASHA.

You can learn more about the program by watching the webinar TELL ME: AAC for the Preschool Classroom presented by Dr. Carole Zangari, available from Saltillo (bit.ly/2RNpykn).

You can find our Lesson Planning form for "Come Out and Play, Little Mouse" and a blank form here.

Follow us on Instagram @basscAAC and subscribe to our YouTube channel (basscAAC) for more AAC implementation ideas!

This post was written by Carole Zangari

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TELL ME About It: AAC Learning with 'Come Out and Play, Little Mouse'

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It's time for another edition of the TELL ME About It series which focuses on AAC, language, and literacy learning with preschool children. Maggie Judson and Jeanna Antrim are back with more great ideas for AAC intervention, this time focusing on the book, Come Out and Play, Little Mouse.

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The other day, a friend posted something on social media that many of us can relate to. "Between all the hand sanitizer and cleaning solution that my skin absorbs," she said, "I'm probably disinfecting the toilet with every trip to the bathroom!"

While that's a bit of a stretch, it is true that most of us are washing our hands more often now than ever before. And for good reason. But some of our AAC learners don't really like hand washing and it can be a struggle to have them do that several times a day.

In today's post, we share some ideas that can help keep those hands clean. Not everyone will need every strategy, but we included several ideas so that you can select those that are most beneficial for the AAC learners in your life.

1. Teach the skill and use a visual schedule to illustrate the steps. Don't assume that everyone knows how to wash their hands correctly.

2. Build it into the schedule. We can put handwashing into the schedule several times a day to help build the expectation that this is part of the regular routine.

3. Read about it. Develop a social narrative about hand washing or download one of the free resources in this collection.

4. or . Or, watch You can find Watch a video about it, like these from the US Center for Disease Control Crawford the Cat as he washes up. more video suggestions here. this one from the UK National Health Service

5. Use a visual support. Visual supports can be useful in helping AAC learners understand that they need to wash their hands repeatedly. In the image below, we fold down a flap after each time that we wash our hands both to give a sense of accomplishment and also to get a sense of how many more times we're planning to wash our hands.

6. Make it fun. If you experience a great deal of resistance, try some water play.

Make some 'Soap Soup.'

Use soapy water to give plastic animals a bath.

Wash some Legos in a tub of soapy water.

7. Share the accomplishment. Text a photo to Nana. Brag about it in earshot of the learner. Many learners respond really well when we make handwashing something to be proud of.

If you are following along with our Year of Core Vocabulary Words, you already know that we'll need to find ways to model and elicit our April words ( big, busy, do, drink, feel, he, in, make, out, some, tell, who) while we do some of these activities. Here are some sample sentences to get you started.

What a BIG guy you are!

It's no BIG deal.

You've been very BUSY.

We have something to DO.

Let's DO our hand washing.

This water is for washing. That water is for DRINKing.

Do you want a DRINK when we're done?

I FEEL very proud of you.

You don't FEEL like stopping to wash.

I'm going to put the soap IN your hands.

Can you MAKE lots of bubbles?

Let's MAKE sure we dry off.

We need SOME warm water, don't we?

I can get SOME more soap for you.

I can't wait to TELL Ms. Santiago what a good job you did!

TELL Nana what we did.

I see someone WHO has clean hands!

Are you incorporating handwashing in your AAC work? We'd love to hear about it.

This post was written by Carole Zangari

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PrAACtical Conversations About Hand Washing

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The other day, a friend posted something on social media that many of us can relate to. "Between all the hand sanitizer and cleaning solution that my skin absorbs," she said, "I'm probably disinfecting the toilet with every trip to the bathroom!"

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Our kids may not understand why people are wearing masks and may feel scared or confused. Here is a social story to help.

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Autism Little Learners added a new photo.

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Social Story: Why do we have to stay home?

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Social Story: Why do we have to stay home?

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Our kids may not understand why they have to stay home. This story may help.

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Core words are powerful tools to teach communication and they have special importance to help your children talk about and understand the changes happening around them due to Coronavirus. Let's see how you can use the word 'Can' and 'Not' throughout the day to show your child all the things they can and can't do while sheltering at home.

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Helping kids understand that they can't go back to school yet.

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Hello!

I wanted to share a story for children regarding schools being closed for the rest of the school year. I wrote this story assuming that we will be back in the school buildings in the fall. If that changes, I will write another story to address that. Please feel free to distribute this story to families. I hope this story helps kids around the world!

Click here for the My School is Staying Closed Story

Click here for Spanish Version of My School is Staying Closed

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Schools Staying Closed Story for Children

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Hello! I wanted to share a story for children regarding schools being closed for the rest of the school year. I wrote this story assuming that we will be back in the school buildings in the fall. If that changes, I will write another story to address that.

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Core words 'you' and 'I' are easy to integrate into your day. Watch the video below for some ideas on how while you are sheltering in place.

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We can use 'help' to request an item or an activity, to ask for assistance in completing a task, or to understand how we can work to keep ourselves and others healthy during the coronavirus pandemic. Watch this video for some specific ways you can use 'help' to expand your child's communication.

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We can use 'help' to request an item or an activity, to ask for assistance in completing a task, or to understand how we can work to keep ourselves and others healthy during the coronavirus pandemic. Watch this video for some specific ways you can use 'help' to expand your child's communication.

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You may not realize it, but you are already using core words when you talk to your child, so it's not something new you have to learn. In fact, you are using core words in about 80% of what you say every day. Core words are great words to target for a child using AAC because they are so common.

Core words have application throughout your child's day, and they are words they hear others use all day long. They are also great words to use to help your child understand the Coronavirus pandemic and be able to talk about the changes they experience going on around them. Follow this structure for introducing core words to your child at home.

Core and Coronavirus: Can and Not

Use this same structure to introduce new core words over the next weeks, the more your child sees how they can use these words, the more likely he or she is to start using these words to communicate with you!

To find all our Coronavirus related resources, click here. Additionally, we invite you to see what live web events we're running. And don't forget to check out our Learning Hub for free on-demand courses that also provide ASHA CEUs.

For more "At home learning" resources, please click here. And for an easy, printable PDF of this blog post, click here.

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Use Core Vocabulary to Support Communication with Your Child

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You may not realize it, but you are already using core words when you talk to your child, so it's not something new you have to learn. In fact, you are using core words in about 80% of what you say every day.

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It's PrAACtically Mother's Day and we are thinking about gifts and activities that promote communication, language, & literacy. Here are 5 activities that are fun and interesting to plan for and do interactively. In the end, there will also be a tangible and/or intangible gift for mom. Enjoy and please share any additional activities that you have done or seen that you think are great.

Visual Supports to Support Conversations with Moms-Thanks so much to Joel Shaul at Autism Teaching Strategies for creating this great visual support that helps support meaningful conversations with mom.

Saying I Love You On Mother's Day- Ideas for teaching communication of "I Love You" for beginning communicator.

Mother's Day Word List- Ideas for using this Mother's Day Word Bank to create a poem, story, or more.. Words, words, and more words for conversation about mom.

Your Special Chef- Use this picture recipe and lesson plan site to make a dessert, a snack or even a full meal for your Mother's Day celebration. Think of the conversation before, during, and after becoming a 'chef' for Mother's Day.

Mother's Day Coupon Book- Use these free printable coupons to write, paste, or stick 'coupon gifts' for mom. You can also decorate, sign, assemble, cut, and/or read the coupons so everyone can be an active participant while creating this cool and useful gift.

Ha ppy Moth er's Day to Everyone!

This post was written by Robin Parker

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It's PrAACtically Mother's Day- 5 Activities that Support Communicating with Mom

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It's PrAACtically Mother's Day and we are thinking about gifts and activities that promote communication, language, & literacy. Here are 5 activities that are fun and interesting to plan for and do interactively. In the end, there will also be a tangible and/or intangible gift for mom.

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Social story for children with higher language comprehension.

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Use the core board to "sing" along

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Ready for some new music this May?  The Coreaoke playlist is ready!   

Maybe the students need to learn how to “Rick Roll” by checking out the credits in Wreck it Ralph 2 - Ralph Breaks the...

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No matter where you live, chances are good that the coronavirus has been on your mind. In today's post, we share an interactive graphic with many free downloadable resources that can be used to support the AAC learners in your life.

You can access visual schedules for handwashing, social narratives, videos, educational materials, and more by clicking the links embedded in the graphic below. Use the slider on the right to navigate up and down, or click the image to go to the full-sized version.

This is an evolving resource that will continue to be updated. If you know of things that we should add, please tell us in the comments below.

Stay safe and healthy, AAC friends.

This post was written by Carole Zangari

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PrAACtical Resources: Dealing with the Covid-19 Pandemic

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No matter where you live, chances are good that the coronavirus has been on your mind. In today's post, we share an interactive graphic with many free downloadable resources that can be used ...

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Ever faced this conundrum?

There are so many wonderful apps that are terrific for building interaction and language skills, but some of our prAACtical friends don't want us to interact with them during iPad play**. Today, we're thinking about strategies to use when kids would rather engage in solitary play as opposed to welcoming us as interaction partners in their iPad games.

How can we help them increase their tolerance for interaction when playing on the iPad? Here are a few things to try.

1. Make expectations clear with visual supports. It's hard to cooperate when you don't have an understanding of what's supposed to happen. When kids are used to playing games, reading books, or watching videos on their own, they sometimes resist our participation out of the fear that they won't get to do what they want to do. Visual supports, like the ones shown here, can help them better understand that our expectations for interaction are limited.

2. New app, new rules. When learners have an established routine of solitary play with favorite apps and are highly committed to that routine, they may get extremely anxious when we try to interfere by interacting. When we try to interact, it violates their expectation of what should be happening when they play with their favorite apps. For them, it may be best to introduce the concept of shared play on the iPad with new apps that you add onto it. Introduce the new app (which should be highly engaging and fun for the learner) in the context of shared play. Initially, limit access to this app when you can provide opportunities for shared play. This way, they learn to tolerate our participation without triggering the anxiety that is sometimes experienced when we violate their expectations.

3. Make a separate folder for apps that are shared with another person. As you build a library of apps that are used in a shared play context, put them in a folder. Having one site on the mobile device that contains all the apps that will be used in shared play is another way of helping the learner understand the expectations. Apps stored in other places on the iDevice desktop continue to be available for solitary play. But the learner begins to understand that apps in this one special folder are used in a special way. Better understanding leads to greater engagement in therapy.

4. Use a visual schedule. I can't say enough about how powerful this tool can be to make therapy sessions run smoothly. Try making a visual schedules for iDevice time that shows some expectation for turn-taking.

5. Write a social narrative. Social stories are another powerful tool for helping learners understand and accept new ways of doing things. Try developing a narrative and making it into a book or story for your learner. Here's an example.

Finally, it helps to have patience. New habits take awhile to grow roots. Our prAACtical friends may be a little unhappy with us until they get accustomed to having us as play partner during iDevice time. Start with small amounts of interaction and little/no demands on the learner. Build up your demands as he/she gains tolerance for this new way of enjoying the iDevice. Better to have a few short, successful interactions than a longer one that frustrates everyone. Increased tolerance comes from knowing the expectations, gaining familiarity with the new routines, and have some autonomy around how the interaction takes place. With time and repeated positive experience, this may become a preferred way to play.

What strategies have you used when kids don't want you to play along? We'd love some fresh ideas.
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**Just to clarify: In this post, we are talking about educational and recreational apps (like Too Cool To be Clever or Disneyland Explorer), not communication/AAC apps.

This post was written by Carole Zangari

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From Solitary Play to Interaction: 5 Things to Try With Kids Who Love Their iPad Games

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Ever faced this conundrum? There are so many wonderful apps that are terrific for building interaction and language skills, but some of our prAACtical friends don't want us to interact with them during iPad play**. Today, we're thinking about strategies to use when kids would rather engage in solitary play as opposed to welcoming us as interaction partners in their iPad games.

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Instead of hand sign, have your child choose "more" on their board/device

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Video: Baby boy can't wait for his dad to drop the beat

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Bronkar Lee of Atlanta and his 19-month-old son, Elijah, have an impressive beatbox session Lee calls "highchair babybeats."

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You can print this book off or look at it on screen. Remember to point to "go" on the device/board every time you say "go." It's that easy!

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Here is another online book to share with your kiddo.

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Another printable "go" book.

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Instead of "more" your child could point to "go." Enjoy the cuteness!

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Video: Baby boy can't wait for his dad to drop the beat

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Bronkar Lee of Atlanta and his 19-month-old son, Elijah, have an impressive beatbox session Lee calls "highchair babybeats."

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This is a long but informative video about how to model language for your child. 

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This is a long but informative video about how to model language for your child. 

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Aided Language Stimulation – Make It Interactive and FUN! By Dr Caroline Musselwhite

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Some of our kids communicate with the PECS system. Here's how to start.

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Disclosure: This post may contain affiliate links. I receive a small commission at no cost to you when you make a purchase using my link. As an Amazon Associate I earn from qualifying purchases.

If you are looking to create a functional communication system for your autistic child at home, why not make a homemade PECS binder? You can use picture cards for autism printables to make a binder that your child take can with them and use at home. In fact, I have several free visual printable resources.

How to a develop a communication system at home

If your child has a speech or language delay, their speech therapist may have several suggestions for developing a functional communication system. One that can be used at home or at school, and independently or with assistance.

One that is more familiar in the autism and special needs community is PECS. But just how do you get started with PECS? And are they really that beneficial?

When it comes to my non-verbal autistic child, the answer is a resounding yes.

Here are a few tips for how to get started with PECS for your autistic child by making a homemade PECS binder.

How to use PECS with Your Autistic Child

For us, PECS was the next level of my daughter's communication system at home. Her first was with American Sign Language and based on several simple signs to meet her everyday and basic needs. With the help of her speech therapist, we started using PECS.

What does PECS stand for?

So first, let's get those initials out of the way! PECS stands for Picture Exchange Communication System and was created (as it's known in the PECS form) by Pyramid Educational Consultants.

PECS was developed in 1985 as a unique augmentative/alternative communication intervention package for individuals with autism spectrum disorder and related developmental disabilities. PECS does not require complex or expensive materials.

It was created with families, educators, and resident care providers in mind, so is readily used in a range of settings.

How does PECS Communication Work?

PECS is broken down into six phases and a student begins with Level 1 and progresses on. Some may stay longer in one area vs. another.

1- How to Communicate
Students learn to exchange single pictures for items or activities they really want.

2- Distance and Persistence
Still using single pictures, students learn to generalize this new skill by using it in different places, with different people and across distances. They are also taught to be more persistent communicators.

3- Picture Discrimination
Students learn to select from two or more pictures to ask for their favorite things. These are placed in a communication book-a ring binder with Velcro® strips where pictures are stored and easily removed for communication.

4- Sentence Structure
Students learn to construct simple sentences on a detachable sentence strip using an "I want" picture followed by a picture of the item being requested.

5- Answering Questions
Students learn to use PECS to answer the question, "What do you want?"

6- Commenting
Now students are taught to comment in response to questions such as, "What do you see?", "What do you hear?" and "What is it?". They learn to make up sentences starting with "I see", "I hear", "I feel", "It is a", etc.

Sweet B is up to Phase 6 in PECS and has been using PECS since she was about 3 years old. Her language was already heavily delayed and her SLP (Speech Language Pathologist) wanted to give her a form of communication that she could carry with her from school to home and home to school.

She does use PECS pretty consistently at home and it's her main form of communication at school.

Where can I buy PECS cards?

Though I realize that this post is focusing on the official PECS that were developed by Pyramid Educational Consultants, I would encourage you to try several options.

You can purchase PECS or speak with your child's speech therapist to see if they might have a set that you can borrow for home use.

Another option is to create your own PECS to use at home.

How to Make a Homemade PECS Binder to Use as Communication Book for Autism

Start by taking pictures of everyday items, objects, people, etc. Anything that your child uses or is in their life on a daily basis. You could create a sequence of pictures for setting the table, putting away dishes, making the bed or other simple chores. Bathroom and hygiene charts also work very well in terms of making a step-by-step PECS process.

Other ideas and resources can be found on my free resources for families of autistic kids. This includes links to fellow bloggers who have created outstanding resources.

If you're looking to help with your child's daily routine, I have a daily schedule printable pack along with a homeschool day and preschool day pack that may interest you and meet your needs. Another printable pack that may be of use, is my What to Wear printable pack.

&

You can find all of these in my Visual Schedule Toolkit:

Homemade PECS, whether you use purchased clipart or take pictures, are just one way of getting started with using them as a form of communication.

If you don't use them in your binder all the time, you can also set up visual schedules around the house for specific tasks or routines.

Another way to use homemade PECS is to prepare your child for an upcoming trip. For example, a trip to Sesame Place.

Should I use a PECS Communication Book or a Visual Schedule?

Honestly, I use them both. The symbols in my daughter's PECS binder at home are the same as the ones that we use on her visual schedules. This creates that consistency that she needs and is looking for.

We can use the PECS either in the binder, on a communication board or on a visual schedule strip.

How we created our Picture Communication System at Home

I'm working on putting all of the files together in a zip file. And I have them all listed on this page: Free Printables for Autistic Children and Their Families.

And for Sweet B, PECS still remains her primary form of communication both at home and at school. For a non-verbal individual, PECS have been our choice. We've tried several other methods and we're working on integrating technology via her iPad.

Chances are likely that she'll never speak and I've come to terms with that.

We'll still work on that, both at home and at school, and if she does start to speak- great. But if she doesn't, I want to make sure that she has every means necessary to communicate.

And for us, that meant getting started with PECS at an early age. For you and your child, that could mean something else. Take some time to explore your options independently. You can also ask your child's teacher and your child's speech therapist.

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How to Make a Homemade PECS Binder for Your Autistic Child

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Disclosure: This post may contain affiliate links. I receive a small commission at no cost to you when you make a purchase using my link. As an Amazon Associate I earn from qualifying purchases. If you are looking to create a functional communication system for your autistic child at home, why not make a homemade PECS binder?

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Why I use AAC for children with severe speech sound disorders. 

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Why I use AAC for children with severe speech sound disorders. 

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I'm trying to learn to see the good in all things, even when it is not immediately apparent. Lucky for me, the universe just keeps tossing me opportunities to practice my emerging skill in this area.

Case in point: A phone conversation with an SLP serving a kindergarten child with developmental disabilities. "We're working on speech right now, especially oral motor exercises. He can almost extend his tongue past his lips. And in the last year he's been vocalizing a little louder. Oh, and Mom heard him say 'Pa' in the car last week, too! I wish progress were faster but he's come a long way."

No mention of the fact that he has an expressive vocabulary of, um. ZERO.

No consideration that if we continue with this current rate of learning, he'll be able to say hist first three-word sentence at about the same time he is eligible to vote. No reference to the fact that he has NO way to use language to share his thoughts and ask the questions that are bursting behind his desperate eyes. No awareness that this little guy wants to do what his friends do: he wants to take a turn, give an answer, tease his teacher, tell on his sister. Nope; none of that. "We don't want to give up on speech."

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I hear you, fellow SLP. But what you don't realize, is that you've given up on language development. And if you don't do something about it soon, your little pupil is going to give up on life.

And so, just for you, we have...

5 Reasons Why A Speech-Only Approach Isn't Good Enough

1. It delays access to functional communication for people with significant speech difficulties. How long do we expect kids to wait in order to tell us what they're thinking?

2. It is a barrier to active participation in life activities. Who wants to sit by and watch life go on around you? Not the kids we know! They want to be involved.

3. It postpones the development of real language skills.

4. It doesn't help us move them toward literacy. The whole world opens up to these kids if we can get them to read and write.

5. Because AAC approaches support spoken language.

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5 Reasons Why A 'Speech-Only' Approach Isn't Good Enough

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I'm trying to learn to see the good in all things, even when it is not immediately apparent. Lucky for me, the universe just keeps tossing me opportunities to practice my emerging skill in this area. Case in point: A phone conversation with an SLP serving a kindergarten child with developmental disabilities.

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Several of our activities come from the Core Word Classroom. During the quarantine, access to this website is free.

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The AssistiveWare Core Word Classroom - AssistiveWare

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The doors to the AssistiveWare Core Word Classroom are open! The Core Word Classroom is a free resource designed to support the implementation of any communication device based on core words.

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Using your child's interests to build language

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Using your child's interests to build language

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What is your child most interested in?  Let's talk about how we can use that interest to motivate language!

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Parenting Minutes | Autism: Leaning into Interests English

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Social story and expression emotions

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The student will learn to express themselves using single words and phrases.

(In addition to the books, games and activities provided in this lesson plan)

Smart Charts
A Smart Chart is a list of the icon sequences 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.

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The student will learn to express themselves using single words and phrases. (In addition to the books, games and activities provided in this lesson plan) Smart Charts A Smart Chart is a list of the icon sequences you will need to locate the target vocabulary for this lesson.

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Welcome! I am Miss Emily and this is my dog, Henry. So very excited to share some videos of us using the CoreBoard.

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Henry, GO!

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Flipgrid is where social and emotional learning happens! The leading video discussion platform for millions of PreK to PhD educators, students, and families.

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Word of the day calendar with activity ides.

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We're continuing to support core word learning in this stay-at-home era. In today's post, we share some ideas for integrating AAC into your daily life.

Thanks to all who've reached out with questions, comments, and words of appreciation for the Year of Core Vocabulary series. Here are some helpful resources for those who are using the words in Set 1 ( ) or Set 2 ( Year of Core Words Another Year of Core Words ). If you are contemplating this approach, feel free to jump in at any time. The best time to start (or re-start) is right now. Don't worry about retracing steps, or not 'doing it right.' The best way to get better at core vocabulary instruction is just to keep at it. It takes time, practice, and a willingness to keep at it.

Our words for this month are as follows.

Set 1: all, down, good, little, my, question, sad, she, turn, up, who, why

Set 2: bathroom, car, child, confused, green, hard, how much, man, mean, never, part, remember, sister, so, today, us

Core words can be used in a wide range of contexts and activities. Click on the links for more concrete information about how to use each of these to build communication.

A great many thanks to our colleagues Barbara Fernandes, Rachael Langley, Lisa Timm, Nancy Inman, Brian Whitmer, Russell Cross, Gail Van Tatenhove, Allison Wade, Heidi LoStracco, Bill and Lori Binko, Eric Sailers, and all the others who have contributed to this effort.

Reading is a great way to build in some extra core word practice. If you like reading with your prAACtical pals, we have some book suggestions. The following list is for Set 1 words.

A House for Hermit by Eric Carle Crab: good, little, question, sad, turn, up

It's Mine! by Leo Lionni : all, good, little, my, turn, who, why

The Heart and the Bottle by Oliver Jeffers: down, good, little, question, sad, she, why

The Napping House By Audrey Wood: all, down, little, she, up, who, why

Turn Off That Light! By John Crossingham: down, good, little, turn, who, why

May Calendar
Rachael Langley's wonderful core word calendars have been showing up on bulletin boards and refrigerators around the globe. She has lots of fun and easy ideas for our May words. (Click on the image to download the calendar for Set 1 words.)

Need some ideas for ways to target the May vocabulary beyond the single word level? Lisa Timm has some suggestions for us.

You can print out these sentences and the Set 2 calendar here.

Need even more ideas? Rachael Langley took care of that, too. (Click here or on the image below.)

This post was written by Carole Zangari

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PrAACtically May - AAC Resources for A Year of Core Words: The Learn-at-Home Edition

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We're continuing to support core word learning in this stay-at-home era. In today's post, we share some ideas for integrating AAC into your daily life. Thanks to all who've reached out with questions, comments, and words of appreciation for the Year of Core Vocabulary series.

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This fund only takes applications in February but they may be able to help you get a device for your child.

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The Sidney and Lillian Zetosch Fund of the Oregon Community Foundation

This fund was established with a gift to the Oregon Community Foundation from the estate of Sidney and Lillian Zetosch. The intent of this charitable gift fund is to help low-income Oregon children with special health needs succeed in school. OCCYSHN uses the funds to buy educational equipment for children who meet the criteria.

Oregon children age 3-21 years qualify if they have a diagnosed disability or special health need which impacts their education. The child must be enrolled in school, Early Childhood Special Education, or other preschool. The child's family must be low-income. (See application instructions for details.) The equipment requested must specifically address educational need. (NOTE: Eligibility for special education is not sufficient to qualify, if there is no diagnosed health condition.) Awards are based on a number of factors, including need, geographic spread, and demand.

Equipment is limited to Apple iPad, iPad Mini, iPod Touch, apps, and cases. (EXCEPTION: MacBook Air laptops and software are available to children over 12 for whom a tablet does not meet the educational need.) Equipment comes with a warranty and a protective case. All applicants get the same version of the equipment and cases. No phones or cellular-enabled devices are purchased (wifi only).

Family members may not apply on behalf of their own children. Application must be made by someone who works with the child in a professional capacity (e.g. teacher, educational service provider, disability service provider, health care provider, etc.). Any professional who applies for Zetosch funds on behalf a child agrees to have the equipment shipped to his or her work address, to give the equipment to the child's family, and to ensure the family knows how to use it for its intended purpose.

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The Sidney and Lillian Zetosch Fund of the Oregon Community Foundation This fund was established with a gift to the Oregon Community Foundation from the estate of Sidney and Lillian Zetosch. The intent of this charitable gift fund is to help low-income Oregon children with special health needs succeed in school.

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Are you wondering how you can support communication at home with you child who uses AAC? Core words are a great place to start. These are the words that we use all the time in conversation but are important to be able to talk about the Coronavirus pandemic too. Watch this video to see how you can incorporate 'Go' into your day.

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Are you wondering how you can support communication at home with you child who uses AAC? Core words are a great place to start. These are the words that we use all the time in conversation but are important to be able to talk about the Coronavirus pandemic too.

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Jill Senner and Matthew Baud are back to share some of their favorite therapy activities. In this post, they discuss how they build language while making ice cream.

Summer is almost here and we're already thinking about making our favorite frozen treat, ice cream in a bag. No special equipment is required. With a couple of plastic zipper bags and 5 ingredients already in your kitchen, kids can shake milk into ice cream in just 5 minutes. Free picture recipes can be downloaded here.

As with many of the cooking activities we love, there are lots of natural opportunities for language use before, during and after cooking.

Before cooking we read the recipe and check the kitchen to see if we have the ingredients. If any are missing, we write shopping lists of ingredients we need. We can take a community field trip to the grocery store where there are numerous opportunities for authentic communication.

During cooking, we get, put (in), open, close, shake, eat, and clean. Some children will "need help" if we don't open the packages for them. The milk is wet, we need big and little baggies, and sugar makes the ice cream sweet. Making ice cream ties into a great science lesson. Did you know that adding salt to ice will not only make it melt but also feel colder??? Yes, indeed, adding salt lowers the freezing point of water! There are math opportunities as well, such as learning about fractions and measurement.

There are a variety of extension activities that we can do after making ice cream:

Compare & Contrast - Do a taste test and see how this homemade ice cream is like store-bought ice cream and how it differs.

Reading - There are numerous stories about how ice cream is made such as From Cow to Ice Cream by Bertram Knight, Turning Milk into Ice Cream by Jerome Hawkins, or From Milk to Ice Cream by Stacy Taus-Bolstad. Read and discuss. The books introduce fringe vocabulary such as vat, flavor, and ingredient and offer more opportunities for comparing and contrasting how factory ice cream is made versus homemade ice cream.

Basic Concept Development - Ice cream is great for teaching about things that are "cold." Bring additional items of different temperatures for children to touch and describe. Discuss synonyms such as freezing, chilly, and icy.

Sequencing - Put cards depicting the steps of making ice cream into the correct order. Have the child explain how to make ice cream to a friend or family member.

Writing - Take and print pictures of the child making ice cream and have the child develop a personal narrative. Save this in a journal to later retell the story to friends and family (see image below).

Music - Cow Tunes for Kids by Brent Holmes has lots of fun songs about cows and ice cream.

We hope this activity helps keep you and your students cool during the long, hot summer months. I scream, you scream, we all scream for ice cream!

Jill E. Senner, PhD, CCC-SLP is a speech-language pathologist with almost 20 years of experience working with children with complex communication needs. She is the owner/director of Technology and Language Center where she specializes in providing augmentative and alternative communication (AAC) and assistive technology (AT) services including assessment, consultation and training, and workshops/lectures. Dr. Senner has presented at numerous national assistive technology conferences and has taught graduate courses in AAC and swallowing disorders. She has published research in the areas of AAC, siblings and disability, and swallowing disorders in cerebral palsy. Her current research interests are focused on communication partner training.

Matthew R. Baud has been working with AAC for the past 13 years. He currently is the Assistive Technology Coordinator at Niles Township District for Special Education (NTDSE) performing evaluations, trainings and coaching of AAC with students, staff and families. Matthew also has his own AAC private practice working with individuals with complex communication needs from birth through adulthood. He is an adjunct professor at Saint Xavier University where he teaches a graduate course in AAC and has presented at several national and state conferences.

Contact Information:

Jill E Senner, PhD, CCC-SLP, Owner and Director, Technology and Language Center, Inc. talcaac@gmail.com

Matthew R. Baud, MS, CCC-SLP, Assistive Technology Coordinator, Niles Township District for Special Education ( Mbaud12@gmail.com,Mbaud12, Twitter)

This post was written by Carole Zangari

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AACtual Therapy - Homemade Ice Cream in a Bag with Dr. Jill Senner and Matthew Baud

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Jill Senner and Matthew Baud are back to share some of their favorite therapy activities. In this post, they discuss how they build language while making ice cream. Summer is almost here and we're already thinking about making our favorite frozen treat, ice cream in a bag. No special equipment is required.

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Pick the area of the house where you do that activity. Then click the +. It will take you to a page with ideas on modeling language for that routine. Pick a few phrases to start.

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TOUCH this image to discover its story. Image tagging powered by ThingLink

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I want to make the tape feet "go!"

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I love this mom's self-reflection as much as her modeling. Enjoy!

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Modeling PODD while Watching Wordless Video

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It is not uncommon for parents to express uncertainty about how to go about playing with young children who are not able to express themselves. These children often have a limited repertoire of toys that they are interested in. All we need for play is to identify one toy (e.g. teddy), action (e.g. jumping), or object (e.g.. car) that the child is interested in and use it as a basis for play. We want to be aware of what the child is interested in and then for us to extend what s/he does with the toy/object to expand involvement with us and the toy/object or action.
My child is in school already, why should s/he still learn to play like this?
There is a direct link between children's ability to play with themselves and others, and their ability to learn. This also applies for children of school -going age. Children learn primarily through play. They make up action stories (e.g. the doggie runs in the yard, he runs fast, he sees daddy coming in the car, what does the doggie do? He runs to the car to greet daddy). In playing out a simple story like this, they learn about sequential actions and logical outcomes. If we can get a young child to play like this, s/he is well on the way to learning.
What toys do I use?
We need to watch carefully what toys the child spontaneously engages with. We need to observe how s/he uses the toys to develop their play skills. Allow yourself to expand play around the object of your child's interest by adding one or two ideas that you think the child might relate to. Parents can be most intuitive in knowing what a child might enjoy - and if it doesn't work, then you can try with another object/action/toy later on. It is not how many times we have to try that is important, but where we are heading for!

Gaining a young child's attention is often difficult and expanding that interest to include a slightly longer engagement with the toy can be quite difficult at first. Remember this is an activity that you and your child should enjoy together. Don't allow a play session to change into a "teaching session". The idea is to have fun together. Play, communication and learning can only happen when a child is interested and enjoy what they are doing with you.
So how do I do this?

1. Where do I start? More observation, less talking and directing: This is not about what you, the parent wants to play with, but what your child would like to play with. We can suggest certain activities, but we need to ensure that the child is in the lead here. We often times tend to be too directive in playing with our children. Rather, watch what they do and then, let's move from there.

2. What does your child do with the toys spontaneously? Does s/he hold the toy, throw the toy, put the toy in a box with other toys? These are important first indicators of where you can start to play with your child.

3. How do I use these observations to play with my child?

Start where your child is at , e.g. If your child is holding his/her toy, that is where you start.

Slowly try and expand what they are doing by introducing some other ideas

Look, see how your child responds. If s/he loses interest, you need to try something else. Know that everything you try is positive as you get to know and understand your child's interests better.

An example of a play interaction : Please make sure to use whatever means of comunication your child has available. These could include manual signs, grahic symbols on a communication board or a device- or a combination of these. That you communicate during play is much more important than how you do it! Again, don't turn this play interaction into a "teaching situation". Rather see it as an opportunity to interact with your child in a non-pressuring, creative way.
Q: My child only tends to hold his toy. How do I get him/her to play with me? One way of initiating play:
Parent: I see you like to hold Teddy? Can I hold him a bit?

Child: (gives it to you)

Parent: Teddy is a good friend. Look! Teddy is waving at you?

Child: (wants Teddy back).

Parent: You like to hold Teddy! He is your friend. Do you think Teddy wants to play with something?

Child: (ignores utterance)...(parent puts some other toys closer - and takes the car)

Parent: (takes the car): Hallo, Teddy, do you want a ride ? Come sit with me in the car....(Parent helps the child to place Teddy on the car) go! See, we are going fast/slow!

Child: Takes teddy and the car and imitate the action of "go"

A short sequence of play like this, can be a major step forward for a child with severe communication difficulties. Do not under-estimate the power of these short, but meaningful interactions.
What should I look out for?

1. You want your children to be interested, to pay attention to you and to engage with the toys. The quality of the attention and how they play with the toys is what we want to promote.

2. When you introduce new ideas, you have to do so slowly while watching your child's reaction. If they lose interest and walk away - that's ok. That is where you start. Next time, new or same toy, new play situation.

3. It is not about how long you play together, but the quality of the joint attention that is important.

4. Be with your child in a child-like way. What we are looking for is for you and your child to play together in a way that is joyful and meaningful to your relationship. Then we can gradually try and extend this time.

Most important: Have fun!

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Guidelines for parents: How to play with a child who is nonverbal on a beginning play level

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It is not uncommon for parents to express uncertainty about how to go about playing with young children who are not able to express themselves. These children often have a limited repertoire of toys that they are interested in. All we need for play is to identify one toy (e.g.

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Use to work on color names or to give additional selections that your child can make. "Which one do you want? You want the red one!"

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Make a child's world bigger, richer and fuller with AAC.

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Playing games and using AAC - AssistiveWare

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Got the game? Check!Got some players? Check!AAC system ready? Check!Having fun? Check!Building communication? Check!

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This is actually important!

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Basic ProLoQuo2Go core board plus quick communication boards

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Basic ProLoQuo2Go core board plus quick communication boards

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Handy to have on hand for requests  and games

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Parade: Entertainment, Recipes, Health, Life, Holidays

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You're Welcome! Here Are 125 Ideas to Keep Kids Entertained When You're Out of Ideas

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Here are 125 fun things to do with your family. These kid ideas and fun activities for kids stuck at home will help you all avoid cabin fever.

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A speech pathologist taught her dog Stella to 'speak'

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AAC Myths: Busted » Small Talk Speech Therapy

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Speech Therapy for Children. At Small Talk Speech Therapy we specialise in helping kids find their voice. Call us 1300 651 704 to find. Speech Pathologist

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Today is World Cultural Diversity Day! And what better day to talk ... about Fringe Vocabulary Fringe vocabulary are the words that are specific to a topic, place or person. These are also the words that make language culturally relevant to the communicator. And hence these words are also the ones that help the learner build a sense of self & identity. This is especially important for learners who are bilingual. From special words used at home for grandparents to festivals, culture specific concepts, foods and colloquialisms that help the communicator feel a sense of belonging to a larger group - Fringe Vocabulary is a gorgeous rainbow that celebrates diversity What are some of your favourite Fringe Vocabulary words you've used with children and learners? Do share in the comments below so that we can all learn with you . . .

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Today is World Cultural Diversity Day! And what better day to talk ... about Fringe Vocabulary Fringe vocabulary are the words that are specific to a topic, place or person. These are also the words that make language culturally relevant to the communicator.

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Communication Circles At Home. Just posted another activity for Family Fun & Learning in the dropbox! This is part of the webinar - $5 until June 1. (Note: it will say $25 - just keep going!)...

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Beaches near us are starting to open up. If it's safe to plan a beac... h day in your area, it's a great place to model AAC. Lots of relaxed fun! Many families worry about AAC systems getting damaged at the beach. That fair! It's one of the reasons that having a light-tech (i.e., non-electronic) version of your learner's AAC system is so important. Laminated or otherwise waterproof communication books fair well at the beach! If you don't have a non-electronic AAC option, talk to your SLP! Have fun with your learner and model AAC while you do!⁣

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Beaches near us are starting to open up. If it's safe to plan a beac... h day in your area, it's a great place to model AAC. Lots of relaxed fun! Many families worry about AAC systems getting damaged at the beach. That fair!

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Story Time with Miss Katrina - Go Go Go Stop!

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Going on a Bear Hunt - THE KIBOOMERS Preschool Songs for Circle Time

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KIDS BOOK READ ALOUD: WE’RE GOING ON A LEAF HUNT - WITH LINK TO TEACHER RESOURCES

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Let's Go Visiting #Read Aloud #Counting  /Colors/Baby animals #영어동화로배우는영어

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Wheels on the Bus | @CoComelon Nursery Rhymes & Kids Songs