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joan.sharp@prentrom.com

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More information about Unity Symbols, LAMP Words for Life, and implementation...

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More information about Unity Symbols, LAMP Words for Life, and implementation...

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With Chris Bugaj and Rachel Madel

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A Podcast Dedicated to Educate, Empower, and Inspire.

Join AAC experts Rachel Madel and Chris Bugaj as they dive into a weekly discussion about all things AAC (Augmentative and Alternative Communication). Every episode they deliver practical resources, clinical guidelines and relevant research to help clinicians better utilize technology for individuals with complex communication needs.

Episodes include interviews with industry thought-leaders, clinicians, parents, researchers and app developers to keep you on the pulse of the educational technology scene and better support communication through the use of technology.

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Join AAC experts Rachel Madel and Chris Bugaj as they dive into a weekly discussion about all things AAC (Augmentative and Alternative Communication). Every episode they deliver practical resources, clinical guidelines and relevant research to help clinicians better utilize technology for individuals with complex communication needs.

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Professional Learning Community supporting individuals with complex communication needs.

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Predictable chart writing is one of my favorite ways to get kids who are new to writing comfortable with a writing routine. Today, our guest author Ashley Larisey shares detailed information that will help you implement this well and have fun doing it. And she helps us understand how to do this successfully in remote teaching.

Ashley is an SLP at Community High School District 218 in Oak Lawn, Illinois. She is also an Adjunct Clinical Supervisor and Instructor at Saint Xavier University. In today's post, she breaks down the steps of using predictable chart writing, points us to relevant resources, and provides a video overview of the process.

Enjoy!
:::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: Predictable Chart Writing
As many educators look for new and innovative ways to bring comprehensive literacy instruction into their practice, one of the first strategies that comes up in a quick google search is Predictable Chart Writing (PCW). PCW is a great strategy to use when working with students during structured shared writing experiences. It's also very easy to embed communication and can work as an activity for the whole classroom, small groups, or even individual sessions!

However, we are also in a time where many students are participating in instruction on a full or part time basis; therefore, the implementation of PCW may look somewhat different. In addition, although the steps to PCW are very straightforward and easy to implement, there are also many factors to consider to ensure that the experience of PCW is a meaningful and engaging one.

Here, we will look at an overview of Predictable Chart Writing. For each step listed below, you will learn:

What is it?: An overview of the step and basic implementation strategies.

Considerations: Ideas for increasing engagement and visual attention and for determining meaningful targets for the individual steps.

Adaptations for remote instruction: Suggestions for how the chart can be implemented if your student or child is participating in a distance learning environment. These adaptations will primarily include the use of document cameras and Jamboard, which is part of Google Suite.

Much of the information provided below is a summary from a variety of experts in the field of AAC and literacy instruction. Check out the sources listed at the bottom of this blog post to learn more about how you can implement PCW in your instruction!
Step One: Write the Chart
What is it? On the first day of PCW, the teacher will title the chart, introduce a sentence stem, and work collaboratively with students to generate possible responses to complete the stem. For example, for the stem pictured below, the SLP used think-alouds and aided language on an AAC device to help the students determine possible responses. Students then took turns to fill in their own responses, with the option to use one of the group suggestions or generate their own response.

Considerations: When writing your stems, it is important to line up the repeated words in the text so that students are able to see the pattern. Different colors can be used for the fill-in phrase, or for each line in the text, to bring attention to the different responses of individual students. Student names can also be placed in parentheses at the end of their response to help keep track of responses.

It is important to put thought and consideration into your sentence stems. Consider including core vocabulary and sight words for emergent writers with sentences that are between 3-5 words in length. In addition, repetition with variety can be key. For example, Erin Sheldon and Mary Louise Bertram discuss repeating use of a single stem with different endings in their presentations/handouts about PCW. For example, the sentence stem "I like" can be used with different categorical endings (food, animals, toys, places), and later the word "not" can be added to the stem to explore the same categories. We want to bring focus to the text when using PCW. For that reason, use words only; do not add symbols/pictures to your sentences.

Adaptations for remote instruction: Jamboard is a digital whiteboard that is a part of Google Suite and integrates well with students using PCW in a remote learning environment. Students can select from a choice board created quickly in Jamboard through shared controls or through partner assisted scanning. You can use different colored markers to bring increased visual attention to individual responses and quickly create the PCW live with your students.

You can also use a document camera or phone/iPad with an affordable desk mount to display the chart to your students as you write. You can take a screenshot of the completed chart and upload as an image to Jamboard if you prefer to display written text vs. typed text.
Step Two: Work with the Chart What is it?
On the second day of PCW, the teacher will re-introduce the chart and re-read the sentences chorally with students. Students will also practice reading the sentences in their head using their "inner voice." Students can take turns coming to the front of the class and pointing to the words in their individual sentences as they are read aloud. Make it fun! You can clap, chant, rap, or dance to the sentences. The teacher or instructional aides can use this time as an opportunity to model the sentence using AAC; however, modeling should be done without any expectation or prompting for the student to generate the sentence(s) using AAC. Remember, writing is the focus of PCW! The teacher will then bring attention to a writing convention present within the chart (e.g. letter, punctuation, capitalization, sight words) and students will work collaboratively to identify instances within the chart.

Considerations: Bring in fun and engaging pointers to increase student engagement (e.g. big hand pointer, witch fingers, wizard wand, flashlight). For students using AAC, you can bring visual attention to various concepts of print (e.g. different letters, capitalization, punctuation) on the keyboard using thick borders or highlighted letters. Concepts of print should also be intentionally selected to integrate other components of the curriculum. For a list of concepts of print to consider, page 7 of the Durham Road School Literacy Overview of Predictable Chart Writing compiled by Mary Louise Bertram provides excellent ideas for focus points.

Adaptations for remote instruction: Use the laser within Jamboard, along with the highlighter, to bring attention to concepts of print. There are several engaging mouse pointers offered in Chrome Extensions (Cute Cursor, Custom Cursors). Give your student/child the opportunity to choose the cursor they want to use to point during read alouds. Your document camera can also work to support students in Step Two.
Step Three: Work with the Sentence Strips
Begin by re-reading the sentences in the chart. In Step 3, students are given a sentence strip with the sentence they generated in step one. Students work to cut out individual words in their sentences to increase their understanding of concept of word. If the student accidentally cuts a word apart, work together with the student to tape the word back together and try again. Once the individual words are cut apart, allow the student to place the words in the correct order. Allow the students to make mistakes! Ask "Does that sound right? or "Does that make sense?" Once the sentence is in the correct order, have the student glue their sentence onto paper.

Considerations: Initially, you can teach this skill by demonstrating how to cut words and sequence the sentence. You can then gradually release the responsibility from the teacher to the student. While instructors are teaching how to complete Step Three, they can make intentional mistakes in cutting and sequencing and work with students to identify what needs to be fixed or changed.

For students who do not have the strength or motor control to physically manipulate the sentence strip, use partner-assisted scanning to indicate where to cut the strip or which word will come next in the sentence.

Adaptations for Remote Instruction: This is a great time to share a Jam with a student so they are able to manipulate their sentence. Use the sticky note tool in Jamboard to create your sentences. You can use white sticky notes to remove the visual word boundaries or choose a different contrasting color for students who require more support. Students can then use the laser tool to "mark" where the word boundaries are and where they would cut. Sticky notes can be moved/rearranged so students can place them in the correct order. Use partner assisted scanning for students who cannot physically manipulate the screen.

If you have been using a document camera until this step, you can continue to work with paper by working with the parent or caregiver. Have them write the sentence on a strip of paper at home and coach through the steps of cutting and sequencing the words in the sentence.
Step Four: Be the Sentence
Begin by re-reading the sentences in the chart. This time, count the number of words in the sentence. This determines how many people are needed to "be" the individual words in the sentence. Each student is given a word on a large piece of paper (8.5×11), and the students arrange themselves in correct order to make the sentence.

Considerations: Continue to provide informative feedback for this step. Partner assisted scanning can be used for students if they require adult assistance for mobility. Single switch devices can be used, or the single word can be modeled by an adult and placed into the message bar for a student to share their "word" with the class. If you have more words in your sentence than students, you can use instructional aides or parents to "be" a word.

Adaptations for Remote Instruction: Step four can be challenging because students are not able to physically move about the room and position themselves during remote instruction. However, they can still be assigned a word and work collaboratively to see "who" will need to come first, next, etc.

One way to do this is to collect student photos at the beginning of the year holding a blank piece of paper. You can assign a different word for each student depending on the chart they are working on using simple editing.

If possible, your students can also work collaboratively within a single Jam. Each student can open the Jam at the same time and move their own photo to the correct location in a sentence.
Step Five: Make and Publish the Book
Begin by re-reading the sentences in the chart. Step Five is when students work to illustrate and publish their book. Illustrations can be drawings, photographs, pictures from magazines or the internet, or even short videos! Be sure to have your students write their name on their page.

Considerations: These books can be low-tech, laminated books that can be kept as part of a classroom library, or made using PowerPoint/Google Slides, Tarheel Reader, or various apps (Pictello, Story Creator). You want the books to be available to read during leisure time or during independent reading, so be creative if you consider using an electronic book format to ensure all students have access. Be sure you have photo releases in place if you are including student photos in your classroom books.

Adaptations for Remote Instruction: Students can use their individual pages created in Step Three of PCW to complete the final step. They can create their own illustration using the highlighter, marker, and shape tools, or find an illustration using google images. If you are using a single collaborative Jam file, it can be downloaded as a PDF once complete and printed or shared with students electronically.

Here's a quick video about the process of using Predictable Chart Writing in a remote learning environment.

We are so lucky to have many resources to reference to learn more about Predictable Chart Writing! Check out the resources listed below for more information about PCW and ideas on how you can implement it in your classroom.
References: (Click on the titles for more information) About the Guest Author
Ashley Larisey is a Speech-Language Pathologist with over 10 years of experience working with children and young adults with complex communication needs. She currently works as a Speech-Language Pathologist for Community High School District 218 in Oak Lawn, Illinois. She is also an Adjunct Clinical Supervisor and Instructor at Saint Xavier University. Ashley specializes in working with students diagnosed with autism spectrum disorders as well as individuals who utilize Augmentative and Alternative Communication.

Instagram: @mrs.larisey

This post was written by Carole Zangari

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AACtual Therapy: AAC & Predictable Chart Writing

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Predictable chart writing is one of my favorite ways to get kids who are new to writing comfortable with a writing routine. Today, our guest author Ashley Larisey shares detailed information that w...

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https://www.youtube.com/channel/UCk5n1tO-ZAI81kcq07PyyYA
-great videos on core words.

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speech language kids learning "mister clay" child "at home speech therapy" "clay hadden" "sing a long" "super simple songs" "simple songs" "nursery rhymes" b...

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You'll also find some video models and How To's ranging from iPad programing to articulation exercises. Some video's are for specific kids I work with, so the language, funny voices, etc. cater to them. Disclaimer: If you are concerned about the speech and language development of your loved one please contact a speech language pathologist near you.

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How to inspire a parents motivation to model core language for a complex communicator with a brand new eye gaze device when the parent feels it's "over the students head" and wants to use it for only yes/no (which the student can otherwise indicate).

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I have been LOVING making virtual books with gifs on Google Slides. Chrome has a giphy extension that make it really easy to find gifs. The moving images are much more engaging than static pictures. Also, my kids have been LOVING animal live cams. Lots of spontaneous language generated during these times.

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Discussion about alternate access methods 

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Discussion about alternate access methods 

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(different kinds of switches, shaping yes/no responses, partner assisted scanning, etc)

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This is packed full of awesome core resources. One of the lead developers recently received an ASHA award for this work.

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The MISD AAC Core Vocabulary Initiative is an ongoing professional development initiative aimed at providing classroom teams including: teachers, paraprofessionals, speech language pathologists, occupational and physical therapists, and families, with the resources they need to create a learning environment that ensures that every student can successfully communicate wherever they are and with whomever they need/choose. This initiative is for all center based classrooms serving students with SXI, SCI, MOCI, and ASD, locally operated classrooms for students with MOCI, MICI, ASD, PI, and ECSE, and students in Macomb Infant Preschool Program (MIPP).

Ensure that every student will have a voice, including the students with the most significant disabilities.

Ensure that aided language stimulation (modeling AAC) and vocabulary instruction are provided for all students who will use AAC.

Increase access to communication systems for every student who has low to no speech.

Increase the use of core vocabulary in all communication activities and environments.

Increase functional use of AAC systems across environments.

Increase the functional design of systems so that they include core vocabulary, are designed for each student's physical abilities and are customized to meet their language and personal needs.

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The MISD AAC Core Vocabulary Initiative is an ongoing professional development initiative aimed at providing classroom teams including: teachers, paraprofessionals, speech language pathologists, occupational and physical therapists, and families, with the resources they need to create a learning environment that ensures that every student can successfully communicate wherever they are and with whomever they need/choose.

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If you're wondering if you're breaking down your vocabulary enough, this website will tell you if you're using the ten hundred most common words. You might be surprised which words might need to be defined or simplified. You can also practice describing vocabulary (like "Aquarium. It's a place where water animals live).

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I would love more resources for this

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I would like more information on programing devices. Tips and tricks to programing devices with a variety of different communication apps.

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I would like more information on programing devices. Tips and tricks to programing devices with a variety of different communication apps.

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

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

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

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How do I effectively teach kids with Autism how to comment (I like, not like)? I model but my ASD kids don't seem to care about commenting! They're only motivated by their token boards.

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Loaner Devices & Trialing During Distance Learning

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Loaner Devices & Trialing During Distance Learning

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How do you go about getting loaner devices? And trial them in distance learning? I recently evaluated a student who would benefit from eye gaze, but we are a small district and it's been years since we had an eye gaze user and he is remote learning.

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Grid for iPad "getting started" tutorial from Smartbox

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Grid for iPad "getting started" tutorial from Smartbox

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Getting Started with Grid for iPad tutorial

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Access the power of voice

AAC devices and accessories that foster communication and independence.

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Find an Assistive Technology Specialist in your area.

Access Forbes AAC implementation resources and trainings, including ASHA CEUs.

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Our extensive line of devices and accessories is sure to fulfill your AAC needs. Multiple accessibility options, sizes and operating systems make customization easy, because a communication style is as unique as the user.

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Our Assistive Technology Specialists are available to perform group demonstrations, trainings and assist with evaluations. We also have a fully stocked Device Loan Library!

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Find a representative in your area!

We utilize a network of distributors, dealers and direct representatives to service our customers around the country. Use our interactive map below to find a specialist dedicated to your local area.

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Augmentative Alternative Communications | Forbes AAC | United States

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Forbes AAC is a leading provider of augmentative and alternative communication devices. Our expert clinicians are here to help you find your best fit today.

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https://www.littlemisskimsclass.com/2018/02/multisensory-approach-to-core-vocab.html

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Classroom staff picks a day of the week and a strategy, and that becomes the strategy of the day. The teacher posts it on the board and all staff focus that strategy. Staff takes ownership and isn't overwhelmed by all the strategies they've been trained in (courtesy of Bre Brooks, Ed Specialist, San Benito High School)

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The Unity language system is the original core word system that provides maximum flexibility through semantic compaction, as well as communication and educational supports. It is also the foundation of the LAMP Words for Life and CoreScanner language systems.

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"sequences of icons are combined to store word, phrase, or sentence messages...icons are deliberately selected for their rich semantic associations" (Beukleman)

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PRC Courses and workshops for May and June 2021 including Unity Vocabulary review, LAMP Words for Life: Vocabulary Review and Practice, Diving into Language Lab

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PRC Courses and workshops for May and June 2021 including Unity Vocabulary review, LAMP Words for Life: Vocabulary Review and Practice, Diving into Language Lab

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https://www.prentrom.com/education/classes?type=master_the_technology&method=online&page=1

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PrentRom.com

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

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We believe everyone deserves a voice.

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

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

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

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NuVoice® PASS (PRC Application and Support Software) for all Accent® products (700, 800, 1000, 1200, 1400) allows you to create, modify, and save vocabularies, then load them into your communication device. You can also use PASS to create support materials, such as manual boards, quick reference guides, and vocabulary lists. With PASS, AAC support professionals can work on a client’s device contents without needing to have the device present.

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NuVoice ® PASS ( PRC Application and upport Software) for all Accent ® products (700, 800, 1000, 1200, 1400) allows you to create, modify, and save vocabularies, then load them into your communication device. You can also use PASS to create support materials, such as manual boards, quick reference guides, and vocabulary lists. With PASS, AAC support professionals can work on a client's device contents without needing to have the device present.

NuVoice® Release 2.22
New Features:

Added the Acapela Tamira voice

Included the Lily and Tamira voices on trial equipment

Fixes and Improvements:

Made it easier to connect to a Wi-Fi® network

System Requirements:
Windows Vista ®, Windows 7, Windows 8, Windows 8.1, or Windows 10

Note: This is a desktop app and will not run on Windows RT or in the "Tiles" on Windows 8 or Windows 8.1.

By default, PASS uses Unity vocabulary. To change to another vocabulary configuration:

1. Click the Set-up icon and choose Toolbox.

2. In the system toolbox, select "Maint Menu"

3. Select "Change Product Configuration" and choose Essence, SpringBoard, WordPower or American Spanish Unity.

4. If you're using SpringBoard (Accent 700-SB), you'll also need the complete set of SpringBoard vocabulary files located here: https://www.prentrom.com/support/springboard/downloads

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Download: NuVoice PASS Software Installation for All Accent Products

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NuVoice ® PASS ( PRC Application and upport Software) for all Accent ® products (700, 800, 1000, 1200, 1400) allows you to create, modify, and save vocabularies, then load them into your communication device. You can also use PASS to create support materials, such as manual boards, quick reference guides, and vocabulary lists.

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I can't wait to explore the AAC Language Lab resources! Thanks for sharing! -Adriana

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I will be looking at the 100 high frequency word list and consider using that when teaching word/modeling.

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I will be looking at the 100 high frequency word list and consider using that when teaching word/modeling.

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Staff buy in and limited formal training for classroom staff. 

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Staff buy in and limited formal training for classroom staff. 