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Para Professional AAC Classroom Integration

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Para Professional AAC Classroom Integration

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Do's & Don'ts of AAC

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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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How to Get Started Modeling Language on AAC

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Communication Function and Means Checklist

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Data Collection Language Functions

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Language Functions w/Written Prompts

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Data Collection Blank

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Aligned to AAC Profile

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20 Core Word Starters

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Activations/Locations

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The Power of Core Vocabulary: Life Saving!

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Creating visual display scenes on touchchat WP

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Creating visual display scenes on touchchat WP

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Creating  Visual Scene Displays with TouchChat

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Introduction to Augmentative and Alternative Communication (AAC)

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Something to say about my communication Device

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Something to say about my communication Device

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Read Aloud: Something To Say About My Communication Device

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🫶 📱 A Day With No Words by Tiffany Hammond 2023

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Instantly access My Brother Otto plus over 40,000 of the best books & videos for kids.

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Beyond Requesting: A week of AAC routines during meals

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Beyond Requesting: A week of AAC routines during meals

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"Help."

Most AAC interventionists are quite effective at helping clients use their communication systems during snack or mealtime in order to make requests. How can we move beyond that and help AAC learners communicate for a wider variety of purposes? Mealtimes are wonderful social opportunities and we can take advantage of that by building interaction opportunities around predictable routines.
Why build a routine?

The predictability helps learners understand what is expected of them. Understanding the expectation sets the stage for active participation.

When something becomes a routine, it gets implemented regularly. That gives our learners lots of opportunities to practice their new skills. It also gives us the opportunity to get better at key instructional strategies, such as aided language input, creating explicit opportunities, and using language expansions.

Need some suggestions for routines that can be created to foster social interaction with your AAC learners? Here are some ideas.

Monday: Create a question of the week that gets everyone talking about the same thing. Consider building those in a way that uses core vocabulary in the question and/or the response (e.g., "Who saw a friend today?" [me, not me]; "What did you wear?" [socks, shoes]; "Who likes __?" [I do, I do not]). That way our AAC learner can participate in asking and answering the question.

Tuesday: Tell Me Tuesday is a routine in which everyone shares one thing about their day. Our AAC users can direct the conversation with phrases like 'my turn' and 'your turn.' They can also respond with their own experiences (e.g., 'go school,' 'like swim') and give feedback to others (e.g., 'good job,' 'I like it').

Wednesday: Watch It Wednesday can be the day when everyone shares about something they've seen or watched. One of our AAC learners delighted us with a comment, "I see color up up," that launched a great conversation about rainbows, rainshowers (which happens most afternoons from June-October where we live), and the Everglades (e.g., "Alligator" "Do animals see colors?").

Thursday: Throwback Thursday is a great day to do some reminiscing. We can pull up an older photo on our phones or grab an artifact from a past event (e.g., graduation program, zoo map) to set the stage and help our AAC learners pose questions like "What did you do?" and "Where is it?" to start the conversation. They can also share their own ideas about who was there, what they did, and how they felt about it.

Friday: Music seems to be universally motivating and songs are a great way to build in communication experiences. We can take familiar tunes (e.g., Happy Birthday) and re-work them with our own lyrics. In the example below, we can pause at the end of each line to allow the AAC learner to fill in the blank with a high frequency word.

The simple sentence structure, familiar tune, and predictable nature of the experience make it easy and engaging.

Saturday: Weekends are a time when many families go out to eat at a restaurant, take a picnic to the park/beach, or share a meal with relatives. A version of "I Spy With My Little Eye" can be a fun way to get everyone connected. We can pre-program the starter phrase ("I spy with my little eye"), if needed, and help AAC learners give clues (e.g., "big," "up," "blue") or make guesses. AAC learners can also help direct the game (e.g., "Your turn," "I do it").

Sunday: Create a routine around a blessing, expression of gratitude, or moment of reflection. For families who say prayers or blessings prior to eating, consider pre-storing that into the communication aid so that the AAC learner can lead and participate. They can also get the ball rolling with questions like "Who wants to do it?" or "Can I do it?"

Do you have favorite ways of building conversation at mealtimes? We'd love to hear about it.

Edited: You can view a Spanish version of this post, translated by Nidia Rocio Carillo, here. While you're there, explore her site, Hablo Con AAC.

This post was written by Carole Zangari

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Beyond Requesting: A Week of Routines to Increase AAC Use at Mealtime

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"Waffle." "I want ___." "More." "I'd like a diet coke, please." "Help." Most AAC interventionists are quite effective at helping clients use their communication systems during snack or ...

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AAC stands for Augmentative and Alternative Communication. It refers to a set of tools, strategies, and methods used to support or replace verbal communication for individuals who may have difficulty with natural speech. AAC is designed to improve the communication abilities of people with various conditions such as autism, cerebral palsy, Down syndrome, or other speech and language disorders.

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OUSD AAC Connect Series - Navigating AAC Together: Volume 1 by Lena Medina | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, businesses and more

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SINGLE PAGE 96 Location WP60 Basic SS with Categories.pdf

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Project-Core.com
FREE Core Boards

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Single Page 48 location Word25 T&S manual board.pdf

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TouchChat WordPower: Tap Speak & Enlarge/highlight text (Tips for GLP)

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TouchChat WordPower: Personalizing & Editing

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TouchChat WordPower: GLP gestalts/phrases that already exist in TCWP!

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TouchChat WordPower: Creating a Bilingual Spanish-English Version

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Adding a Whiteboard into TouchChat WordPower

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Practical tips for setting up Proloquo2Go

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Sharing buttons and folders between users in Proloquo2Go