Augmentative Communication- the Path to Social Empowerment For students who do not speak, social empowerment and personal dignity is not easily realized. Technology that enhances communication abilities can enable people with communication disabilities to participate to the fullest in education, vocation, and leisure activities. http://aac101.wikispaces.com/ February 2014 Region 4 ESC

Lost Voice Guy British Comedian who uses AAC…he’s not just in it for the parking http://www.bbc.co.uk/news/blogs-ouch-23592738 http://lostvoiceguy.com February 2014 Region 4 ESC

AAC 101- The gadgets February 2014 Region 4 ESC

What is AAC? http://www.youtube.com/watch?v=r3m8_YmTDDM February 2014 Region 4 ESC

Low Tech AAC February 2014 Region 4 ESC

Types of Low Tech Boards Books Wallets Walls Eye Gaze Dial Scans Auditory Scanning “Just in Time” February 2014 Region 4 ESC

Making Low Tech Computer Based programs Pixon Boardmaker MS Word Attaching: Magnets, Velcro, Loc Lift “Just in time” Dry erase Sticky notes Recycle bin February 2014 Region 4 ESC

Strategies Partner assisted scanning PECs or other picture exchange programs PODD- Pragmatic Organization Dynamic Display http://www.novita.org.au/Content.aspx?p=683 http://www.lburkhart.com/podd.htm Aided Language stimulation Janice Light’s resources http://aackids.psu.edu/index.php/page/show/id/14 http://www.aacintervention.com DON’T FORGET CORE VOCABULARY February 2014 Region 4 ESC

Mid Tech AAC February 2014 Region 4 ESC

Types of Mid tech Single message devices Single message, multiple level devices Static multiple level devices- 2 to 32 locations Dynamic digitized speech devices Some Tablet (iPad, Android, Windows) apps DON’T FORGET CORE February 2014 Region 4 ESC

Strategies Use for fringe and content specific vocabulary Use for games and activities that control others Use in conjunction with electronic aids to daily living and environmental controls Dr. Janice Light http://aackids.psu.edu/index.php/page/show/id/14 http://www.aacintervention.com DON’T FORGET CORE VOCABULARY February 2014 Region 4 ESC

High Tech AAC February 2014 Region 4 ESC

The big secret February 2014 Region 4 ESC

Features Synthesized Speech (text-to-speech feature) allows for spelling & word prediction Usually have digitized speech option well Large memory Multiple access modes Generative language Support independent programming by communicator Already have core vocabularies built into the devices February 2014 Region 4 ESC

High Tech Access Options TCEA February 2014 High Tech Access Options Indirect Selection Single switch scanning Two switch scanning Auditory scanning Partner assisted Direct Selection Pointing Optical sensor Eye movement/gaze Joystick Mouse Trackball Auditory fishing MyTobii P10 Auditory fishing: A setting that allows users to browse the items on the display through direct selection by listening to the output at a reduced volume before making a selection (Dowden & Cook, 2002). February 2014 Region 4 ESC Developed by Region 4 ESC

Types Dedicated- is only an AAC device Integrated- is an AAC system integrated into a full computer system (usually a Windows laptop) Tablets, smart phones (some apps only) February 2014 Region 4 ESC

Strategies Use existing core and customize (personal, academic, high interest) Direct instruction vs. customary environments What is the demand on the student (linguistic, academic, physical, cognitive) LITERACY can be addressed concurrently Natural language cues Model http://aac.unl.edu/yaack/ http://www.aaclanguagelab.com/ February 2014 Region 4 ESC

The Tablet Revolution iPads, Androids and Windows! Oh My! Not a Computer (except Windows Pro) Not a dedicated AAC device The Good- cost, cool, accepted The Bad- functionality, power, accessibility The Ugly- developer maze, the apps, the rate of change So…what should we do? Keep an open mind And a critical consumer eye Hold on for the ride February 2014 Region 4 ESC

AAC 101- Intervention February 2014 Region 4 ESC

TCEA February 2014 What is expected from the tool, the child, the staff and the environment? Participation Communication Press and play Allows students to engage in an activity Circle time Scripted activities “tell me”, “show me” Often utilizes only content or context specific vocabulary Low and high tech Involves the use of core vocabulary May involve the use of fringe, content/context specific, and academic vocabulary Sharing of basic needs/wants AND novel utterances (thoughts, feelings, opinions) February 2014 Region 4 ESC Developed by Region 4 ESC

It’s just language intervention! Clearly define expressive/receptive skills Note the gap between the two Write an Intervention Plan Teach at the appropriate developmental level Utilize multiple customary contexts MODEL Review and adjust regularly February 2014 Region 4 ESC

Dr. Janice Light’s Research http://aackids.psu.edu/index.php/page/show/id/14 Indentify contexts Provide an effective means Select appropriate vocabulary Set up the environment Use interaction strategies http://aac-rerc.psu.edu/index.php/webcasts/show/id/7 February 2014 Region 4 ESC

More fabulous AAC sites Gail VanTatenhove http://www.vantatenhove.com Linda Burkhart http://www.lburkhart.com AAC Language Lab http://www.aaclanguagelab.com/ AAC Intervention http://www.aacintervention.com USAAC Scoop It http://www.scoop.it/t/speak-up-1 Practical AAC http://praacticalaac.org YAACK http://aac.unl.edu/yaack/ SET BC http://www.setbc.org/ February 2014 Region 4 ESC

Top 10 AAC Intervention Strategies Start early (AAC will not inhibit oral speech development) Keep the activities authentic and in natural environments Focus on sustained turn taking activities that are more than just need/want based Utilize a total communication approach Teach symbol representation skills for objects/pictures Develop pragmatic language/social skills Use established language intervention techniques Engage in communication partner training Develop physical skills to consistently and reliably access an AAC device Start with the easiest teacher/lesson/environment February 2014 Region 4 ESC

AAC 101- core vocabulary February 2014 Region 4 ESC

TCEA February 2014 Just the Facts Core vocabulary consists of the most frequently used words we speak and write About 80 % of what we say is comprised of about the same 300 words- across age levels, gender, culture, etc. In order to communicate, access to core vocabulary in single word units is required If intervention time is invested in teaching, modeling and reinforcing core vocabulary, communicators will be able to say most of what they need to say http://aac.unl.edu http://www.aacinstitute.org http://www.vantatenhove.com ISAAC’s AAC professional journal ASHA professional journals and SIG 12/listserv Take a look at Normal Language Development article by Gail Vantatenhove http://www.vantatenhove.com/papers.shtml February 2014 Region 4 ESC Developed by Region 4 ESC

So what are the core vocabulary words? Most of those words are pronouns, prepositions, demonstratives, common verbs, common adjectives, common adverbs and a few common nouns February 2014 Region 4 ESC

26 Core Words: Toddler Words Percentage I 9.5 you 3.2 no 8.5 what 3.1 yes/yeah 7.6 on 2.8 the 5.2 in 2.7 want 5.0 here is 4.9 more 2.6 it out 2.4 that off 2.3 a 4.6 some go 4.4 help 2.1 my 3.8 all done/finished 1.0 mine TOTAL 96.30% Banajee, M., Dicarlo, C., & Stricklin, S. B. (2003). Core vocabulary determination for toddlers. Augmentative and Alternative Communication, 19, 67-73. February 2014 Region 4 ESC

25 Most Frequent Core Words: College Texting yo (u) are my want(ed) I’m to(2 too) ye (yep ya) and with it I we is a like o (okay k) be just at me that(s) good no have y (why) From http://aac.unl.edu February 2014 Region 4 ESC

The Language Stealers http://www.youtube.com/watch?v=Vib2__BDCXc February 2014 Region 4 ESC

What about the other words? Fringe, context/context specific, academic vocabulary Vocabulary that is less frequently used, but is often germane to the interaction Often consists of nouns Many times, the meaning can be gleaned from context “I want it” But, not always… February 2014 Region 4 ESC

So…what should we do about that? Absolutely teach/model core vocabulary first and often The communicator gets a huge benefit from being able to say 80% of what they intend Concurrently enable/teach/model access to fringe/context specific vocabulary- PROBABLY WITH LOW TECH TOOLS February 2014 Region 4 ESC

Providing Access to Fringe MODEL what you expect! Utilize technology (low and high tech) Communication partner assisted scanning Literacy- low and high tech strategies February 2014 Region 4 ESC

Technology High Tech Low Tech AAC systems TCEA February 2014 Technology High Tech Low Tech AAC systems Computers/tablets Accessible software Alternative access tools General Education applications Word processing Internet Text-to-speech software Smart phones/tablets MP3 players Communication/spelling boards, books, flip charts Eye gaze systems- simple to complex Word Walls 2D and 3D Dial Scans Sticky notes, Lok-Lift Dry Erase Boards Flip charts Sentence strip holders Take a photo of an “on the fly” system and save/print/share Anything! February 2014 Region 4 ESC Developed by Region 4 ESC

Communication Partner Assisted Scanning TCEA February 2014 Communication Partner Assisted Scanning With low tech picture choices With spelling With oral choices (similar to “twenty questions”) It is about school, home, other? Is it about something that happened before, today or will happen later? Pragmatic Organization Dynamic Display (PODD) Novita (Gayle Porter) http://www.novita.org.au/Content.aspx?p=683 Linda Burkhart http://www.lburkhart.com/podd.htm Need a reliable “yes/no” or affirmation/negation February 2014 Region 4 ESC Developed by Region 4 ESC

AAC 101- Literacy February 2014 Region 4 ESC

TCEA February 2014 Literacy Many non-oral speakers do not have access to literacy instruction 70% are behind their peers in literacy skills http://aac.unl.edu/csl/litdev.html 90% of AAC users will enter adulthood functionally illiterate Successful access to the curriculum is very dependent on literacy skills Lack of strong literacy skills is the main obstacle for AAC users to obtain employment and independence Contextual Factors environmental expectations opportunities for literacy learning quality and quantity of literacy experiences Literacy Skills criteria based measurement tools standardised tests observations adapted materials for AAC users Tools materials/devices/software/equipment enabling AAC users to read and write Alphabet knowledge Concept of word Phoneme awareness Site word recognition Developmental spelling assessment Developmental reading inventory Language comprehension Print processing Word knowledge Reading interest Writing- chapter 5- page 93 February 2014 Region 4 ESC Developed by Region 4 ESC

Accessible Instructional Materials (AIM) TCEA February 2014 Accessible Instructional Materials (AIM) Universal Design for Learning http://www.cast.org http://www.youtube.com/watch?v=bDvKnY0g6e4 AIM- http://aim.cast.org/ TATN- http://www.texasat.net/default.aspx?name=resources.aim TEA http://www.tea.state.tx.us/index2.aspx?id=2147487109 Bookshare http://www.accessiblebooks4tx.org/  Learning Ally http://www.learningally.org/texas/  Learning materials can be anything February 2014 Region 4 ESC Developed by Region 4 ESC

AAC and Literacy Resources Dr. Janice Light http://aacliteracy.psu.edu Center for Literacy and Disability Studies https://www.med.unc.edu/ahs/clds/ Alternate Pencil Reading Assessment and AT Route 66 Bridge Assessment Tarheel Reader Synchronous development of reading, writing and spelling Visual methods of teaching literacy JUST START! February 2014 Region 4 ESC

High Tech and Literacy AAC systems with access to spelling and word prediction- MODEL! Computer/tablet word processors- possibly with word prediction Email, IM, web conferencing, social networking Smart phones February 2014 Region 4 ESC

Good AAC Books to Have Glennen, S. and Decoste, D. (1997). Handbook of Augmentative and Alternative Communication. Singular publishing: San Diego, CA. Light, J., Beukelman, D., Reichle, J. (2003). Communication Competence for Individuals who Use AAC. Baltimore, MD: Paul H. Brookes. Mirenda, P. and Iacono, T. (eds.). (2009). AAC for Individuals with Autism Spectrum Disorders. Baltimore, MD: Paul H. Brookes. Paul, R. (2001). Language Disorders from Infancy through Adolescence: Assessment and Intervention. St. Louis, Missouri: Mosby. Soto, G., & Zangari, C. (Eds.). (2009). Practically Speaking: Language, Literacy, and Academic Development for Students with AAC Needs. Baltimore, MD: Brooks Publishing. February 2014 Region 4 ESC