AAC and Literacy April 2, 2018

90% Individuals who rely on AAC enter adulthood without acquiring functional literacy skills (Foley & Wolter, 2010)

My Experience Working in a middle school, receiving students (at a similar cognitive and language level) from 3 different elementary schools: School 1: Students came in with functional literacy skills, knew sound-letter correspondence, could spell their names and CVC words, sought out books School 2: Students came in able to recite or point to the alphabet, knew some letter sounds, could write their names, recognized some common words/symbols School 3: Students could recognize their names, some letters

“Reading Wars” Sight words vs Phonics Frequently come up against the assumption that students who do not use speech for the majority of their communication are unable to learn phonics, or how to sound out words Consequently, if they are taught to read at all, they are taught with a sight word approach This approach has not resulted in great outcomes for their literacy (90%)

Factors that Affect Literacy Visual Impairments Hearing Impairments Motor Impairments Cognitive Impairments Language Impairments Speech Impairments Lack of experiences and World Knowledge Limited participation and general lack of success http://www.engagingalllearners.ca/ip/conversation-with-caroline-musselwhite/index.php#5

Literacy Principles Pictures for communication; Words for literacy Don’t symbolize every word when adapting a book http://www.engagingalllearners.ca/ip/conversation-with-caroline-musselwhite/index.php#2 Mix words they know with words that are new May insert symbols over new vocabulary Repetition with variety Typical kids will happily read the same book over and over When you read it again and again, try emphasizing a different aspect each time Separate reading with eyes vs reading with ears Read with your eyes when the point is decoding/encoding Read with your ears when the point is comprehension or enjoyment Respect Interests and Provide Choices More engagement = more learning Don’t forget Literacy also means Writing

Adapting Books Adapt to compensate for physical impairments Adapt to compensate for visual impairments Adapt to compensate for language/cognitive impairments See Book Adaptations for AAC Users presentation on eCourseware site for ideas Story Boxes designed for children with visual impairments but very useful for children with multiple disabilities as well http://www.pathstoliteracy.org/storybox-ideas-norma-drissel http://www.thesensoryprojects.co.uk/sensory-stories

Adapting Books Sometimes providing text in a different format is sufficient: Bookshare/Learning Ally (students need to qualify) Tumblebooks (subscription, often through library) iPad apps like BookCreator, Pictello (creation) TarHeel Reader (can create your own or read available) www.tarheelreader.org MeVille to WeVille Books & Literacy Starters/Start to Finish books from Don Johnston are simplified and available in alternate formats (+ Readtopia?) http://donjohnston.com/metowe/ Center for Literacy and Disability Students at UNC Chapel Hill

Adapting Writing Talk to your friendly OTs and PTs- they have great ideas Alternate Keyboards (bigger/smaller) for computer and scanning on screen keyboards Alternate Keyboards on the iPad (word banks)- Clicker Suite of Apps http://www.cricksoft.com/us/products/clicker-apps/clicker-apps_home.aspx Alternate Pencils, developed by Gretchen Hanser http://alternativepencils.weebly.com/ https://www.youtube.com/watch?v=M1WgtZClfL8&feature=youtu.be First Author by Don Johnston http://donjohnston.com/firstauthorcurriculum/

Literacy Curriculums 1 Penn State Literacy Program (Now available as ALL [Accessible Literacy Learning] from Mayer Johnson for $500 & as an app for $80 ) http://aacliteracy.psu.edu/ Sound blending Phoneme segmentation Letter-Sound Correspondence Decoding Shared Reading Sight Word Recognition Reading Sentences and Simple Stories Reading Comprehension

Literacy Curriculums 2 Four Blocks Literacy Framework (Cunningham, Hall, and Defee, 1989) Erickson & Koppenhaver have adapted this for children with disabilities (2007) http://www.literacyforallab.ca/four-blocks-of-literacy.html Guided Reading Self-Selected Reading Working with Words Structured Writing

Preschool Literacy Tell Me- AAC in the Preschool Classroom by Carole Zangari & Lori Wise https://www.attainmentcompany.com/tell-me-program Language and Literacy learning happen all day long Children with CCN need high-quality instruction to learn and use basic vocab Tell Me focuses on core words infused into all learning activities Tell Me based on repeated readings of carefully chosen storybooks and focuses on a new book every 2 weeks. Children with CCN need dozens of carefully planned opportunities to use their new words each day. Continuity is important- core words are reviewed and practiced throughout. Children learn best with a consistent and visible representation of core vocabulary.

Class Assignment Finish by 3:15 Explore the website and/or book, watch the videos Ask me questions if you need clarification Think about the role of an SLP in literacy Come up with a 10 minute presentation touching on the basics of the program, what you think are strengths/weaknesses, and how an SLP could/should be involved in carrying it out with children/teenagers/adults Class Assignment Finish by 3:15