Include Autism AAC in the Community Larissa Ferrill, M.S. CCC-SLP Karyn Lewis Searcy, M.A. CCC-SLP

Communicative Functions Request action or object Protest Behavior Regulation (BR) Request routine, comfort or permission Greet or call out to get attention Show off performance or item Social Interaction (SI) Comment Request or provide information Joint Attention (JA) Adapted from

Where to Start What child is doing nowNext step Communicating with gestures, vocalizations, or unable to communicate. Use device with the direct prompting for BR, SI, or JA Using device with direct prompting on a singe page or one level of navigation Navigate through 2-3 levels of device Use 2 elements in a functional phrase Navigating through the device when presented with appropriate page for BR, SI, or JA. Navigate through the device independently Initiate use of device Independently use device for all communication stages Use device to create grammatically accurate sentences, tell stories, use of academic language Independent and successful use of device across environments for social, functional and academic purposes

Identify Targets Child likes toWhen can you do this with child? Where is relevant vocabulary in child’s device?

Modeling

Verbal children hear teachers, friends, siblings, parents (everyone) modeling verbal language constantly AAC is a new language to us all AAC users need to learn what they are supposed to do with this machine Everyone using the device needs to learn what the symbols (pictures) mean Modeling provides clearer sense of targeted goals (What is a conversation? What am I supposed to do?) Modeling critical step often forgotten

How to Model FunctionExample SPEAK: say what child would say if verbal “Eat banana” “Go inside” NARRATE: talk about what you are doing “Walking to store” “Listen to music” EXPAND: add to what has already been communicated If “juice”—adult model “drink juice” If “music”—adult model “listen to music” COMMENT: express what you think or how does it make you feel “Funny” “Gross” “I don’t like that”

Motivating

Communicative Temptations Creates reason to communicate Increase desire to communicate and interact Re-think games and outings to include device

Create Communicative Opportunities What Child Likes To Do When & Where Child Likes to Do It Vocabulary in Child’s Device

Make it work during your activities Activity In Sight Out of Reach Inadequate Portions Playful Obstruction

Basics

Guidelines Use during activity child really likes Find an activity that can be easily stopped or interrupted Arrange the environment to include your obstacle Introduce device BEFORE child is anxious or agitated Too late to introduce after child is escalated, but can re-create once child is regulatedWAIT give the child a chance to respond

Select a Goal and Identify Steps to Get There Example: “My child will comment twice while we are at the zoo after I prompt by opening the zoo page.” Program Device to elicit relevant vocabulary Model, model, model: comment what YOU see at the zoo Prompt Make it fun!!!

Prompting

PROMPTING Prompt LevelHow Indirect Wait expectantly Ask a “wh” question Intermediate Open device to relevant page Model communicative function Direct Hand over hand completion