Applying AAC Strategies Night 2 Everett Public Schools Discovery Ridge Barb Lark, SLP, ATP 3/24, 4/7, 4/21/09

Class Agenda Night 2 A quick review Purposes of Communication ala Janice Light and Beukelman & Mirenda Vocabulary, Vocabulary, Vocabulary Strategies, Strategies, Strategies Assignment

Review The ultimate goal of AAC is… Not to find a technical solution to communication problems To enable individuals to Efficiently and effectively engage in a variety of interactions, and Participate in activities of their choice AAC Components Symbols, Aids, Techniques, Strategies

AAC Strategies Refers to the ways messages are conveyed, by the most effective and efficient means possible Enhance message timing Support grammatical formulation Enhance rate of communication

Continuum of Communication Independence EmergentContext Dependent Independent Patricia Dowden, Ph.D., CCC-Sp(L) augcomm/ augcomm/ Has no reliable means of symbolic communication. Probably: Uses non-symbolic methods May: have severe sensori- motor impairments, be very young, hasn’t received appropriate AAC technologies, techniques or strategies. Can talk to some people about some things. Many partners = need for additional training Many contexts = need for additional vocabulary*. May not have received appropriate training, strategies, technology Can communicate anything to anyone. Can interact with familiar and unfamiliar partners on any topic. Has strong literacy skills, so can use spelling.

What does this continuum mean in terms of selecting appropriate intervention goals? Emergent Communicator: identify that 1st method of symbolic communication Context Dependent Communicator: expand vocabulary and partners and contexts Independent Communicator: Use their goals and desires for improved communication

The Purposes of Communication Light, 1988 Communicate wants/needs Information transfer Social closeness Social etiquette Beukelman & Mirenda added: internal dialogue

Communication Competencies Linguistic Competence Operational Competence Social Competence Strategic Competence

Vocabulary Emergent Students don’t reliably use symbols to express Need to establish symbolic understanding Find those things that student consistently responds to – will want to request continuation (likes/dislikes inventory) Pair activity with a symbol – often an object that represents activity Context – Dependent Recognize some symbols Use to communicate in some contexts With some communication partners Goal - expand all 3 Vocabulary Contexts partners

Customized vs. Non-customized Vocabulary Most high-level communication devices have non-customized vocabulary sets (that can be altered) Many of these devices have symbol sets from which to select at the time of purchase. Most devices have vocabulary sets to choose from Chat PC – Vocab PC Vantage/Vanguard - Unity Dynavox - Gateway Mercury – Speaking Dynamically Pro sets

Customized: Core Vocab vs. Fringe Vocab Core vocabulary Most frequently used words Differs slightly by age Combining core vocabulary allows for most flexibility in message composition These symbols are usually the least “transparent” Requires a lot of modeling!!!! Keeps vocabulary in same location

Sample Core Vocabulary

Fringe Vocabulary Specific to contexts Nouns Verbs Some adjectives Generally more “transparent” symbols that could be more easily recognized, depending on personal experiences. Communication notebook? Category pages?

Strategies, strategies, strategies! Plan in terms of Communication purpose AAC competencies Crucial role of literacy Provide a balance of activities that provide opportunities for all goals. Different student expectations depending on purpose of activity.

Strategies - Activities Plan activities that will support the skills the students need to learn. We will be talking about activities, not communication boards or systems.

General Ideas/Strategies for Intervention Start with the end in mind. Model, Model, Model Provide visual supports for your expectations Data sheets with pictures Picture symbols scriptsscripts Video modeling Plan activities that are functional, to support generalization of skills. Be prepared to go “off script” to encourage natural learning opportunities.

Picture Data Sheet/Picture Script

Purposes & Competencies Purposes Wants and needs Information transfer Social closeness Internal dialogue Competencies Linguistic Receptive & expressive language, grammar & syntax, learning one’s own symbol system Social Initiate, take turns, variety of functions

Goal Examples (Examples not written in IEP goal language ) Increase communication functions Increase variety of vocabulary Increase average sentence length (e.g. combine noun phrase + verb phrase; use descriptors) Increase use of specific grammar forms Increase use of AAC in more varied contexts Increase use of AAC with more partners take conversational turns around a topic Initiate communication Answer questions/Ask questions Use AAC to organize self (e.g. make lists, write reflections, write letters, manage schedule)

Let’s analyze some everyday activities! Making smoothies Writing a letter home about day at school Snack time Library visit Getting ready to go home Getting ready for lunch Field trip to the grocery store Increase communication functions Increase variety of vocabulary Increase average sentence length (e.g. combine noun phrase + verb phrase; use descriptors) Increase use of specific grammar forms Increase use of AAC in more varied contexts Increase use of AAC with more partners take conversational turns around a topic Initiate communication Answer questions/Ask questions Use AAC to organize self (e.g. make lists, write reflections, write letters, manage schedule)

How about some specially designed AAC activities? Unity books &Unity games Adapted learning Not for AAC, but a good resource for pictures according to parts of speech –