AAC and Autism An Introduction to LAMP:

AAC and Autism An Introduction to LAMP:
Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP Communication without Limitations

Prentke Romich Company
What LAMP and AAC is NOT Augmentative Alternative Communication Device used along side other approaches ABA, PECS, Floor time, etc. Introduce concept of learning from each other. Not presenting as an expert in autism. We are in learning mode in regard to communication solutions for children with autism. In AAC, the device is never an ‘alternative’, it always augments, we should almost just lose that aspect of the terminology because it’s misleading. LAMP is not designed to replace current approach, rather to complement it. Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

“…I think that it is not okay to get it wrong for even one person; when we talk about communication, we are talking about peoples’ lives, no less than that…..If we get it wrong, if we miss the boat – people drown.” Pat Mirenda from ‘A Back Door Approach to Autism and AAC’ September 2008 Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

Desired Outcomes (1) that the children will become more proficient communicators, utilizing a variety of communication modes which may include AAC, speech production, or a combination of the two; (2) that language comprehension and expression will develop so that the children can communicate beyond the one word level; and (3) that the children will develop an increased understanding of the power of communication. Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

LAMP approach Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

Communication Goal Same as for all AAC users S: Spontaneous N: Novel
U: Utterance G: Generation i.e. expressive, generative communication Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

Sensory Processing and ASD
Sensory processing disorders in those individuals with autism are well documented in the basic science and literature and in first-person accounts of those living with autism. These children and adolescents respond differently to sensory experiences than do their peers without disabilities. Tomchek & Dunn, AJOT Vol. 61, Number 2 p. 190 Before getting into some details on LAMP, spend just a few minutes talking about sensory processing. We have to assume that the children and adults who we are working with receive and interpret sensory information differently than we do. Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

AAC & Autism: Sensory Processing
Sensory processing refers to our ability to take in information through our senses (touch, movement, smell, taste, vision, and hearing), organize and interpret that information, and make a meaningful response. -Foundation for Knowledge in Development In contrast, sensory processing dysfunction is a disorder in which sensory input is not integrated or organized appropriately in the brain and may produce varying degrees of problems in development, information processing, and behavior. -Cindy Hatch-Rasmussen, M.A., OTR/L Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

Typical Sensory Difficulties
Difficulty modulating sensory information may be involved with: Auditory Processing Also Auditory filtering & auditory hyper & hyposensitivity Visual Responding Avoidance of eye contact & inefficient use of eye gaze Atypical use of peripheral vision Tactile hypersensitivity Possibly interconnected with inflexible behaviors & repetitive verbalizations Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

Considerations for AAC & Autism
Most likely have Sensory Processing Impairment Focus on coordinating three sensory systems for language acquisition Motor movement (proprioceptive system) Auditory (hearing) Visual Should also be aware of Tactile and vestibular Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

ASD Learning Characteristics
Likely have gifted Visual memory (rote) Excellent visual spatial pattern recognition Strength in rule-based learning Gestalt learner (chunked learning) ‘the whole is greater than the sum of its parts” Frequently hyperlexic Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

Have them place their fingers on the home row. Type what they had for breakfast, last movie they saw, where they’d like to go out for dinner this weekend. Tell them to hold that thought. Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

LAMP: Consistent & Unique Motor Patterns
Each Word has it’s own unique Motor Pattern Focus on Pattern, not icon Language connections made through: Initiating a unique motor pattern and hearing a word Experiencing other’s reaction to the word repetition of the Motor Pattern & experience with words Basically summarize the whole language acquisition process in LAMP here. Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

How to Model Vocabulary to Achieve Motor Automaticity
The goal is that the child will press the correct icon or icon sequence spontaneously and independently. However, to get to that end, you may have to help the child through the movement initially. You want to back off the amount of cuing that you are giving as soon as possible so that the child does not become cue dependent. Remember, it is a lot easier to remember how to get somewhere if you were the driver last time rather than the passenger. Levels of motor assistance: Hand over hand Point to icon Point to general area of icon Point to device Wait for child to activate Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

Fitts and Posner (1967) proposed a three stage model of motor learning. The first stage is the cognitive stage in which the learner has to attend to the process of learning a motor action. This stage is marked by highly variable performance. The learner may or may not know what they are doing wrong or how to correct their performance and will need guidance to assist them. In the associative stage, he works on refining his skill and is able to detect and correct their errors. The autonomous stage is the result of a lot of practice. At this stage, the learner does not have to concentrate on the movement and can attend to other aspects of the activity. Best if this is related to a video and the three stages demonstrated. Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

Motor Planning and AAC Ask those same questions and ask them to type the answers. This is not a pretend keyboard, it’s called a Dvorak layout. Give them a break and don’t make them do the third question. Draw attention to how much they had to use their vision to locate the letters. Point out that not only did they need to use their vision, but they were probably also activity thinking about how to spell the words they were using, even though they knew how to spell them, because they weren’t sure where on the board the next letter was going to be. We do this to kids all the time by not considering motor planning in the early stages of teaching AAC. Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

Automaticity: The Great Equalizer
Natural Language Cognitive activity: Formulation of thoughts Motor activity: Speech & Gesture (automatic) AAC Language Motor activity: Device activation (automatic???) Again, the added burden if not working toward automaticity Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

"In the practiced automatic movements of daily life attention is directed to the sense impression and not to the movement. So, in piano playing, the beginner may attend to his fingers but the practiced player attends only to the notes or to the melody. In speaking, writing and reading aloud, and in games and manual work, attention is always directed to the goal, never to the movement. In fact, as soon as attention is directed to the movement, this becomes less automatic and less dependable." Cattell, J.M. 1893 Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

Fundamentals of Motor Planning in AAC
Stop Looking Meaning of each location must be unique and consistent Focus more on patterns, less on picture interpretation Location label (icon/picture/word) becomes ‘placeholder’ Stop Thinking Predictable next movement Teach patterns Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

Motor Planning and AAC “Using Motor Planning for language acquisition requires more than simply keeping icons in stable locations. It requires an understanding of where the system is headed years down the line, and teaching the motor patterns accordingly. The motor patterns must not change, rather they build upon themselves as vocabulary increases and language skills develop.” I put it on a slide in quotes to give the impression maybe someone more important than me said it. It’s specifically designed to counteract the new buzzword of ‘consistent gridding’ used by other companies. Using motor planning for language acquisition is about more than just having the clear button in the same place on each page. Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

Physiology Matters Law of Neural Habit (1890s) Repetition of a neuromotor pathway eventually requires less energy & enhances performance Pathways are physiological, chemical processes The same physiology that makes a movement strong also makes it hard to change This is a lead in to reinforce that motor patterns are a physiological, chemical process, and that once they are learned by our neuromuscular system, they are inherently hard to change. We want to understand where we are going in an AAC system from the beginning so as to not require our user to counteract this physiology. Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

Consistent and Unique Motor Patterns
LAMP was developed with two “levels” of motor planning. Level 1 requires a single movement before the word is spoken by the device. Level 2 requires two movements before a word is spoken. Unity® vocabularies were used because they support consistent motor patterns that builds in a systematic fashion. Discuss the difference between single hit and sequenced. Discussing it in terms of level one and level two seems to go over well. Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

Auditory Processing and ASD
“Autistic children typically have problems processing auditory information. One auditory processing problem occurs when a person hears speech sounds but does not perceive the meaning of the sounds. Sometimes the lack of speech comprehension is interpreted by others as an unwillingness to comply. However, the person may not be able to retrieve the meaning of the sound at that particular time.” They might not understand what we are saying. Sometimes it’s just one word they aren’t processing. For example ‘Who did you go to the pizza shop with?’, if they don’t process ‘who’ they might answer ‘pizza’. We keep trying to ask the same question in different ways until we find the way that leads to accurate auditory processing. Stephen M. Edelson, Ph.D, “Auditory Processing Problems in Autism” Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

Auditory Filtering “Sensory Processing in Children With and Without Autism” Compared 281 children 3-6 y.o. with ASD to age-matched peers who were typically developing. Items Is distracted or has trouble functioning if there is a lot noise around 58% ASD compared to 2.9% Appears to not hear what you say 73% ASD compared to 4.3% Can’t work with background noise 12.5% ASD compared to 2.9% Has difficulty paying attention 79% ASD compared to 1.8% Tomchek & Dunn, AJOT Vol. 61, Number 2 p. 190 Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

Auditory Signals Keep language models short, simple, natural Focus on words ‘spoken’ by child with AAC device And their natural consequences Little to NO verbal prompts initially Limit auditory input that child needs to process Avoid ‘cluttering’ interaction with verbal prompting May not be understood Could encourage verbal prompt dependency and ‘key pushers’ Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

Auditory Signals “Input from the vestibular, proprioceptive, and auditory systems is critical for the development of speech and language (1989, Windeck & Laurel) Children need to experience words, not just repeat them In LAMP each unique motor pattern = specific auditory signal a specific word Needs to be immediate (both signal and response) Engagement and attention likely short-lived for student with ASD Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

Language Connections The AAC device is a tool that allows the child to “babble” and learn about language. For example, after saying “more” to get bubbles, the child might think that pressing the key for “more” means “bubbles.” A beginning talker might make the same conclusion. However, in another instance what the auditory signal means when the child says “more” and gets more juice, the meaning of “more” is revised by the child. As the child learns with the AAC device, he/she is learning consistent motor patterns that result in an auditory signal. Depending on the natural consequence triggered by the auditory signal, the child may modify his/her perception of what the auditory signal means. Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

LAMP Language Consideration: Single Words
“Communication is based on the use of the individual words of our language. True communication is spontaneous and novel. Therefore, communication systems cannot be based significantly on pre-stored sentences. Communication requires access to a vocabulary of individual words suitable to our needs that are multiple and subject to change. These words must be selected to form the sentences that we wish to say.” ASHA’s AAC Glossary Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

Language Development Questions
Is there research establishing a process for normal language acquisition? Is normal language acquisition a simple or complex process? Have you seen research that establishes how children with developmental disabilities acquire language? In the absence of this research, on what do you base your intervention for helping children with disabilities acquire language? Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

From ASHA Leader “To integrate AAC systems with the curriculum, we must consider several issues. First, language develops and expands in an orderly fashion. Our devices and systems must allow for this development from the beginning. Typically, children acquire spoken language by progressing from one-word utterances to two-word utterances to simple sentences and so on. Language form, function, and use proceed in a fairly predictable pattern. AAC intervention should begin early, and clinicians should provide support for the way we know language typically develops rather than use devices that generate complete sentences at the onset.” Julie Schers and Pamela Hart, Wichita State University The ASHA Leader Vol. 7 No. 16 Sept. 10, 2002 Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

Words vs. Phrases for Autism
Individuals with ASD tend to be ‘Gestalt Learners’ Tendency to take in chunks of info Phrase “I want spin toy” is learned as 1 entity Even the simple phrase “I want” Phrases = participation, don’t build language skills Individual words are the building blocks of language We can have participators AND communicators Two words can be something new Two phrases can only be two phrases Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

Natural Consequences No Mistakes: Respond to all communication Respond Naturally & with Animation Ex. Loud crunching when pretending to ‘eat’ Use Natural responses to build language Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

Natural, Visual Consequences
Emphasize words with a natural visual reaction “Interestingly, those individuals who do not have auditory processing problems are often ‘auditory learners.’ These children do very well using the ABA approach, whereas those who are visual learners do not do as well…given this, one might suspect that many visual learners have auditory processing problems and that visual learners will do well with a visual communication/instruction approach.” Stephen M. Edelson, Ph.D, “Auditory Processing Problems in Autism” Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

Core Words & Natural Consequences
‘go’ has a natural consequence that child can see How would you respond to ‘Wednesday’ in a meaningful way? ‘more’ would have a similar visual consequence “What color is this?” facilitates response ‘red’ Conveniently, core words are the most powerful Can be used in virtually any activity Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

Core Defined Words that are common to peers of a similar age. They are common words used across all communication environments…which include structure words (e.g. want, more) that provide a framework for functional language use. (Banajee et.al., 2003) Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company 38

Evidence Based Practice
Despite evidence that nouns are not among core vocabulary used by preschoolers…clinicians typically select nouns representing foods and objects as first symbols when designing AAC systems. (Banajee, et. al., 2003) Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company 39

333 Most Frequently Occurring Preschool Words: The Marvin Sampling Compared with Banajee Sampling: all words present a about after again all almost already also an and another ant any are aren't around as at away baby back bad ball bathroom be bean because before being bet better big bird birds doesn't dog doing don't done door down drink duck eat eating else even everybody everything face fall find finger fire first five fixed fly foot for from found get gets getting girl girls give go goes going gonna good great green guys had hair hand hands has have haven't he he's her head hear hello help here here's hi high hill him his hold home horse hot house how huh hum I I'll I'm if in inside is isn't it it's juice jump jumped jumping just kind know last leaves let let's lift like little long look looking lot lunch made make man many may maybe me mean messy middle mine mom mommy more most move much must my myself Name name named need never new next nice no not of off oh other ok old on one only open or our ours out over paint people pet name pick piece play please push put ready really red remember ride right room run said same saw say see she she's show shut side sit so still some somebody someone something sometimes somewhere stop stuff swing tape tell than that that's the their them then there there's these they they'll they're thing things this those three threw through time to today together too top toys trees try trying turn turtles two um up us use used very wait want wanted was wasn't watch water way we we'll we're well went were what what's when where where's which while who whole why with won't would ya yes yet you you'll you're your yours bite black blue both box boy bugs but buy by bye call came can can't candy car catch cause chair come comes cookie corn could couldn't cup cut day did didn't different do does doctor Christine A. Marvin, David R. Beukelman, Denise Bilyeu AAC, Vol. 10, Dec., 1994 Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

Toddler Vocabulary Arranged by Frequency
Words Percentage I 9.5 No 8.5 Yes/yea 7.6 my 5.8 the 5.2 want 5.0 is it 4.9 that 4.9 a 4.6 go 4.4 mine 3.8 you 3.2 what 3.1 on 2.8 in 2.7 here 2.7 more out 2.4 off 2.3 some 2.3 help 2.1 all done/finished 1.0 96.3% 26 core words shown at left comprise 96.3 percent of the total words used by toddlers in this study Banajee et al. Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

LAMP Language Consideration: Core Words
Essential for expressive communication Children with ASD tend not to spontaneously generalize concepts Core words can be used in multiple contexts with varied meanings Essential for ASD student to make language connections Used to build flexibility with language meaning Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

Core Vocabulary has few Picture Producers
Fewer than 5 percent of all words used by toddlers are picture producers (Banajee, Dicarlo & Stricklin, AAC, 2003) Concrete graphics can only be made for picture producers More than 90 percent of core vocabulary words are not picture producers (Hill, Dissertation, Establishment of Performance Indices, 2001) Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

Readiness to Learn In preparation for learning child may need: Calming: rocking, brushing, massage, push/pull, oral motor (chewing, sucking), quiet sounds Alerting: swinging, rolling, dancing, oral motor (sour, crunchy). Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

Shared Focus “Sensory modulation impairments represent a mismatch between the external contextual demands of the child’s environment and his or her internal characteristics (e.g. attention, emotion, sensory processing) and can impair the ability of the child with autism to sustain engagement with people or in activities.” Tomchek & Dunn, AJOT Vol. 61, Number 2 p. 190 Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

Shared Focus Vary activities to find motivator Use that motivator for language learning Follow your student’s lead, give up control Can be flexible and still meet goals Keep student challenged by building on activity Attend to their every move Treat everything as intentional and purposeful Be prepared to move Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

Shared Focus Capture attention by doing surprising and novel things Avoid predictability Don’t be afraid to be Goofy Goal is to engage student Then teach language Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

Shared Focus Use isolated interests as opportunity to teach language PASSION Not OBSESSION Compliance vs. Communication Stop asking “What” start asking “Which” Stop Testing Start Teaching Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

Taking advantage of Expected Behaviors
Mis-hits offer a profound learning opportunity if met with natural consequences Device exploration is OKAY Will depend upon reinforcement Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

Strategies Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

Strategies: Vocabulary Builder Hide Show
Hide keys temporarily if behavior is roadblock Hide keys as needed during activity Adjust vocabulary based on child-directed activity Show keys (vocabulary) for specific activity Remember goal: learn motor patterns for individual words Use of AAC device mimics speech in that it’s a motor movement that produces a consistent sensory feedback Remember: Include keys for ‘mishit’ learning opportunities Try showing all keys when child is engaged in motivating activity Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

Why High Tech Auditory signals Technology bridges the cognitive gap Keep same system as language grows Dynamic display allows for quick programming to keep up with student. Example of Vocabulary Builder Tool Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

Strategy: Device Introduction
During the initial stages of intervention, it may be necessary to limit use of the AAC device to a controlled setting. If possible, plan for one to five intensive therapy sessions before introducing the device in other settings, such as a classroom or home. As the child is gaining success in use of the device, introduce more use of the device in less controlled settings. The introduction of the device into these settings will be dependent on a wide range of variables, including the skills and attitudes of the communication partners and the degree of simulation in the environment. Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

“The reason children fail with their communication systems is because they’re too easy.” John Halloran, M.S., CCC-SLP Arkansas Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

Prentke Romich Company Communication without limitations
Margaret Perkins, MA CCC-SLP, ATP Office: (760) 431– 8875 Toll Free: ext Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-SLP Prentke Romich Company

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