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AAC SCIENCE GROUPS: INTERACTING WITH LANGUAGE AND LITERACY

WHITNEY ACHENBAUGH, MA, CCC/SLP

DEBORA DOWNEY, PHD, CCC/SLP

BUILDING BRIDGES ASSISTIVE TECHNOLOGY CONFERENCE 2017

OUTCOMES

� Identify 3 to 5 engaging science activities to promote language, literacy, and social interactions for AAC users.

� Identify common strategies to promote language, literacy, and social learning with science.

� Identify a framework to promote language, literacy and social interactions in a group or classroom setting.

OUTLINE

�Background and research

�Group and structure information

�The framework and process

�The experiments

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BACKGROUND

�Project started due a conversation following conversation at last year’s Building Bridges Conference

�Too many things to do, not enough time!

�Behaviors were impeding sessions.

�Schedules, feeding, changing, etc.

�Coaching and SMART Partner Training

�But still needed to provide evidence-based practices

�Effective and efficient services

RESEARCH: VOCABULARY

What words should we select?

RESEARCH: VOCABULARY

�Children select the vocabulary they will use based on the vast array of words they are exposed to everyday

�AAC users will select the vocabulary based on the vocabulary others have chosen to use or model for them

�Vocabulary selection is very important

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RESEARCH: VOCABULARY

Core Vocabulary

�Small number of words

�High frequency

�Applicable in all environments

�Applicable to all topics

�Various parts of speech

�80% of the words in a 100 word sample are repetitive and are likely to be core words

Fringe Vocabulary�Very large number of words

�Low frequency

�Applicable to limited environments, lack of versatility

�Applicable to limited topics

�Proper names and nouns

�20% of the words in 100 word sample will be fringe words

(Geist, Erickson & Hatch, 2015)

MOST FREQUENT WORDS USED BY TODDLERS

AAll

Go

Help

Here

I

InIs

It

Mine

More

My

NoOff

On

Out

Some

That

TheWant

What

Yes

You

(Banajee, M., DiCarlo, C., & Buras-Stricklin, S. (2003). Core Vocabulary Determination for Toddlers, Augmentative and Alternative Communication, 2, 67 - 73.)

UNIVERSAL COMMON CORE

32 Core Words—Karen Erickson’s Work

I He Not Go Make More Here In

It She Want Like Put Finish What Out

You Is Stop Help Some Some Where On

Mine Do Turn Look Different All Who Up

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PROJECT CORE- KAREN ERICKSON

Develop a comprehensive implementation program for the delivery of a multi-tiered approach to the system for augmenting language (mSAL).

(Geist, Erickson & Hatch, 2015)

Multi-Tiered System for Augmenting Language (mSAL)Key components at each Tier:

●Use an AAC system

● Teach Vocabulary and Symbols

● Teach in a natural and meaningful environment

● Implement an aided language stimulation approach

●Ongoing research

● Responsivity and modeling are essential tools

(Geist, Erickson & Hatch, 2015)

Fitzgerald Key

�It is an organization of words in declarative sentence order developed by Edith Fitzgerald

�Introduced in 1929

�To be used to teach grammatical structure to children who were deaf and hearing impaired

�McDonald and Schultz suggested some modifications in their 1973 article and applied it to AAC (1973, p. 78-79)

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How do we teach this vocabulary?

�Augmented input

�“Natural aided language" or "aided language modeling”

�Concept that language input provides a model for language development

�Can increased symbol comprehension in young AAC users and in users with severe cognitive or intellectual disabilities (Binger & Light, 2007; Drager et. al., 2006, 2010), as well as increased symbol comprehension and production (Binger & Light, 2007; Goossens', Crain, & Elder, 1992; M. Harris & Reichle, 2004).

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Language and Literacy

(Kopenhaver, Coleman, Kalman & Yoder, 1991;

Teale & Sulzby, 1989)

RESEARCH: LITERACY

�Students with significant intellectual disabilities can develop conventional reading and writing skills with comprehensive instruction. �Includes: phonemic awareness, phonics, word identification,

fluency, vocabulary, text comprehension, writing, and language instruction

(Erickson, Koppenhaver, Yoder, & Nance, 1997; Hedrick, Katims, & Carr, 1999; Ryndak, Morrison, & Sommerstein, 1999; Hogan & Wolf, 2002; Wershing & Hughes, 2002)

� Partner strategies are crucial; modeling, wait time, responsivity (Light & Kent-Walsh, 2003)

RESEARCH: LITERACY

(Farall, 2015; Erickson & Koppenhaver, 2013)

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STUDENTS

�All ages (preschool through high school)

�Any communication level (emergent, context dependent, independent)� Intentional and symbolic

�Not all at the same level

�Any language system�Doesn’t need to be the same system

�Various motor skills� Consider the access method

�Interested in hands-on activities

�Socially motivated

�Behavior

STRUCTURE OF THE GROUP

� Participants:

� 2-3 AAC users

� 1 SLP

� 0-3 associates or para SLP

� Peers!

� Service Delivery:

� Pull-out

� Push-in

� Coaching & Collaborating

TARGETS� Social interaction

� Turn taking

� Initiating

� Commenting

� Asking/answering questions

� Language� Core and fringe vocabulary

� Varied communication functions

� Symbolic representation

� Today’s system with modeling to support tomorrow’s system

� Literacy� In context, with meaning

� Reading and writing

� Emergent: shared reading, letters and sounds, shared writing, independent reading, independent reading

� Conventional: guided reading, working with words, independent writing, self-selected reading

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PROCESS

� Social greetings

� Teach vocabulary target(s)

� Introduce the experiment

� Set up the experiment

�Do the experiment!

� Closing

STEP 1: SOCIAL GREETINGS

�All variations� Peer to peer

� Peer to adult

� AAC user to non-AAC user

� Focus on back and forth communication� Natural in context

� Asking and answering questions

� Feelings

STEP 2: TEACH VOCABULARY TARGETS

� Targeted 1-2 core vocabulary words per week

�Model the word

� Teach the meaning

�Model the target(s) with

each kid’s language system

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STEP 3: INTRODUCE THE EXPERIMENT

� Label the needed materials (fringe vocabulary)� Teach and locate vocabulary

� Teach flexible words

� Preview the experiment� Focus on core vocabulary

�When appropriate, discuss steps and expected outcome� Demonstrate as needed

� Note: sometimes a surprise can entice comments / communication

STEP 4: SETUP THE EXPERIMENT

� Students request needed materials

� Students help pass out materials

� Read the labels

�Make a list of what you need

�Write out the steps

� Think about SMART partner strategies

STEP 5: DO THE EXPERIMENT� Let the kids do it!

� Be hands-off as much as possible

� Demonstrate as needed

� Increase wait time

� Differentiate expectations

� Accommodate for access

� Model core vocabulary and expand utterances

� Embed literacy and social interactions

� Opportunity for coaching and SMART partner training

� Entice the kids- Do something crazy! � Let it spill, flop, overflow, etc

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STEP 6: CLOSING

� Review the experiment � Talk or write about what happened

� Review the target(s)

� Clean up as a group

� Social closing is the key out the door

�Weekly “homework”

� Follow-up activity to target literacy

EXPERIMENTS

� Focus on the process.

� Simple is good!

� Repetition is great! � Let the kids become the experts.

� Set your targets for each session� Social

� Language

� Literacy

� Connect to classroom curriculum when possible

EXPERIMENT 1: SINK OR FLOAT

� Materials: � clear bucket, water, things/toys, towel

� Social targets:� Turn taking� Commenting (e.g., “wow”, “heavy”)

� Language targets � Expressive: “put” + “in”, “go” (sink), “stop” (float)� Receptive (modeling): Take “it” “out”, “look” at “it”

� Literacy targets: � Making predictions (predictable chart writing)� Listening for the first sound� Read and identify the core target words

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EXPERIMENT 1A: PUMPKIN FLOAT� Materials:

� Bucket, water, towel, various pumpkins, towel

(opt: Scholastic Worksheet)

� Social targets: � Turn taking, commenting

� Language targets: � Expressive: “go” (sink), “not go” (float)

� Receptive: size, shape, color; modeled core

� Literacy (academic) targets: � Numbers, descriptions (size, shape, color)

� Spell the core words

EXPERIMENT 2: BAKING SODA AND VINEGAR� Materials:

� Clear cups, vinegar, baking soda, spoons, trays, food coloring

� Social targets: � Comments (e.g., “yuck”, “smelly”), turn taking, joint attention

� Language targets: � Expressive: “go” (fizzing), “stop” (stopped fizzing),

“put” “in”, “all” or “some” to dump in

� Receptive: “I” do “not” “like” that smell.

� Literacy targets: � First letter for colors, identify names (on jar)

� Create sentences with core words (“put in ___”)

EXPERIMENT 2A: WIZARD BREW� Materials:

� Clear cups, baking soda, vinegar, spoons,

food coloring, glitter, dish soap, trays

� Social targets: � requests, turn taking, comments

� Language targets: � Expressive: “put” “in”, “go” (fizzing)

� Receptive: “I” “like” that!

� Literacy targets: � Predictable chart writing; predicting (what happen if we add soap?)

� Read a book about magic

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EXPERIMENT 2B: SELF INFLATING BALLOONS

� Materials: � Clear bottles, baking soda, vinegar, cups, balloons

� Social targets: � Requesting for help; commenting

� Language targets: � Expressive: “I” “put” “in”; “go” (inflate)

� Receptive: “You” have a big balloon.

� Literacy targets: � Big/little balloons (capital and lowercase letters)

� Independent writing about experiment

EXPERIMENT 2C: WIGGLING WORMS� Materials:

� Clear cups, baking soda, vinegar, gummy worms

� Social targets: � Requesting help, comments (e.g., “yuck”, “awful”),

joint attention, initiating “look”, peer modeling

� Language targets: � Expressive: “in” / “out”; “not” “go” (didn’t work)

� “Awful smelly you eat.” “I want fruit snack snake.”

� Receptive: “you” “want” “help”

� Literacy targets: � Identify the words “in” and “out”, spell, count letters

EXPERIMENT 3: WALKING WATER

� Materials: � Clear cups, paper towels, water, food coloring, time

� Social targets: � Problem solving, passing materials, eye contact

� Language targets: � Expressive: “go” (color moves), “not” “go” (didn’t work)

� “black yuck you drink”

� Receptive: “What” should “I” do?

� Literacy targets: � Write the color names; match color to name

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EXPERIMENT 4: PUFFY PAINT EARTH

� Materials: � Equal parts shaving cream and glue,

food coloring, bowls, spoons, plates

� Social targets: � Share colors and material

� Language targets: � Expressive: “go” (stir), “put” “on”, “I” “want”

� Receptive: “you” “want” “more”

� Literacy targets: � Read a book about earth/planets (indep or shared)

EXPERIMENT 4A: PUFFY PAINT APPLES

� Materials:� Equal parts shaving cream and glue, food coloring, bowls, spoons, printed apples

� Social targets:� passing of materials

� Language targets: � Expressive: “go” (stir), “I” “like”; “same”/”different”

� Receptive: “you” have the “same” color

� Oral definition and describing

� Literacy targets: � Identify student names when on door

EXPERIMENT 4B: PUFFY PAINT PUMPKINS

� Materials: � Equal parts shaving cream and glue, food coloring, bowls, spoons, cardstock

� Social targets: �

� Language targets: � Expressive:

� Receptive:

� Literacy targets: �

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EXPERIMENT 5: COLOR A FLOWER

� Materials: � White flowers, water, food coloring, containers, time

� Social targets: �

� Language targets: � Expressive:

� Receptive:

� Literacy targets: � first letter to mark their flower

OTHER EXPERIMENTS

� Clouds� Read a book about clouds, then go outside to look and describe them.

� Melt ice� See who can melt ice the fastest with various materials or methods.

� Grow plants� Plant seeds and watch them grow over time.

� Diet Coke and Mentos (outside)� Put the candies in the bottle and see what happens.

OTHER EXPERIMENTS (CONT)

� Layer various liquid densities� Combine liquids (e.g., oil, water, corn syrup) in a clear container.

� Magic milk� Add food coloring to milk, then add dish soap.

� How strong is (uncooked) spaghetti? � Test its strength by stacking objects on it.

� Growing gummy bears� What liquids make the bears grow the most over time?

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OTHER EXPERIMENTS (CONT)

� Natural materials and water� Gather natural materials (e.g., pine cone, grass, rock, etc) and pipette water on them.

� Water on different materials� Pipette water on various flat materials (e.g., foil, paper, paper towel, wax paper).

� Measure water temperature� With hands and thermometers

� Taste tests� Taste various foods and describe them.

� Your ideas….

THANK YOU FOR ATTENDING

� Questions or Comments?

� Contact information: Whitney Achenbaugh, M.A., CCC/SLP

Grant Wood AEA wachenbaugh@gwaea.org

Debora Downey, PhD., CCC/SLPCenter for Disabilities and Developmentdebora-downey@uiowa.edu