AAC: A Family Perspective

• Kourtney’s story• AAC and AT introductions• AAC and AT applications in the classroom• Example for Science assignment• Resources and Examples• Strategies that worked

Kourtney’s Story• 8 year old Second Grader• Twin sister Kaitlyn• Medical conditions• Therapy

– Physical Therapy, Occupational Therapy, Speech therapy, PROMPT, AAC, specialized school learning

Loves the ballet, Disneyland, volleyball and shopping

Very social and loves to go out with friends

AAC and AT introductions

• Early, early, early intervention • PECS and sign language early on• Started with adapted toys and books

– Page fluffers, electronic toys, books on computer, Ipod, etc.

• Started using AAC device in speech therapy at age 2• Obtained an AAC device at age 3 ½• In Pre-School, used AAC device for curriculum and

social activities

My new PINK Talk!!! 2008 age 4

AAC Pre-school and Early Elementary School

• How AAC has enable Kourtney to be mainstreamed at school– Able to clarify her speech– Pre-literacy and literacy skills– Fully participate in classroom

• Circle time• Star of the Week• Answering questions• Presenting weather, etc.• Has her classmates, teachers and friends names on device if she

can’t pronounce their name• Journaling• Utilize device for testing

• AT in the classroom– Netbook, iPad– Print out her own work from her AAC device– Math software, writing software, electronic books

Strategies that increased Kourtney’s interest in AAC and AT

Personalizing her AAC device:Music Princess Pages Books

Scenes with stories about her weekend

Jokes, funny phrases

Kourtney Reading Books

Kourtney Reading Books with Miss Kathy

Kourtney in the Closet When She was Suppose to be Taking a Nap!

Books that are Recorded onto Her AAC Device

Kort Reading Books to Her Friends

Kort doing Star of the Week Presentation in Kindergarten

Star of the Week Presentation

Sight Words

Presentation for Science

Activity: Just Do It

• Review the curriculum assignment• Consider what she needs to know to participate

socially and academically?– Ask yourself, “What would Kourtney need to say?

What knowledge would she need to demonstrate?– Parent/Aide/Teacher/SLP programs device

• Kourtney shows us how she uses her device• Reinforce priorities: did you consider linguistic,

operational, social, and strategic competency?

Resources and ExamplesWhat Was I Supposed to Do?

• Outline of how to use the device, a quick “take away” • Front load the device for new vocab, lessons, concepts• Get worksheets a week in advance to adapt• Generate daily schedule of accommodations, modifications,

strategies, and tools • Take a screen shot and email to parents • Get images from Internet for icons • Go to Language Lab at Prentke Romich Corporation• Legally entitled to digital version of textbooks• Write letter to teacher and aide of helpful hints• www.setbc.org to use with Clicker, Boardmaker, power point for

lesson plans

Example of Daily Classroom Activities with Accommodations, Modifications and Strategies

  Use AAC

Use AT

Accommodations Modifications Strategies

Daily Five          

1. Read to self X  Use books that have been adapted with AAC icons

   

1. Read to partner X  Partner assigned before class splits up    

1. Word work X        

1. Journaling X X

Use AAC device to generate Word document OR use writing software

   

1. Book club X  Icons on books or books on her AAC device

   

Language Arts/Phonics 

 X  Magnetic lettersWord families on AAC 

   

Daily Language Practice  

X  X

DLP ahead of time to ensure that the words are on her device Write out sentence using her device instead of writing by hand

   

Math   X  Math software  TouchmathMathpad

Science X  Vocabulary added to AAC prior to lesson    

Social studies X  Vocabulary added to AAC prior to lesson    

Guided Reading X        

Spelling X  XTests one week prior to create AAC icon practice page

Testing allows answers from AAC that are full words (not spelled out)

 

Computer Lab  

  X   

Using math softwareUse other software to replace Study Island curriculum?

 

Strategies that worked…

• Early intervention using AAC to develop literacy• Social closeness matters most

– How does that make you feel?– Get past wants and needs to more in-depth information sharing

• Allow child to select own icons and program their device• Let child initiate and make connections• Practice before the child has to use vocab and concepts in

classroom – pre-teach• Being creative to develop ways to access curriculum and

participate fully in all environments

What Worked for Kourtney

• Early, early, early intervention

• Try, try and try again different methods

• Sensory Integration Disorder base for treatment

• Treating all symptoms – Physical, Occupational, Speech, medical, learning

• Getting diagnosis from all types of doctors

• Using diagnosis to work with therapists and teachers

• PROMPT, AAC-PRC’s Vantage Lite, SID, aide in classroom

• Specialized learning programs that utilize technology

How You Can Help

• Each child is unique • Take a holistic approach to each client• Be an advocate – parent and therapists and

teachers• Integrated treatment plan • Treat and train the family• Be open to different methods• Work together with treatment team• Celebrate accomplishments and be honest with

the family on the term of treatment outlook

What Was I Supposed To Do?

What activities demonstrate AAC Competencies?Linguistic-build child’s language, e.g.

develop 2-4 word utterances, expand pronouns with everyday toys, tools and curriculum, cars, ipad, books

Operational—how device works, locating pages, programming icons

Social—communication wallet to talk to peers. use eye contact with speech generating device

Strategic—multimodal, repair messages, “I have more to say”

ReferencesBeukelman, D. & Mirenda, P. (2012). Augmentative and alternative communication: Supporting children & adults with complex communication needs (3rd ed.). Baltimore, MD: Paul H. Brookes.

Hyter, Y.(2007). Pragmatic language assessment: A pragmatics-as-social practice model. Topics in Language Disorders 27:2, 128-145.

Light, J. (1988). Interaction involving individuals using augmentative and alternative communication systems: state of the art and future directions. Augmentative and Alternative Communication, 4(2), 66-82.

Light, J. (1989). Toward a definition of communicative competence for individuals using augmentative and alternative communication systems. Augmentative and Alternative Communication, 5(2), 137-144.

Light, J. & Kelford Smith (1993). Home literacy experiences of preschoolers who use AAC systems and of their nondisabled peers. Augmentative and Alternative Communication, 9, pp. 10-25

Mayne, L. (2008). Let’s Talk Social Skills. Speechmark, Inc.

Rogers, S. (1999). Hearing them into voice: An instrument for assessing and teaching communication. Available at www.drsharonrogers.com.

Smith, M. & Murray, J. (2011). Parachute without a ripcord: The skydive of communication interaction. Augmentative and Alternative Communication, 27(4), 292-303.

Vygotsky, L. (1986). Thought and Language. Cambridge, MA: The MIT Press.