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SIMPLE STRATEGIES FOR INTEGRATING AAC INTO
CLASSROOMS
Jennifer Monahan, MA, CCC/SLP
Augmentative Communication Specialist
The Prentke Romich Company
Questions for you: Show of Hands
Classroom types? Early Intervention Preschool K-2 3-6 Middle School/High School
Who is currently supporting a non-verbal or minimally verbal student(s)?
Who is currently supporting an AAC system?
Your Presenter TodayJennifer is an ASHA certified speech-language pathologist
(SLP) and Senior Consultant for Prentke Romich Co. (PRC).
Financial Disclosure:
She is a salaried employee of PRC. PRC is a 100% employee owned company.
Non-financial Disclosure:
ASHA member and ASHA SIG 12 member
Research Says: Two-year-olds with larger oral vocabularies enter kindergarten better prepared
A new study has found that children with larger oral vocabularies by age 2 arrive at kindergarten better prepared academically and behaviorally than their peers.
http://www.sciencedaily.com/releases/2015/08/150818085741.htm
Journal Reference:
Morgan, PL, Farkas, G, Hillemeier, MM, Hammer, CS, and Maczuga, S. 24-Month-Old Children with Larger Oral Vocabularies Display Greater Academic and Behavioral Functioning at Kindergarten Entry. Child Development, 2015
Our GOALS? Our ROLES?
Goals:
Increasing Communication Opportunities
Encouraging Language Development
Roles: Educating our Educators
-Sharing language development norms
-Providing strategies that encourage Communication vs. Compliance
-Alignment with Common Core/Curriculum
1) Setting up for SuccessSelecting a LANGUAGE based system
Does your AAC system include:
Single Words? Core Words (80/20 rule)? Enough Words? Readily Available Words?
Low tech examples Mid tech examples High tech examples
Speech and Language Development
Age Receptive Vocabulary 2 ½ - 3 years Comprehends 500 words; uses 200 3 ½ - 4 years Comprehends 1,500 – 2000 words; uses 1,000 - 2000 4 ½ - 5 years Comprehends 2,500 – 2,800 words; uses 1,500 - 2000 5 – 6 years Comprehends 13,000 words 6 – 7 years Comprehends 20 – 26,000 words
Source: PRO-ED, Inc.
Vocabulary Development
Age Expressive Vocabulary 2 years 500 words 3 years 1,000 words 5 years 3,000 words 6 years 14,000 words
Smith, 1973; Macnamara, 1982; Carey, 1978
106 Most Frequently Used Words
Interjections
Adjectives
Question Words
Pronouns
yes nothank you pleaseokay
what whenwhere whowhy how
I meyouhe sheit wethey
all morebig littlehot coldsame differentprettynew oldright wrong
106 Most Frequently Used Words
Verbs (helping verbs)
Verbs
be am is arecan could do didhave had was werewill would
ask buy call cleancome eat feel findget give go helpknow like look makeneed put remember saystart take tell thinktry turn use wantwish work
106 Most Frequently Used Words
Prepositions
Conjunctions
Adverbs
Demonstratives
about atfor ofup downon offto fromin outwith
not nowhere theremuch very
this that and butif because
2) Setting up for SuccessUsing Aided Language Input
Do your teachers and aides know where vocabulary is located?
Do they have a way to easily find it if not?
Do they understand how essential modeling is to learning language?
Are they modeling using the same access method as the student?
Considering the number of hours a Typically Developing Infant is awake and exposed to language before they begin to use spoken symbols at around 12-18 months.
A child with an AAC system, who gets exposure 2-4 times a week for 20 min. with the SLP, it will take him 84 years to have the experience Commensurate with the typically developing child.
Jane KorstenEvery Move Counts
Learning Time
2) Aided Language Con’t
What can we do to help? Make smart charts for teachers/aides Make functional room labels for classrooms Invest time in showing aides how to
model/scaffold-don’t assume it’s naturally happening
Teach use of Word Finder tool (in PRC devices/apps)
Provide Weekly Reminders (Samples attached to your power point)
3) Setting up for SuccessConnecting to the Curriculum Word Wall supports Literacy supports Create teaching sets for the teachers (use
vocabulary builder if using PRC device/app) Add academic words to Word Prediction Connect to classroom computers Rephrase questions to elicit Core Words not
Fringe Words Create Writing Templates with fill in the blank
Common Core State Standards: English Language Arts
Kindergarten:
CCSS.ELA-Literacy.L.K.1b Use frequently occurring nouns and verbs.
CCSS.ELA-Literacy.L.K.5b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
CCSS.ELA-Literacy.L.K.5d Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
http://www.corestandards.org/ELA-Literacy
Common Core State Standards: English Language Arts
Kindergarten:
CCSS.ELA-Literacy.L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.L.K.1d Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
CCSS.ELA-Literacy.L.K.1e Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
CCSS.ELA-Literacy.L.K.1f Produce and expand complete sentences in shared language activities.
http://www.corestandards.org/ELA-Literacy
First Grade:
CCSS.ELA-Literacy.W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
CCSS.ELA-Literacy.L.1.1c Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
CCSS.ELA-Literacy.L.1.1d Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).
Common Core State Standards: English Language Arts
http://www.corestandards.org/ELA-Literacy
First Grade:
CCSS.ELA-Literacy.L.1.1e Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
CCSS.ELA-Literacy.L.1.1f Use frequently occurring adjectives.
CCSS.ELA-Literacy.L.1.1g Use frequently occurring conjunctions (e.g., and, but, or, so, because).
CCSS.ELA-Literacy.L.1.1h Use determiners (e.g., articles, demonstratives).
Common Core State Standards: English Language Arts
http://www.corestandards.org/ELA-Literacy
First Grade:
CCSS.ELA-Literacy.L.1.1i Use frequently occurring prepositions (e.g., during, beyond, toward).
CCSS.ELA-Literacy.L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
CCSS.ELA-Literacy.L.1.5d Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
Common Core State Standards: English Language Arts
http://www.corestandards.org/ELA-Literacy
First Grade:
CCSS.ELA-Literacy.L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
Second Grade:
CCSS.ELA-Literacy.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups..
Common Core State Standards: English Language Arts
http://www.corestandards.org/ELA-Literacy
Second Grade:
CCSS.ELA-Literacy.L.2.1c Use reflexive pronouns (e.g., myself, ourselves).
CCSS.ELA-Literacy.L.2.1e Use adjectives and adverbs, and choose between them depending on what is to be modified.
CCSS.ELA-Literacy.L.2.1f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
Common Core State Standards: English Language Arts
http://www.corestandards.org/ELA-Literacy
Find live online, on demand and in-person product training: Unity®, Vocabulary Builder™,
LAMP Words for Life™, CoreScanner™, Spanish Unity,
Essence™, and Accent Operations and Programming
Earn ASHA CEUs!AAC 101
Getting Beyond Basic RequestingApps to Help Grow Language
AAC EvaluationsAAC in the Home
Many more…