'Just Because I don't Speak, Doesn't Mean I Don't Have Anything To Say'

We have recently been surprised (ok, shocked) by the absence of communication supports in  educational settings that are supposed to be supporting learners with significant communication challenges.  To be even more specific and blunt, the students do not have functional spoken speech. They can’t speak to let you know:  what they need, what they don’t need or want, how they feel, what they see, what interests them, what questions they have, what they like and don’t like, when they really really want something, etc., etc. etc.  And, trust us, they do need to say all of these things.          
       
If you work with anyone who does not use spoken speech and we mean ANYONE, they deserve the basic right to communicate with you.  Our PrAACtical AAC Absolute A's:

1. AAC displays need to be accessible ALL OVER.  There is no special ‘communication time.’ Communication teaching is ALL the time in authentic situations. There need to be AAC/communication displays wherever you go. Each adult should USE and have available AAC displays (from gym teacher to attendance officer).  

                                                                        

2. Use Aided Language Input ALWAYS.  Aided Language Input is modeling, AAC style.  

The adult points to or touches the picture symbols on the communication display (board, app, device etc) in conjunction with key words they say. It is about the 'teacher' doing the modeling. This shows that they are 'speaking' the language we expect the 'learner' to use.

The benefit of aided language input is that it slows the adult down (while they are finding vocabulary), they learn where vocabulary is located on a communication display, and gives a static visual representation of language. Remember, though, to use aided language input, you need communication displays (they can be AAC apps for the group or individual, communication boards for the group or individual, low tech single message devices, etc.)

3. Use 'Tell Me' to prompt for ACTIVE PARTICIPATION. Help a learner 'tell you' what their behavior says.  If a child is leaning towards something he wants, help him access the communication display to say it with symbols (i.e., picture symbols, written word, object, etc).  You can say "tell me" “want ball,” for example, while prompting learner to touch/activate the corresponding symbols. Opportunities for the learner to 'speak' can be things like showing desired objects, offering non-preferred items, and helping the learner say 'no stop', answer questions, etc.

4. Use Visual Supports for Receptive Language ALSO. Use extra visual supports for understanding, remembering schedules, signs, calendars, rules, etc. The communication displays are helping learners to expressive themselves but we also need to use visual language to support understanding/receptive language.  Think about learning language we need to hear and understand as well as talk and express ourselves.

5. Learn more tips for embedding  AAC into everything you do and be AMAZED at what can be learned.  Just a few resources: Jane Farrall’s- Speaking APPropriately AAC for Apps for the iPad,  Visual Supports Downloads, Early Intervention Penn State AAC Style, Real Look at AAC Teaching

For More Resources, follow our blog, PrAACtical AAC.

'Real Look' at AAC Teaching

Our Video of the Week is an AWESOME demonstration of AAC teaching strategies and rationales.
With the 2012 Paralympics going on now and in our minds - a 10 out of 10.  10 for the SLP, the MOM, & the BOY.
Thanks so much to Real Look at Autism for producing this great video (and many others).  Do you use these strategies?

5 Resources for AAC Core Vocabulary Selection

Whether we are creating a communication book, programming an SGD, or customizing and app, we can’t get very far without thinking about core vocabulary. Here are some of the resources we consult in that process.

1. Normal Language Development, Generative Language & AAC by Gail Van Tatenhove tops the list for the clinically useful material on this topic.

2. The AAC site at University of Nebraska-Lincoln has some of the most comprehensive lists and covers a wide age range: You can view them here.

3. Vocabulary for medical procedures, also from UNL

4. Preschool vocabulary from Frequently Occurring Home and School Words from “Vocabulary Use Patterns in Pre-School Children by Christine Marvin, David Beukelman, and Denise Bilyeu

5. A brief article on how one school approaches this task: A Few Good Words Using Core Vocabulary to Support Nonverbal Students by Barbara Cannon & Grace Edmond

What sources do you find helpful in selecting core language?

5 Resources for Supporting Individuals with CVI Who Are Learning to Use AAC

I was inspired yesterday by a low vision specialist who came to an AAC workshop I did in north central Florida. Time for a little resource sharing!

1. Texas School for the  Blind and Visually Impaired Outreach Program: This site has a wonderful introduction to the various aspects of cortical visual impairment with many short videos on intervention to help maximize visual skills.

2. Introducing Your Blind Child to a New Teacher: Helpful information and downloads from Perkins and the Wonder Baby project.


3. Team Approach to CVI In Schools: Booklet by Little Bear Sees


4. Thinking Outside the LightBox: This is an active Facebook group with helpful information, resources, and timely announcements.


5. Sneak Outside the Box: Wonderful blog by SLP Tanna Patterson Neufeld with good ideas for therapy, play, and education many of which are applicable to children with CVI.

HijAACked! AAC and Anti-Bullying with Stand Tall, Mary Lou Melon!

Stand Tall, Mary Lou Melon by Patty Lovell is a fun book that we like reading online* with kids who use AAC. Many schools have anti-bullying campaigns and read this book and others as part of their efforts to help children recognize and respond appropriately to unkind words and deeds. There are a lot of great resources for reading this book on sites like this one intended for use in general education classrooms. We decided it was time to HijAACk Mary Lou and share some ideas for using this wonderful story to build AAC and language skills.

1. Beginning communicators could certainly contribute to the ‘read aloud’ portion of the activity with repeated lines, like “So she did.” Recording that into a single message device, an SGD, or an AAC app gives our student a terrific way to be actively engaged.


2. Students who can discriminate between two options can get involved at another level. There are many pages in the story where something is said that is either nice or nasty. We could give our beginning AAC users comments appropriate for each of them. On the relevant pages they could then chime in with an appropriate positive or negative comment, such as “That’s great idea!” or “Hey, that’s not nice!”


3. Many classrooms use downloadable worksheets like this one, meaning that our AAC kids need accessible materials. In a perfect world, the worksheet would be available in the appropriate accessible format but that’s not the world that most of us live in. Activities like this provide a good opportunity to teach our kids to take control and give directions when those materials aren’t in place. While we’re huge fans of the core language approach, prestored messages can really come in handy here. “Where’s the scanned version?” “Can you please scan it for me?” “It’s in my IEP.” “Thanks for your help.” “Next time, can you please do it in advance?” It’s never too soon to teach age appropriate self advocacy skills.


4. Use a “Find and Replace” activity to help build vocabulary and/or give core word practice. When we come across expressions like ‘fumble fingered,’ we can put those into our own words using core language (e.g., hands not move good; hard time doing it; clumsy). Highlight those expressions in the book with removable highlighting tape so that when we come across the terms, students know to replace it with words of their own choosing.


5. Because this book is used in classroom discussions about bullying, we have the chance to think about and practice how to respond to mean comments. Some well-chosen retorts (appropriate for the age and situation) can be selected with the student, family, and teacher, and programmed into the SGD. This will give the student an appropriate way to participate in some of the discussions and role play activities that are going on in many classrooms that focus on character building.  


6. Non-literal language: This is a great book to use to talk about idioms and metaphors. What does it mean to ‘stand tall’? Do you really have to be able to stand up to do that? What other ways could we say this? “Be proud, Mary Lou Melon.” “Stay strong.” Cement the learning experience by re-reading the story with the AAC user’s alternate wording...

7. Personal narratives: Tell about a time when you saw or heard people being mean. Give an example about when someone gave you advice or suggestions.

Hope you have a chance to use and/or share these ideas for this HijAACked book.

Magic Moments: Ideas for AAC Intervention with BrainPOP

There’s so much to love about BrainPOP. Geared for students in 4th-12th grades. Solid curricular content. Engaging animation and really fun educational games. Aligned with Common Core. Searchable by learning standard, subject, or grade level. Built-in assessment. Evidence-based. Web-based and app versions. Closed captioned videos. English and Spanish editions. Additional resources for educators. A simplified version for younger learners. And lots of it for free!

We’ve just scratched the surface of this wonderful site, which has been around since 1999, and is growing in depth and breadth. It’s perfect for some of the older students with whom we work and has a lot of potential for AAC learning.

1. Navigation: Even some of our older students are still learning to find their way around complex AAC systems. The engaging content in the BrainPop videos create a fun context for activities to practice navigating around an AAC device. We’ve had a great time randomly stopping the video, selecting a word, thinking about where it might be stored, and how to use the SGD to say it.

2. Circumlocution: As SLPs, most of us spent plenty of time helping adults with aphasia and others with word-finding problems overcome their tendency to use circumlocution. In the mother of all ironies, we now teach that as a valuable skill to kids with a rich core language base. Don’t have the word ‘parallel‘ and can’t quite spell it? That’s okay. ‘Two lines not come together’ will do quite nicely. Kids love to pick words out from the BrainPop videos and then race to see who can come up with the best way to tell about that word.


3. Main Idea: So many of the AAC students with whom I’ve worked have had persistent problems with relevance. Picking out the main idea in a textual passage is so important to their academic achievement and yet such a difficult thing for many of them to do. The BrainPOP Main Idea video explains the concept perfectly and gives great examples. There are enough practice activities so that it really sinks in. Because they are learning via video, rather than reading, we can really focus on the concept of main idea without the additional challenge of text processing.


4. Semantics: This is such a great tool for helping students learn new words. Because it is curriculum-driven, we have the opportunity to pre-teach some of the vocabulary that these kids will need to know for class discussions, reading their textbooks, completing writing assignments, and taking exams. When we encounter new words in BrainPop videos, we can pause to put some of our strategies for new word learning into action.    

5. Lexical Diversity: We’ve all worked with students who tend to use the same tired words over and over. Building lexical diversity is fun with BrainPop because the engaging video provides such a rich context. If you already have a list or graphic organizer with new ways to say those over-used words, review that before starting the BrainPop video. Stop the video when you hear the over-used word, and talk about which of your alternatives would work in that context.

Hope to hear from some of you with more ideas for making Magic Moments with BrainPOP.

Beyond Good and Nothing: Inquiring Moms & Dads Want to Know

“How was school?” (Good) “What did you do?” (Nothing)  

This scenario plays out in many cars and kitchens in the after school hours and it can be hard to know who is more frustrated: the kids for being asked or the parents for not getting satisfactory answers. And still, we repeat the process day after day. Of course, we want to know the fine details of what happened and how our children felt, but in some cases, we’d settle for ANY school-related conversation at all. 

I’ll be the first to admit that it took me way too long to get the hang of how to get information about my children’s school days, and it seemed like just when I did, pow! They were pre-teens and then teenagers. New rule book.

Here are some ‘lessons learned’ along the way about those afterschool conversations and some suggestions for parents of the kids on your caseloads who use AAC.

General Thoughts

1. Remember, they can only tell you what they can tell you. Be thoughtful about how you ask. If they don’t have the means to answer a certain question, they can’t possibly respond and you’ll both be frustrated.
2. Visual Schedule: If the child uses one for structuring daily activities, put an ‘afterschool conversation’ or ‘school talk’ activity into the routine for afternoon or evening. Setting an expectation for this kind of conversation and making it part of the routine helps to give the child a lot of practice.
3. We tend to like things that we’re good at. Sometimes, kids resist these conversations because they are difficult. Do what you can to make it easier.
4. Use visual supports. A visual representation of things to talk about or a copy of their daily schedule at school can help jog a tired child’s memory.
5. Model. Tell a little about your day. Give it the sound and feel of what you hope to get eventually from the child (e.g., chronological order; something novel; one good thing).
6. Rating scales work well for many children. You can see some that we use here (mouse over the bottom part to print, save, or download).

Beginning Communicators

1. Make sure that they have the appropriate vocabulary within their AAC systems.
2. Use aided language input as you speak.
3. Use visual supports, such as a replica of their school schedule or pictures of teachers and classmates, as you speak.
4. Try asking forced choice questions (e.g., “Did you have art or music today?” “Did you see Lissa or Robert?”). It helps if you know the right answers so that you can model the correct response if the child gets it wrong.
5. For very beginners, try questions of affirmation along with the appropriate visual support. E.g., show picture of teacher; “Ms.Humphrey. Did you see Ms. Humphrey?” show symbol for recess; “Recess. Did you have recess?”
6. If the child doesn’t respond after a 10 second pause, model the correct answer and help the child do it, too. “Yes. Mrs. Humphrey. You saw. Ms. Humphrey.” “Art. You had art today.”  
7. If the children use AAC systems that are rich in core language, this is a good time to practice. It’s a little tricky, but with practice you can get into the habit of framing the question so that they always have a means of responding using core words. Later this week, we’ll post a PDF of suggestions for core language conversations.
8. Try using a script that has predictability and structure. Plan a conversation that has 2 turns for each of you and develop a script with appropriate visual supports. For example:

Forced choice

Parent: “Who was your lunch buddy, ___ or ___ ?”

Child: “___” (with AAC)

Parent: “Was it fun or not fun?”

Child: “Fun” (with AAC)

Affirmation

Parent: “Story Circle. Did you have Story Circle today?”

Child: “Yes” (with AAC)

Parent: “Special letter. Did you see the special letter?”

Child: “Yes” (with AAC)

Kids with Fairly Robust Language Skills

1. Try comments rather than questions
1. About something they did or handed in: “I bet your teacher noticed the practice you did with your math facts.” “I was thinking about you and your spelling quiz today.”
2. About something you observed: “That looks like a lot of books to lug home.” “It looked like Maya had a birthday hat when she came out.” “You look pretty worn out.” “Mrs. Ward seemed to be rushed this morning.”
2. Preview the conversation. Give them some time to prepare mentally.
1. “Later on, I’d like to hear about....” “When you get a chance, fill me in on....” “After you change, let’s talk about...” “At snack, I want you to tell me 2 things about...”
3. Use a visual schedule. For kids that do well with structure, put an ‘Afterschool Conversation’ in the schedule for the afternoon or evening. Keep the conversation short and easy at first, then build from there.
4. Make a prediction. “I bet you were glad that ….” “Maybe you’ll have a sub tomorrow.” “I wonder if Mr. Marlow will do Recess Warriors this week.”
5. Be wrong. Say something plausible that you know is likely to be incorrect. For some kids, nothing is more motivating than the chance to correct an adult.
6. Ask specific questions. Here are some good suggestions from iMOM (and downloadable PDFs)

After school conversations are about sharing things that happened in a different place and time. It’s a bit abstract and can be challenging. We don’t give our kids a lot of practice talking in the past tense, and it may not be very meaningful to them at first. Repetition is the key. Manage your expectations because this takes some time. But eventually, you’ll get beyond “Good” and “Nothing.”