aided language stimulation for all communication partners of children who use aac
TRANSCRIPT
Aided Language Stimulation for All Communication Partners of Children Who Use AAC
Eric Sailers, M.A., CCC-SLP Jhoselle Padilla, M.A., CCC-SLP
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Disclosures• Eric Sailers
• Worked for AssistiveWare and n2y, which created Proloquo2Go and Unique, respectively
• Owns Expressive Solutions, which created Percentally Pro 2
• Jhoselle Padilla • No financial disclosures
Teaching AAC ALgS Coaching
Overview
Teaching AAC
“The success of a communication interaction between an AAC user and a communication partner will depend heavily on the skills of the communication partner” (Kent-Walsh & McNaughton, 2005).
Teaching AAC
Core Vocabulary
Fringe Words 20%
Core Words 80%
NounsPronouns Verbs Prepositions Adjectives
Teaching Strategies• Questions - Yes/No, WH-Questions (e.g., Who,
What, Where) • Prompts - visual, gestural, verbal, physical
• Aided language stimulation (ALgS) - touch the symbols as you’re saying them
vs.
Teaching Strategies
Language growth
Prompts
(Barker, Akaba, & Thiemann-Bourque, 2013)Questions
ALgS
Teaching Strategies• Aided language stimulation (ALgS) - touch the symbols as
you’re saying them • Expansions - add more to AAC user’s utterance (e.g., “I
like” -> “I like it”) • Recasts - gently correct the AAC user’s utterance (e.g.,
“Ball want” -> “Want ball”) • The CAR strategy - comment-ask-respond during shared
reading tasks • Descriptive teaching - ask open-ended questions that
elicit responses with core words • Wait time - wait approximately 5 seconds or more
(Light, 2012)
ALgS
ALgS = “Touch n’ Talk”
(Goossens, Crain, & Elder, 1992)
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ALgS
Input Output
AACAAC
(Binger & Light, 2007)
AAC Tools
Make AAC tools available!
Contexts
Shared Reading Playtime
Games Arts & Crafts
Mealtime
Shopping
Communicative Functions
request I want it
protest You do not want that
comment You like it
ask a question Where is it?
share information I have it
ALgSDo This Not That
Teach with statements Test with questions
Model without expectations Model with demands
Follow up with expansions and recasts
Follow up with a prompt hierarchy
Zone of Proximal Development
Can do
Needs helpCannot do
E.g., 1 word
E.g., 2 words
E.g., 3 words
(Musselwhite, 2015)
Proloquo2Go
Demo of ALgS
Coaching
“We wouldn’t teach someone to drive by giving them a lecture, tossing them a book, and then turning them loose on the freeway. Nonetheless, when we provide traditional staff development in schools, that is pretty much what we do” (Knight, 2007, p. 110).
Coaching
Need for CoachingSLP 1%
Parents 49%
Gen Ed Peers 14%
SpEd Staff 35%
SLP: Leadership role
2,100 min/wk
60 min/wk 1,500 min/wk
600 min/wk
8-steps to Coaching1. Pre-test 2. Describe strategy 3. Demonstrate strategy 4. Verbally practice strategy steps 5. Practice in controlled environment 6. Practice in natural environment 7. Post-test 8. Generalization
(Kent-Walsh & McNaughton, 2005; Senner & Baud, 2016)
Staff
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Ashley Robinson Everyday AAC
Data Collection
Percentally Pro 2
Data Collection
Percentally Pro 2
Data Collection
Percentally Pro 2
Parents
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Intro Training Handout
Follow-Up• Offer monthly opportunities • 8-step coaching approach • With or without child present • Self-assessment of modeling • Provide resources as needed
• Handouts • Video: https://www.youtube.com/watch?
v=vUY6oQoSTXw (One Children’s Place, 2013) • Websites
Coaching Parent
Video
Peers
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Communication Club• General ed peers in elementary grades
• Volunteered to do aided language stimulation at recess and in SpEd class
• Rationale • Language input and modeling by teachers is often
low during class interactions (Brady, Herynk, & Fleming, 2010)
• Like to help students with special needs • Pre-requisite job skill • Not afraid to fail
Task FrequenciesWeekly Monthly Yearly
Consult peers ✓
Consult parents ✓
Consult staff ✓
Provide resources ✓
Self-assess ✓
Deliver large training ✓
3:1 Model
1 week - staff and parent consultation
3 weeks - direct services
References• Barker, R. M., Akaba, S., Brady, N. C., Thiemann-Bourque, K.
(2013). Support for AAC Use in Preschool, and Growth in Language Skills, for Young Children with Developmental Disabilities. Augmentative and Alternative Communication. December 2013, 29(4): 334 – 346.
• Brady, N., Herynk, J. & Fleming, K. (2010). Communication input matters: Lessons from prelinguistic children learning to use AAC in preschool environments. Early childhood Services, 4, 141-154.
• Binger, C., Light, J. (2007). The Effect of Aided AAC Modeling on the Expression of Multi-Symbol Messages by Preschoolers who use AAC. Augmentative and Alternative Communication, March 2007 VOL. 23 (1), 30 – 43.
References• Kent-Walsh, J., & McNaughton, D. (2005).
Communication partner instruction in AAC: Present practices and future directions. Augmentative and Alternative Communication, 21, 195-204.
• Knight, J. (2007). Instructional coaching: A partnership approach to improving instruction. Thousand Oaks, CA: Corwin Press.
• Goossens, C., Crain, S., & Elder, P. (1992). Engineering the preschool environment for interactive, symbolic communication. Birmingham, AL: Southeast Augmentative Communication Conference Publications.
References• Light, J. (2012). 2012 ASHA Conference Handout,
Building Communicative Competence with Individuals Who Require AAC: From Research to Effective Practice.
• Musselwhite, C. (2015). Model Core Language: Ideas for Beginners. Retrieved May 12, 2015 from http://aacgirls.blogspot.com/search?q=model+core+language%3A+ideas+for+beginners
• One Children’s Place (2013). One Kids Place Aided Language. Retrieved April 10, 2013 from https://www.youtube.com/watch?v=vUY6oQoSTXw