why we do what we do: balanced literacy for all students · 2019-02-17 · – i say that we are on...

Why we do what we do: Balanced Literacy for All Students

JaneFarrall

Thanks to

– CentreforLiteracyandDisabilityStudies,especiallyProfessorKarenEricksonhttp://www.med.unc.edu/ahs/clds

– ProfessorDavidKoppenhaverhttp://www.litdis.com/

Assumption of the Possibility of Universal Literacy = The Least Dangerous Assumption

“No student is too anything to be able to

read and write”

DavidYoder,DJI-AbleNetLiteracyLecture,ISAAC2000

Words from Erin Sheldon

– Let’sfocusondoing thosethings thatweknowwork!!Ratherthanaskingifitspossible, letsdowhattheresearchtellsusweneedtodotomakeithappen.Thenwecanlookbackonwhatwedidanddecideifitworked!

– Theonlywaywewillknowifanyofourchildrencanlearntoreadorwriteistogetthemtheliteracyinstructionandcreatetheopportunities forthemtolearn.

– Isaythatweareonthe50yearliteracyplanwithMaggie.Iwillgiveuponherdeveloping literacyin50years,whenIfigureshe'satretirementageanddeservesabreak,butnotbefore.Iwillbehappilypleasedifsheisreaderandwriterbeforethen,butthisisnotashort-termplanforme!

– Facebook,8thFebruary2014

“Reductionist Interventions”

– Katims(2000)reviewedliteracyinstructioninspecialeducationandidentified reductionistinterventionsasoneswhichare

– Sequencedandhierarchical

– Employdrillandpracticetotrain

– Focusonskillssuchas:

– Letternamesandsounds;

– Worddecoding;

– Sightwords;and

– Fillingoutwrittenforms.

– Reductionistinterventionsareapproachesthatassumeprerequisitesandthereforesetupbarrierstoliteracyinstruction

Some Outcomes of Reductionist Approaches

– Christopher,ateenagerwithautism,canreadpassagesfluentlyataYear9level.Hedoesn’tunderstandthatwhathereadshasmeaning.

– Michael,ateenagerwithDownSyndrome,canonlyreadaloudwhenpointingtowords.Hedoesn’tknowthatyoucanreadsilently.

– Chloe,ayoungwomanwithcerebralpalsy,cansigneveryletterofthealphabetbutdoesn’tknowthatthesignsrelatetotheprintedletters.

If we only teach parts of literacy, then

students will only learn parts.

A Balanced Diet

– EmergentReadersandWriters – ConventionalReadersandWriters

Literacy&

Language

SharedReading

“Writingwith”SharedWriting

“Writingbymyself”

IndependentWriting“Writingfor”

Teacherwritesforstudents

Self-SelectedReading

WorkingwithLettersandSounds

Literacy&

Language

ReadingComprehension(anchor, read,

apply)

Self-SelectedReading

Independent

Writing

WorkingwithWords

Universal Design for Learning

JaneFarrall

What is Universal Design for Learning?

– UniversalDesignforLearningisascientificallyvalidframeworkforguidingeducationalpracticethat:

– Providesflexibility inthewaysinformationispresented, inthewaysstudentsresponseordemonstrateknowledgeandskillsandthewaysinwhichstudentsareengaged;and

– Reducesbarriersininstruction,providesappropriateaccommodations,supports,challengesandmaintainshighachievementexpectations forallstudents, includingstudentswithdisabilities andstudentswhoarelimited Englishproficient.

Higher Education Opportunity Act, 2008 (US) http://als.csuprojects.org/heoa

Why Universal Design for Learning?

– Studentscometotheclassroomwithavarietyofneeds,skills,talentsandinterests

– Thetypicalcurriculum– whichincludesgoals,instructionalmethods,classroommaterialsandassessments – hasmanybarriersandroadblocks.

– Studentsandteachersareexpectedtomakeallofthenecessaryadjustment.

– UDLplacestheburdentoadaptonthecurriculumitself.

Erickson & Koppenhaver (2013)

Principles of UDL

– Providemultiple,flexiblemeansof:

– Representation

– Expression

– Engagement

www.cast.org

Why Universal Design for learning?

Recognition Networks

– Thewhatoflearning

– Identifyandinterpretpatternsofsound,light,taste,smellandtouch

www.cast.org

Strategic Networks

– Thehowoflearning.

– Plan,executeandmonitoractionsandskills

www.cast.org

Affective Networks

– Thewhyoflearning

– Evaluateandsetpriorities

www.cast.org

Differentiation

– Providestudentswithdifferentavenuestoacquireandexpresscontent.

– Allowthemtoprocess,constructormakesenseofideas.

– Differentiate through:

– Content

– Process

– Product

– Learningenvironment

FromLearningForAll(2013),OntarioMinistryofEducation

Differentiation

– Needtomakesurethatwearen’tprovidingdifferentiationinwaysthatdon’thelp.

Talking Texts

– Acommonexampleofdifferentiation istoprovidetalkingversionsoftextssothatstudentswhostrugglewithliteracycanunderstandthem

– However,48%ofstruggling3rd– 9thgradestudentscan’tunderstandgradeleveltextevenwhenothersreadittothem.(Erickson&Koppenhaver,2013)

– Writtenlanguageformatissomethingstudentsneedtolearntounderstand.Itisdifferent fromspokenlanguagestructures.

Picture Supported Text

– Symbolsappeartomaketextmoreuniversallyaccessiblebutdothey?

Differentiation

– Makingtextuniversallyaccessible requiresmakingitEASIER

– Determinethelisteningcomprehensionlevelofthestudentfortext

– Textmustbetargetedatthatlevel

– Forstudentswithsignificantlanguagedelayorintellectualdisability,thatmeanstextmustbeEASY!

Erickson & Koppenhaver (2013)

Dreamtime: How the Birds Got Their Colours

– BackintheDreamtime(Alcheringa)allthebirdtribeswerethesamecolour,andthatwasblack.

– OnedaythePeacefulDovecaughthisfootonasharpprongofwoodonabrokenofftreebranch.TheDovecalledoutpiteouslyforhelp,andalltheotherbirdtribesheardhiscryandcametotheplacewheretheDovelay.TheDovewasingreatpainandhisfoothadswollenup.

http://www.okulture.com/Black%20Opal/index-19.html

www.tarheelreader.org

HowtheBirdsgottheirColoursFromaDreamtimeStory

DLM on Tar Heel Reader

– TherearearangeoftextswhichhavebeenbrokendownandsimplifiedonTarHeelReader

– Seethislinkforalisthttp://dlmpd.com/clds/instructional-resources/

Use illustrations to support meaning

– Thisishowyoungchildrenlearntoread

– Picturesupport(onepicturetosupportthecontentonapage)isverydifferent toaddingasymbolontoeverywordwhichcandistractfromthetext

Multiple Means of Action and Expression

– PhysicalAction

– ExpressiveSkillsandFluency

– ExecutiveFunction

Erickson & Koppenhaver (2013)

Technology Supporting Multiple and Flexible Means of Expression– WritingTools

– Makingwritingmoreaccessible

– Talkingwordprocessors

– Spellcheckers

– Wordprediction

– MultimediaandStorytellingTools– Provideanalternativetowrittenresponses

– Digitalstorytelling

– Scrapbooksandflipbooks

– Videoproduction

Erickson & Koppenhaver (2013)

Multiple and Flexible Means of Expression in Writing

– WritingwithAlternativePencils

– DevelopedbytheCentre forLiteracyandDisabilityStudieswww.med.unc.edu/ahs/clds

Multiple Means of Engagement

– Recruitinginterest

– SustainingEffort/Persistence

– Self-Regulation

Erickson & Koppenhaver (2013)

Technology Supporting Multiple and Flexible Means of Engagement– CollaborationTools

– BlogsandWikis

– iPadsandapps

– PlanningTools

– GraphicOrganisers

– CorrectiveFeedbackandGuidance

– Onlinefeedbackregardingperformance

Erickson & Koppenhaver (2013)

Sometimes Engagement has

NOTHING to do with Technology

Augmentative & Alternative Communication

LiteracyandLanguage

Communication

– Occursallday,everyday,ineveryaspectofourlife

– Impactsgreatlyonourqualityoflife

– Itisfundamentalinliteracydevelopmentandforparticipationineducation;

– And,mostimportantly,itisahumanright(UnitedNationsUniversalDeclarationofHumanRights1994)

Success vs Abandonment of AAC

– Factorsimpactinglong-termsuccess– PersonwhousesAACsystemexperiencessuccess 91.76%

– Degreetowhichthesystemisvaluedbytheuserandpartnersasameansofcommunication90.58%

– Systemservesavarietyofcommunicativefunctions89.85%

– Systemisusedforcommunication,notjustasatoyortherapytool(Realcommunication)87.20%

– Otherareas:– Appropriatedeviceselected

– Supportforsystem

Johnson, et al. (2006)

Success vs Abandonment of AAC

– Factorsleadingtoinappropriateabandonment:– CommunicationpartnersbelievetheycanunderstandmessagewithoutAAC

(notsolvinganything)- 77.75%

– Insufficientopportunities- 76.80%

– Userprefersasimplermeansofcommunication(efforthigherthanoutcome)70.02%

– Vocabularydoesnotmeetindividualizeddailylivingneeds67.70%

– Otherareas

– Lackofsupport– training,timeforprogramming,knowledgeableprofessionals

– Time!!!!

– Motivation

Johnson, et al. (2006)

It takes a community

– Theattitudes,beliefsandknowledgeofcommunicationpartnersarepivotalinthesuccess storyofAugmentativeandAlternativeCommunication(AAC).Thepeoplearoundeveryindividualwithcomplexcommunicationneedsmustbelievethateveryonehasarighttocommunicate.

AAC is for…

– AnyonewithComplexCommunicationNeeds(CCN)

– Thatis,anyonewhohasdifficultiescommunicatingwithspeechalone.

– iepeoplewhoarenon-verbal,peoplewhoonlyhavealimitednumberofspokenwordsorpeoplewhosespeechisdifficulttounderstand.

AAC Myths and Legends

– IntroducingAACwillstopsomeonefromdevelopingspeech

– LowtechbeforeHightech

– Hasalittlespeechsodoesn’tneedAAC

– ToocognitivelyimpairedforAAC

– AACwillfixallcommunicationdifficulties

– TooyoungforAAC

– Doesn’tneedAACastheycanexpressbasicneeds

– Symbolhierarchy

Symbols

Symbols

– Thesymbolhierarchydoesn'tapply(orevenreallyexist)!

– "Abstractandiconicsymbolsfunctionthesametotheearlycommunicator"Romski andSevcik,2005

– Weneedtouseanysymboltohelptheindividuallearnwhatitmeans(PorterandBurkhart,2010)

– Thereisnohierarchyofaided-visual symbols;experienceplaysasignificantroleinlearningaidedvisualsymbolsandgeneralising theiruseage

– (DaFonte,2008)Thereisnoneedtolimitourselves toanAACsystemwithobjectsorphotographs

Amount of Vocabulary

Amount of Vocabulary

– “WEUSEDTOTHINK:Startwithjustafew(4-6)picturesymbolsandaddafewmoreatatime,asthestudent[withASD]showsthatheorshecancommunicateappropriatelywiththemusuallybyrequesting

– Nowwethink:Really?Whereistheresearchthatdefendsthispractice?

– Thisiscertainlynothowotherkidslearnnewwordsandacquirelanguage.”

– ProfessorPatMirenda,2014

Amount of Vocabulary

– Forindividualstolearnlanguage,weneedtoprovidenotjustafewpicturesymbols– butawiderangeofsymbolsthatrepresentarobustvocabularythatsupportsthemtolearnhowtoputwordstogether,supportsthemtocontributeineverysituationandsupportsthemtodevelopintoanautonomouscommunicator.

– Thisvocabularyneedstoconsistofarangeofpartsofspeech– theyneedadjectives,verbs,adverbs,pronouns,prepositions,conjunctions,interjections,determinersandevensomenouns.TryusingawelldesignedcorevocabularysystemorPragmaticallyOrganisedDynamicDisplay(PODD)

Prerequisites??

– Movingonfromthecandidacymodelofthe70sand80s....

– Romski&Sevcik(1988)"relationshipbetweencognitive,communicativeandlinguisticskillsisnotaspredictableasitmighthavebeeninitiallyviewed";

– Kangas&Lloyd(1998)- summarisedresearchthatsigningmaybeeasiertolearnthanspeech;individualswith"severementalretardation"canlearntobeexpressivewithsymbolsatarelativelyearlyage;

– Romski&Sevcik(2005)"someindividualswithseveresensori-motordisabilitiescannotdemonstratetheircognitiveabililtieswithoutameansbywhichtocommunicatesowecannotinsistonevidenceofthoseabilitiesbeforeproviding AACservicesandsupports."

AAC Myths and Legends -Resources

– Romski,M.A.&Sevcik,R.A.(2005).Augmentativecommunicationandearlyintervention:Mythsandrealities.Infants&YoungChildren,18:3,174– 185.

– YAACKhttp://aac.unl.edu/yaack

– DynaVoxImplementationToolkit

AAC should be:

– Usedfrequently,interactivelyandgenerativelytoexpressawiderangeofcommunicativeintents

– Occurringduringatleast80%ofongoingclassroomprogramming(asspeechormanualsignuseis)

– Beingusedtomediatecommunicationwithclassmatesaswellaspersonnel (ieteachers, supportofficers,therapists)

– Bedesignedandimplementedinastimeandcosteffectiveamanneraspossible

Evidence Based Practice (EBP) and Decision Making

Decisionsabout

Treatments/Interventions

Highqualityresearchevidence

Professionaljudgmentanddata-based

clinicaldecision-making

Valuesandpreferencesoffamiliesand

otherstakeholders

Capacityofthedeliverysystemtoimplement theinterventionwith

integrity

Source:NationalAutismCenter(http://www.nationalautismcenter.org)andNationalProfessionalDevelopmentCenteronAutismSpectrumDisorders

(http://autismpdc.fpg.unc.edu/content/evidence-based-practices)

AAC Evidence Base

– AmericanSpeech&HearingAssociationhttp://www.ncepmaps.org/index.php

– SpeechBitehttp://www.speechbite.com/

– EvidAAChttp://www.evidaac.com/welcome.php

– CommunicationMattershttp://www.aacknowledge.org.uk/

A good comprehensive AAC system

– Hasarangeoflanguage

– Supportstheusertodeveloplinguisticcompetency

– Canbeusedforaidedlanguagestimulationthroughtheday

– Canbeusedtocommunicatethroughtheday

– Canbeusedforarangeofcommunicativefunctions

– Supportstheusertodevelopcommunicationautonomy

Communicative Functions

System for todaySystem for tomorrow

– ParticipationModel(Beukelman&Mirenda,2005)

– Initialassessment fortodaylookingatcurrentcommunicationneeds/abilities;

– Detailedassessment fortomorrowidentifyingcommunicationsystemsthatwillsupporttheuserinnewcommunicationenvironments intothefuture;

– Followupassessment tomaintainacomprehensive systemtomeetthechangingcapabilitiesandlifestyleoftheindividual.

AAC

– TwosetsofAAC-relateddecisionsshouldbemadefromtheoutset:thoseaimedat“today”andthoseaimedat“tomorrow”.

– Beukelman&Mirenda,2013

Communicative Competence

– Light(1989),Light&Mcnaughton(2014)

– LinguisticCompetence(masteryofthelinguistic code)

– OperationalCompetence(accessmethods,on/off)

– SocialCompetence

– StrategicCompetence(makethemostofthevocabtheyhave)

– SeeKovach(2009)foranassessmentbasedonthisstructure

Linguistic Competence

– Doestheuserknowhowtocombinewordstogettheirmessageacross?

– Doestheapphavevocabularythatsupportslanguageinputandlanguagedevelopment?

Operational Competence

– DoestheuserknowhowtoturntheiPadonandoff?

– Dotheyknowhowtochangethevolume?

– DotheyknowhowtoopentheirAACapp?

Social Competence

– Doestheuserunderstandnotjustwhenitisappropriatetocommunicatebutwhatitisappropriatetocommunicate?

– E.g.wordswedon’tuseinatschool.

– E.g.smalltalk

Strategic Competence

– Istheuserabletomakethebestuseofthevocabularytheyhaveintheirsystem?

Yes and No

Yes/No

– Notallyes/noquestionsarecreatedequally:

– Doyouwantabiscuit?

– IsthecapitalcityofRussiaMoscow?

Ahern (2012)http://teachinglearnerswithmultipleneeds.blogspot.com

Getting Started

– Prioritisequestionsthatare:

– Natural

– Authentic

– Empowering

Doyouwantmetotakeyoutoyourclassroom?Didyoulikethestory?Doyouthinktheygotogether?Doyouwanttogofirst?Doyouwantthebluepaint?

YES

Isthisashoe?

IsthistheletterB?

Areyouheretoday?NO

Other Hints

– Don’tassumethatyouknowwhatthechildwants.

– Don’tusewordstofillspace.

– "Yesorno?

– Doyouwanttheball?

– Yesorno?

– Theball?

– Tellmeyesorno?"

Ahern (2012)http://teachinglearnerswithmultipleneeds.blogspot.com

Yes/No

– Needtowatchthenumberofyes/noquestionsweaskAACusers

– BUT

– EveryAACuserneedstodevelopagood,clearYes/Noresponse

Good Practice Approaches to AAC

– PictureExchangeCommunicationSystem(PECS)

– AidedLanguageDisplays(ALDs)

– PODD

– CoreVocabulary

– (Plusafewotherswewon’tgettodaye.g.manualsign,tactilesymbols)

Picture Exchange Communication System

– BondyandFrost1994

– StrongevidencebaseforusingthiswithsomechildrenwithASDasafirstAACapproach

– Teachesonecommunicativefunctioninearlystages-requesting

– Verystructuredprogram

– Teaches jointattention(Yoder&Stone,2006)

PECS

– Severalsystematicreviewsandmeta- analyseshaveexaminedPECSoutcomes

– Preston&Carter,2009

– Sulzer-Azaroff,Hoffmann,Horton,Bondy,&Frost,2009

– Flippin,Reszka,&Watson,2010

– Hart&Banda,2010

– Tincani&Devis,2011

– Ganz,Davisetal.,2012

– Eachhasprosandcons

From Mirenda (2014)

Improvement Rate Differences

– CalculatedImprovementRateDifference (IRD) scoresfromstudydata

– The“differenceorchangeinpercentofhighscoresfrombaselinetointervention”(p.67)

– ≤.50=smallorquestionableeffects

– .50and.70=moderateeffects

– ≥.70=largeorverylargeeffects

GANZ, EARLES-VOLLRATH, ET AL. (2012)

Ganz, Davis et al. (2012)

– 13studies,32participants,ages3-17

– ImprovementRateDifferencescalculated,asinpreviouswork

– UniquelyexaminedthePECSPhaseattained

– § Phase1:1(IRD.45)

– § Phase2:2(IRD.63)

– § Phase3:8(IRD.65)

– § Phase4:2(IRD.33)

– § Phase5:0

– § Phase6:2(IRD.84– significantlybetter)From Mirenda (2014)

Ganz, Davis et al. (2012)

– Conclusions:

– “PECSappearstobeapromisingaugmentativesystemthat...hasmoderatelypositiveeffectsonfunctionalcommunicationskills”suchasinitiatingrequests

– PECSeffectsontargetsotherthanfunctionalcommunicationare“modestoruncertain”(p.415)

– Socialskills

– Speechdevelopment

– Challengingbehaviour

(From Mirenda, 2014)

PECS

– Somestudiessuggestisagoodshorttermintroduction–thenmoveontoamorecomprehensivesystem

– Oftenseeadecrease inchallengingbehaviour initiallyandthenmayseeanincreaseafterawhileasitdoesn’tpromotefurther languagedevelopment

– SomethingwecanimplementwithsomeofthestudentswithASDshorttermtohelpthemunderstandthepowerofcommunication

Aided Language Stimulation

– Prospectiveusersmustbeprovidedwithfrequentexamplesofinteractive,generativeusetoacquireanysemblanceorproficiency.

– No-onewoulddisputethefactthatitwouldbeverydifficulttobecomeafluentspeakerorFrench,ifyouinstructorseldomusedFrenchinyourpresence.

– Likewise,itisdifficultforanonspeaker tobecomeaproficientAACuserifotherpeoplenevermodelinteractiveuseoftheirsystemduringallaspectsoftheday.

Goossens’, Crain and Elder (1988); Goossens’ (2010)

Porter (2004)

Input OutputSpokenlanguagedevelopment

SpokenLanguage SpokenLanguage

SpokenLanguage AidedLanguage

Childlearningaidedsymbols

Porter (2004)

Input Output

Childlearningaidedsymbols

AidedLanguageSpokenLanguage(Signlanguage)

AidedLanguage(SpokenLanguage)(Signlanguage)

Aided Language

– Itiscriticalforanindividualtonotonlyhavesymbols,butalsotohaveexperiencewiththosesymbolsinasymbolrichenvironment/printrichenvironment.Thetypicallydevelopingchildwillhavebeenexposedtoorallanguageforapproximately4,380wakinghoursbythetimehebeginsspeakingatabout18monthsofage.

Jane Korsten (2011) QIAT Listserv 4th April

Aided Language

– Ifsomeone isusingadifferent symbolsetandonlyhasexposuretoittwotimesaweek,for20– 30minuteseach,itwilltakethealternatesymboluser84yearstohavethesameexperiencewithhissymbolsthatthetypicallydevelopingchildhaswiththespokenwordin18months!!!

Aided Language

– Thetypicallydevelopingchildwilldemonstratelanguagecompetencyaround9– 12yearsofagehavingbeenimmersedinandpracticingorallanguageforapproximately36,500wakinghours.For9– 12yearsthatchildhasbeenusingandreceivingcorrective feedbackwhilepracticingwiththespokenword.

Aided Language

– Attwiceaweek,20– 30minuteseachtime,itwilltakethealternatesymboluser701yearstohavethesameexperience.

Jane Korsten (2011) QIAT Listserv 4th April

Aided Language Research

– Turn-taking(Becketal.,2009)

– Receptivevocabulary(Dada&Alant,2009;Drageretal.,2006;Harris&Reichle,2004;Romski&Sevcik,1996)

– 2+word/morpheme combinations (S-V,S-V-O,S-(is)-V- ing-O(Binger&Light,2007;Bruno&Trembath,2006;Romski&Sevcik,1996;Romskietal.,2010)

– Grammaticalmorphemes (-ing,-’s,-ed,-s)(Bingeretal.,2011)

– Pragmatics,increasedcommunciation turns, semantics,receptiveandepxressivevocabincreases,syntax(multi sumbolturns)andmorphonologySennott, S.C.,Light,J.C.&McNaughton,D.(2016)AACModeling InterventionResearchReview,ResearchandPracticeforPersonswithSevereDisabilities,1– 15

Aided Language

– InevaluatinganyAACsystem….

– Ifyou(asapersonproficientinlanguage)cannotuseacommunicationsystemordisplaythroughoutaninteractionthenhowcanyouprovidedAidedLanguageStimulation?

– Ifyoucannotuseit,isitdesignedwell?

Pragmatically Organised Dynamic Displays (PODD)

PODD

– PODDisawayoforganisingwholewordandsymbolvocabularyinacommunicationbookorspeechgeneratingdevicetoprovideimmersionandmodellingforlearning

PODD

– TheaimofaPODDistoprovidevocabulary:

– Forcontinuouscommunicationall thetime

– Forarangeofmessages

– Acrossarangeoftopics

– Inmultiple environments

– Providessomepredictivelanguagethathelpsearlycommunicatorsbemoresuccessful

PODD

– PODDscanhavedifferent formats,dependingontheindividualphysical,sensoryandcommunicationneedsofthepersonwhowilluseit

Core Vocabulary

– Usingcommon(orcore)EnglishwordsonanAACdisplaytoenableausertoconstructtheirownsentences

– Approachusedinlotsofhightechsystemsbutnotusedasmuchinlowtechduetodifficultyofarrangingvocabularyforaccess

Core Vocabulary

– 75%-80%ofthewordsweusedailycomefromasetof350-400words:thesearetheCORE

– “Whatareyoueatingforlunchtoday?”

– “Iwantchickennuggets”

– (Textinrediscorevocabulary,allintop200)

– InmanyAACsystems,theonlyavailablewordswouldbechickennuggetsandthesearenotcore!!

Core Vocabulary

– FRINGEVOCABULARY

– Lowfrequencywords

– Onlyusefulinoneortwosituations

– Oftenrelatedtoaspecifictopic

– COREVOCAB

– Highfrequencywords

– Canbecombinedtogetyoumessageacrossinlotsofdifferent situations

Core and Fringe

– Overa2-yearperiod,12youthwithmoderate-severe ID(somewithASD)wereprovidedwith35-44lexigramsonanSGD,including61%fringeand39%corevocabulary(e.g.,stop,help,more,good,wait,excuseme,I’msorry)

– BOTHtypesofwordswerelearnedandused,inequalproportions(Adamsonetal.,1992)

Core and Fringe

– Includingcoredoesn’tmeanexcludingfringe!

– But-- consideraunitonplants.Inhisorherlifetime,howoftenwillastudentneedtosay

– stem,leaf,stamen,pistil,andflower

– Comparedto

– not,grow,tall,pretty,green,andhealthy?

Proloquo2Go

And remember

– CommunicationisALLday,EVERYday.

– YouneedtofigureouthowAACisgoingtogoeverywherewiththestudentsand/oryou

AAC

– Wemustprovideeveryindividualwithcomplexcommunicationneedswithacommunicationsystemthatenablestheirrighttocommunicate.

– Wemustbelieve intheirabilitytouselanguageandgivethemasystemthatenablesthemtodevelopanduselanguage.

AAC

– Ifwe“donothavetheskillsandcommitmentrequires toprovidesupportforAACsystemuse,abandonmentofthesystemislikely”.

– Beukelman&Mirenda,2013