include autism aac in the community larissa ferrill, m.s. ccc-slp karyn lewis searcy, m.a. ccc-slp
TRANSCRIPT
Include AutismAAC in the Community
Larissa Ferrill, M.S. CCC-SLP Karyn Lewis Searcy, M.A. CCC-SLP
Communicative Communicative FunctionsFunctions
Adapted from www.ccdh.org/vendorimages/ccdh2008/ccdh/Checklist%20of%20Communicative%20functions.pdf
Where to StartWhere to StartWhat child is doing
nowNext step
Communicating with gestures, vocalizations, or unable to communicate.
• Use device with the direct prompting for BR, SI, or JA
Using device with direct prompting on a singe page or one level of navigation
• Navigate through 2-3 levels of device
• Use 2 elements in a functional phrase
Navigating through the device when presented with appropriate page for BR, SI, or JA.
• Navigate through the device independently
• Initiate use of device
Independently use device for all communication stages
• Use device to create grammatically accurate sentences, tell stories, use of academic language
Independent and successful use of device across environments for social, functional and academic purposes
Identify TargetsIdentify TargetsChild likes to When can
you do this with child?
Where is relevant
vocabulary in child’s device?
ModelingModeling
• Verbal children hear teachers, friends, siblings, parents (everyone) modeling verbal language constantly
• AAC is a new language to us all• AAC users need to learn what they are
supposed to do with this machine• Everyone using the device needs to learn what
the symbols (pictures) mean• Modeling provides clearer sense of targeted
goals (What is a conversation? What am I supposed to
do?)
Modelingcritical step often
forgotten
How to ModelHow to Model
Function ExampleSPEAK: say what child would say if verbal
“Eat banana”“Go inside”
NARRATE: talk about what you are doing
“Walking to store”“Listen to music”
EXPAND: add to what has already been communicated
If “juice”—adult model “drink juice”If “music”—adult model “listen to music”
COMMENT: express what you think or how does it make you feel
“Funny”“Gross”“I don’t like that”
MotivatingMotivating
Communicative Communicative TemptationsTemptations
• Creates reason to communicate
• Increase desire to communicate and interact
• Re-think games and outings to include device
Create Communicative Create Communicative OpportunitiesOpportunities
What Child Likes To Do
When & Where Child Likes to Do It
Vocabulary in Child’s Device
Make it work during your Make it work during your activitiesactivities
Activity
In Sight Out of Reach
Inadequate
Portions
Playful Obstructi
on
BasicsBasics
GuidelinesGuidelines
• Use during activity child really likes• Find an activity that can be easily stopped or
interrupted• Arrange the environment to include your obstacle• Introduce device BEFORE child is anxious or
agitated
• Too late to introduce after child is escalated, but can re-create once child is regulated
WAITWAITgive the child a chance to respond
Select a Goal and Identify Steps to Select a Goal and Identify Steps to Get ThereGet There
Example: “My child will comment twice while we are at the zoo after I prompt by opening the zoo page.”
• Program Device to elicit relevant vocabulary
• Model, model, model: comment what YOU see at the zoo
• Prompt
• Make it fun!!!
PromptingPrompting
PROMPTINGPROMPTINGPrompt Level How
Indirect • Wait expectantly• Ask a “wh” question
Intermediate • Open device to relevant page
• Model communicative function
Direct • Hand over hand completion