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Let’s Play: Using Aided Language Stimulation to Improve Language Kandis Chatman, MS, CCC-SLP, The University of Alabama Melissa Cheslock, MS, CCC-SLP, University of Montevallo

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Page 1: Let’s Play: Using Aided Language Stimulation to Improve ...ucpalabama.org/wp-content/uploads/2015/05/Lets-Play-Handouts.pdf · Let’s Play: Using Aided Language Stimulation to

Let’s Play: Using Aided Language Stimulation to Improve Language

Kandis Chatman, MS, CCC-SLP, The University of Alabama

Melissa Cheslock, MS, CCC-SLP, University of Montevallo

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Aided Language Stimulation (ALS)

A strategy in which the communication partner points out symbols on a communication display in conjunction with his or her ongoing

verbal language stimulation (Goossens’, 1989).

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Who Do You Use ALS With?

Cerebral Palsy, Down Syndrome, Autism, etc.Receptive Language DelayExpressive Language DelayLimited-Verbal or Non-VerbalEnglish Language Learners

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Why Use ALS?

Increases vocabulary comprehension Increases utterance length Decreases echolalia and increases spontaneous speech Decreases undesirable behaviors Increases use of communicative functions Improves syntax Encourages modeling of a language-rich context by communication

partner

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How to Make and Use ALS Displays

Symbol and Picture ResourcesOther MaterialsVocabularyStrategiesFactors to Consider

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Symbol and Picture Resources

BoardmakerGoogle imagesCommunication Displays for Engineered Preschool

Environments

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Other Materials

Color printer or highlightersPaper, cardstock, poster board, or file foldersNotebookLaminator, clear contact paper, or page

protectors

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Vocabulary - Selection

Context-specific displays should consist of a robust vocabulary, allowing for a language-rich activity.

Select vocabulary based on the contextChoose common vocabulary used during the chosen contextWhat would other children be saying?Core words Not just eat, drink, and bathroom!

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Vocabulary - Selection

Semantic Categories People, places, things Relational words (big, little) Generic verbs(give, get, make) Specific verbs(eat, drink, sleep) Emotional state words (happy, scared) Affirmation/negation words (yes, no, not) Recurrence/discontinuation words (more, all done, all gone) Proper names Single adjectives (hot, dirty, etc.) and their opposites later (cold, clean, etc.); Initially, not can be used

with the single adjectives (not hot = cold) Relevant colors Relevant prepositions

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Vocabulary – SelectionBanajee, M. DiCarlo, C. & Buras-Stricklin, S. (2003)

Top Words Used by Toddlers1. A 9. It 17. Some2. All done/finished 10. Mine 18. That3. Go 11. More 19. The4. Help 12. My 20. Want5. Here 13. No 21. What6. I 14. Off 22. Yes/Yeah7. In 15. On 23. You8. Is 16. Out

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Vocabulary – Color Coding

Color coding helps to visually sort the display. Helpful for children with cognitive impairmentConsiderations for children with visual impairments

Larger symbolsWhite pictures on a black display for stronger contrast Lighted background

Consider the “bigger picture”

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Vocabulary – Color Coding

Goossens’, Crain, & Elder Color-Coding System: VERBS (Pink) action OPEN, COME DESCRIPTORS (Blue) adjectives and adverbs PRETTY, SLOW PREPOSITIONS (Green) position words IN, OFF NOUNS (Yellow) BATH, BUBBLES MISCELLANEOUS (Orange)

WH-words questions WHO, WHAT, HOW

Exclamations, interjections UH OH, WOW

Negative Words negations NO, DON’T

Pronouns personal, possessive I, YOU

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Vocabulary

Relatively consistent placement of pictures across displaysConsider the number of pictures on the display at once

Developmental levelAttentional levelSensory Concerns

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Strategies for Using ALS Displays

Provide opportunities throughout the day for meaningful, shared communication

“Teaching” NOT “Testing” Follow the 80/20 rule for natural, developmentally-appropriate

conversation Point to key pictures/words on the display

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Strategies for Using ALS Displays

ModelObserveRespondScaffoldExpand

Always see what children do as intentional and attribute meaning to it!Adapted from Gayle Porter

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Ideas for Frequently Using Displays

Be versatile!Encourage siblings and peers to help.Have displays easily accessible throughout classroom or

home.

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Ideas for Frequently Using Displays

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Ideas for Frequently Using Displays

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References and Resources

Acheson, M. (2006). The effect of natural aided language stimulation on requesting desired objects or actions in children with autism spectrum disorder, A Dissertation submitted to the Division of Graduate Education and Research of the University of Cincinnati.

Beukelman, D. & Mirenda, P. (2013). Augmentative and Alternative Communication: Supporting Children and Adults with Complex Communication Needs. Fourth edition; Baltimore, MD: Paul H. Brookes Publishing Company.

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, 23 (1), 30 – 43.

Bruno, J. & Trembath, D. (2006). Use of aided language stimulation to improve syntactic performance during a weeklong intervention program, Augmentative and Alternative Communication, 22(4), 300-313.

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References and Resources

Dada, S. & Alant, E. (2009). The effect of aided language stimulation on vocabulary acquisition in children with little or no functional speech, American Journal of Speech-Language Pathology, Vol. 18, 50–64.

Goossens’, C., Crain, S., & Elder, P. (1994). Communication displays for engineered preschool environments, Mayer-Johnson Co., Solana Beach, CA.

Harris, M. & Reichle, J. (2004). The impact of aided language stimulation on symbol comprehension and production in children with moderate cognitive disabilities, American Journal of Speech-Language Pathology, 13, 155–167.

Mayer-Johnson2100 Wharton StreetSuite 400Pittsburgh, PA 15203