aac all day, every day
DESCRIPTION
Handout for a workshop presented for SPOT on DD in August 2011. Video files have been removed for privacy reasons. Further resources and links AAC Myths and Legends Romski, M.A. & Sevcik, R.A. (2005). Augmentative communication and early intervention: Myths and realities. Infants & Young Children, 18:3, 174-185 YAACK http://aac.unl.edu/yaack/ DynaVox Implementation Toolkit http://www.dynavoxtech.com/implementation-toolkit/learning-paths/list/?id=7 Communicative Competence Light, J. Toward a Definition of Communicative Competence for Individuals using Augmentative and Alternative Communication Systems,(1989). Augmentative and Alternative Communication,5, 137-144 Aided Language Displays ComTEC Information Sheet on Aided Language Displays Communication Displays for Engineered Adolescent Environments from Pamela Elder and Carol Goossens’ Boardmaker Share CHAT-Now CHAT-Now (manual and CD) Pragmatics Dewart and Summers Pragmatics Profile PODD Pragmatically Organised Dynamic Displays (PODD) PODD Communication Books: Direct Access Templates Videos of Callaghan using PODD (from YouTube) Core Vocabulary Core Vocabulary list from University of Lincoln Nebraska WordPower video (from YouTube) Pixon Core Vocabulary board to supplement ALDs from Disability Services Commission, WA The Language Stealers video (from YouTube) Communication Technology Range of speech generating devices from Spectronics DynaVox Devices DynaVox Vmax with EyeMax iPad/iPod touch Apps for AAC list AAC Apps – Speaking Appropriately AAC RERC White Paper: Mobile Devices and Communication Apps Small Talk SmallTalk for Children and Adults Sequenced Social Scripts One Voice video (from YouTube)http://www.youtube.com/watch?v=w5ZlUnU8OeoTRANSCRIPT
AAC All Day Every Day
Jane FarrallSpeech PathologistAAC Support Services ManagerjanespectronicscomauTwitter janefarrall
What is AAC
bull Augmentative and Alternative Communication (AAC) An area of specialised clinical and educational practice that provides communication options and interventions for people with complex communication needs The term augmentative in this context means supplemental or additional to speech Augmentative techniques (eg gestures and facial expressions) are commonly used when communicating and interacting with others
bull The use of the term alternative acknowledges that there are some individuals whose speech is sufficiently impaired that they must rely completely on standard and special augmentative techniques which do not augment speech but are alternatives to speech (Vanderheiden amp Yoder 1996)
(Speech Pathology Australia AAC Position Paper 2004)
AAC System
bull AAC system An integrated group of components including the symbols aids strategies and techniques used by individuals to enhance communication The system serves to supplement any gestural spoken andor written communication abilities
(American Speech and Hearing Association 1991)
Unaided and Aided AAC
bull Unaided AAC All techniques that do not require any physical aids (eg gesture sign facial expression)
bull Aided AAC Techniques where some type of physical object or device is used (eg object symbols communication boards books wallets) Aided AAC is often divided into high technology or lowlight technology systems
(Speech Pathology Australia AAC Position Paper 2004)
AAC Myths and Legends
bull Introducing AAC will stop someone from developing speech
bull Low tech before High techbull Has a little speech so doesnrsquot need AACbull Too cognitively impaired for AACbull AAC will fix all communication difficultiesbull Too young for AACbull Doesnrsquot need AAC as they can express
basic needs
AAC Myths and Legends - Resourcesbull Romski MA amp Sevcik RA (2005)
Augmentative communication and early intervention Myths and realities Infants amp Young Children 183 174-185
bull YAACK httpaacunleduyaack bull DynaVox Implementation Toolkit
httpwwwdynavoxtechcomimplementation-toolkitlearning-pathslistid=7
Good Practice Approaches to AACbull Aided Language Displays (ALDs)bull Engineering the Environmentbull Chat Nowbull PODDbull Core Vocabulary
Additional AAC options to support good practicebull Small Talkbull About Me Booksbull YesNo ++++bull Social Scriptsbull Partner Focused Questionsbull Storytelling
High Tech AAC
bull Custom Speech Generating Devicesbull Mainstream Technology
bull iPod touchiPadbull Android PhonesTabletsbull Laptops
Communicative Competence
bull Light (1989) bull Linguistic Competence (mastery of the
linguistic code)bull Operational Competence (access methods
onoff)bull Social Competencebull Strategic Competence (make the most of the
vocab they have)
Aided Language Displays
bull Prospective users must be provided with frequent examples of interactive generative use to acquire any semblance of proficiency
bull No one would dispute the fact that it would be very difficult to become a fluent speaker of French if your instructor seldom used French in your presence
Goossensrsquo Crain and Elder (1988) Goossensrsquo (1989)
Aided Language Displays
bull Likewise it is difficult for a nonspeaker to become a proficient AAC user if other people never model interactive use of their system during all aspects of the day
Aided Language Displays
bull Aided Language Displays are NOT choice making boards
bull Choice making boards supplement ALDsbull Eg in music time a choice board of songs
is followed by boards for singing the songs
It is critical for an individual to not only have symbols but also to have experience with those symbols in a symbol rich environment print rich environment The typically developing child will have been exposed to oral language for approximately 4380 waking hours by the time he begins speaking at about 18 months of age
If someone is using a different symbol set and only has exposure to it two times a week for 20-30 minutes each it will take the alternate symbol user 84 years to have the same experience with his symbols that the typically developing child has with the spoken word in 18 months
The typically developing child will demonstrate language competency around 9-12 years of age having been immersed in and practicing oral language for approximately 36500 waking hours For 9-12 years that child has been using and receiving corrective feedback while practicing with the spoken word
At twice a week 20-30 minutes each time it will take the alternate symbol user 701 years to have the same experience
Jane Korsten (2011) QIAT Listserv 4th April
Aided Language Displays
bull If children are to gain proficiency in using their aided AAC systems others must begin to use the childrens AAC system to communicate with them
Aided Language Displays
bull By modelling how to use a display to initiate and maintain communication you show a student how to initiate and maintain ndash not just respond
Aided Language Display Design
Aided Language Display Design
Aided Language Display Design
bull If you (as a person proficient in language) cannot use a communication system or display throughout an interaction then how can you provide Aided Language Stimulation
bull If you cannot use it is it designed well
wwwboardmakersharecom
Engineering the Environment
bull Displays must be stored in close proximity to where they are needed
bull Displays must be stored in a way that helps with quick access and set-up
bull Eg in dress-up box on back of bookshelf on walls in plastic bucket inside game box with props in eye gaze arrangement
CHAT-Now
bull Developed by Gayle Porter (Cerebral Palsy Education Centre) and Marnie Cameron (Communication Resource Centre)
bull Childrenrsquos Aided Language Toolsbull Consists of aided language displays for
early childhood settings and general interactive board(s)
CHAT-Now ndash Book
CHAT-Now General Interactive
CHAT-Now
bull A series of ALDs for different activitiesbull Designed for early childhood but suits
many special education settingsbull Also includes a general interactive board
for use throughout the whole day
Special School Project
bull Approx 80 of students in school with CCN
bull A few have individual systems ndash generally not being used
bull Lots of visual supports in place ndash all staff carry key caddies and all classrooms use visual schedules first then boards etc
bull Commonly used AAC is all adult focused language
Key Caddies
Special School Project
bull Baseline observations and videos end of 2010
bull No spontaneous AAC use by students
Term 1 2011
bull Every student establish yesnobull Begin using CHAT-Nowbull Introducing general interactive boardbull Then aided language displays
Week 1
bull Problem solve how to make general interactive display available in every situation
Week 2
bull Model more and finished all week
Week 3
bull Add I like this
Week 4
bull Add I donrsquot like this
Week 5
bull Use whole board
bull Made up in Tap Speak Choice AAC App
Weeks 6 - 10
bull Consolidate use of whole boardbull Ensure all students have yesno
Special School Project
bull Repeat observations and videos end of term one
bull 10 spontaneous uses of AAC by students observed
bull Next term introducing ALDs for a range of activities
bull Term 3 introducing multi-page generic displays
CHAT-Now
bull General interactive multi-level
YesNo
bull Need to watch the number of yesno questions we ask AAC users
bull BUTbull Every AAC user needs to develop a good
clear YesNo response
Pragmatics
bull Pragmatics ndash social use of languagebull Using language for different purposes
such as greeting informing demanding promising requesting
bull Changing language according to the needs of the listener
bull Following conversational rules
wwwashaorg
Pragmatics
bull Need to ensure AAC users have access to and know how to use a range of pragmatic skills
bull Dewart and Summers ldquoPragmatics Profilerdquo (1998)
bull httpwwweditwminacukpsychologypp
PODD
bull PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
Jane FarrallSpeech PathologistAAC Support Services ManagerjanespectronicscomauTwitter janefarrall
What is AAC
bull Augmentative and Alternative Communication (AAC) An area of specialised clinical and educational practice that provides communication options and interventions for people with complex communication needs The term augmentative in this context means supplemental or additional to speech Augmentative techniques (eg gestures and facial expressions) are commonly used when communicating and interacting with others
bull The use of the term alternative acknowledges that there are some individuals whose speech is sufficiently impaired that they must rely completely on standard and special augmentative techniques which do not augment speech but are alternatives to speech (Vanderheiden amp Yoder 1996)
(Speech Pathology Australia AAC Position Paper 2004)
AAC System
bull AAC system An integrated group of components including the symbols aids strategies and techniques used by individuals to enhance communication The system serves to supplement any gestural spoken andor written communication abilities
(American Speech and Hearing Association 1991)
Unaided and Aided AAC
bull Unaided AAC All techniques that do not require any physical aids (eg gesture sign facial expression)
bull Aided AAC Techniques where some type of physical object or device is used (eg object symbols communication boards books wallets) Aided AAC is often divided into high technology or lowlight technology systems
(Speech Pathology Australia AAC Position Paper 2004)
AAC Myths and Legends
bull Introducing AAC will stop someone from developing speech
bull Low tech before High techbull Has a little speech so doesnrsquot need AACbull Too cognitively impaired for AACbull AAC will fix all communication difficultiesbull Too young for AACbull Doesnrsquot need AAC as they can express
basic needs
AAC Myths and Legends - Resourcesbull Romski MA amp Sevcik RA (2005)
Augmentative communication and early intervention Myths and realities Infants amp Young Children 183 174-185
bull YAACK httpaacunleduyaack bull DynaVox Implementation Toolkit
httpwwwdynavoxtechcomimplementation-toolkitlearning-pathslistid=7
Good Practice Approaches to AACbull Aided Language Displays (ALDs)bull Engineering the Environmentbull Chat Nowbull PODDbull Core Vocabulary
Additional AAC options to support good practicebull Small Talkbull About Me Booksbull YesNo ++++bull Social Scriptsbull Partner Focused Questionsbull Storytelling
High Tech AAC
bull Custom Speech Generating Devicesbull Mainstream Technology
bull iPod touchiPadbull Android PhonesTabletsbull Laptops
Communicative Competence
bull Light (1989) bull Linguistic Competence (mastery of the
linguistic code)bull Operational Competence (access methods
onoff)bull Social Competencebull Strategic Competence (make the most of the
vocab they have)
Aided Language Displays
bull Prospective users must be provided with frequent examples of interactive generative use to acquire any semblance of proficiency
bull No one would dispute the fact that it would be very difficult to become a fluent speaker of French if your instructor seldom used French in your presence
Goossensrsquo Crain and Elder (1988) Goossensrsquo (1989)
Aided Language Displays
bull Likewise it is difficult for a nonspeaker to become a proficient AAC user if other people never model interactive use of their system during all aspects of the day
Aided Language Displays
bull Aided Language Displays are NOT choice making boards
bull Choice making boards supplement ALDsbull Eg in music time a choice board of songs
is followed by boards for singing the songs
It is critical for an individual to not only have symbols but also to have experience with those symbols in a symbol rich environment print rich environment The typically developing child will have been exposed to oral language for approximately 4380 waking hours by the time he begins speaking at about 18 months of age
If someone is using a different symbol set and only has exposure to it two times a week for 20-30 minutes each it will take the alternate symbol user 84 years to have the same experience with his symbols that the typically developing child has with the spoken word in 18 months
The typically developing child will demonstrate language competency around 9-12 years of age having been immersed in and practicing oral language for approximately 36500 waking hours For 9-12 years that child has been using and receiving corrective feedback while practicing with the spoken word
At twice a week 20-30 minutes each time it will take the alternate symbol user 701 years to have the same experience
Jane Korsten (2011) QIAT Listserv 4th April
Aided Language Displays
bull If children are to gain proficiency in using their aided AAC systems others must begin to use the childrens AAC system to communicate with them
Aided Language Displays
bull By modelling how to use a display to initiate and maintain communication you show a student how to initiate and maintain ndash not just respond
Aided Language Display Design
Aided Language Display Design
Aided Language Display Design
bull If you (as a person proficient in language) cannot use a communication system or display throughout an interaction then how can you provide Aided Language Stimulation
bull If you cannot use it is it designed well
wwwboardmakersharecom
Engineering the Environment
bull Displays must be stored in close proximity to where they are needed
bull Displays must be stored in a way that helps with quick access and set-up
bull Eg in dress-up box on back of bookshelf on walls in plastic bucket inside game box with props in eye gaze arrangement
CHAT-Now
bull Developed by Gayle Porter (Cerebral Palsy Education Centre) and Marnie Cameron (Communication Resource Centre)
bull Childrenrsquos Aided Language Toolsbull Consists of aided language displays for
early childhood settings and general interactive board(s)
CHAT-Now ndash Book
CHAT-Now General Interactive
CHAT-Now
bull A series of ALDs for different activitiesbull Designed for early childhood but suits
many special education settingsbull Also includes a general interactive board
for use throughout the whole day
Special School Project
bull Approx 80 of students in school with CCN
bull A few have individual systems ndash generally not being used
bull Lots of visual supports in place ndash all staff carry key caddies and all classrooms use visual schedules first then boards etc
bull Commonly used AAC is all adult focused language
Key Caddies
Special School Project
bull Baseline observations and videos end of 2010
bull No spontaneous AAC use by students
Term 1 2011
bull Every student establish yesnobull Begin using CHAT-Nowbull Introducing general interactive boardbull Then aided language displays
Week 1
bull Problem solve how to make general interactive display available in every situation
Week 2
bull Model more and finished all week
Week 3
bull Add I like this
Week 4
bull Add I donrsquot like this
Week 5
bull Use whole board
bull Made up in Tap Speak Choice AAC App
Weeks 6 - 10
bull Consolidate use of whole boardbull Ensure all students have yesno
Special School Project
bull Repeat observations and videos end of term one
bull 10 spontaneous uses of AAC by students observed
bull Next term introducing ALDs for a range of activities
bull Term 3 introducing multi-page generic displays
CHAT-Now
bull General interactive multi-level
YesNo
bull Need to watch the number of yesno questions we ask AAC users
bull BUTbull Every AAC user needs to develop a good
clear YesNo response
Pragmatics
bull Pragmatics ndash social use of languagebull Using language for different purposes
such as greeting informing demanding promising requesting
bull Changing language according to the needs of the listener
bull Following conversational rules
wwwashaorg
Pragmatics
bull Need to ensure AAC users have access to and know how to use a range of pragmatic skills
bull Dewart and Summers ldquoPragmatics Profilerdquo (1998)
bull httpwwweditwminacukpsychologypp
PODD
bull PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
What is AAC
bull Augmentative and Alternative Communication (AAC) An area of specialised clinical and educational practice that provides communication options and interventions for people with complex communication needs The term augmentative in this context means supplemental or additional to speech Augmentative techniques (eg gestures and facial expressions) are commonly used when communicating and interacting with others
bull The use of the term alternative acknowledges that there are some individuals whose speech is sufficiently impaired that they must rely completely on standard and special augmentative techniques which do not augment speech but are alternatives to speech (Vanderheiden amp Yoder 1996)
(Speech Pathology Australia AAC Position Paper 2004)
AAC System
bull AAC system An integrated group of components including the symbols aids strategies and techniques used by individuals to enhance communication The system serves to supplement any gestural spoken andor written communication abilities
(American Speech and Hearing Association 1991)
Unaided and Aided AAC
bull Unaided AAC All techniques that do not require any physical aids (eg gesture sign facial expression)
bull Aided AAC Techniques where some type of physical object or device is used (eg object symbols communication boards books wallets) Aided AAC is often divided into high technology or lowlight technology systems
(Speech Pathology Australia AAC Position Paper 2004)
AAC Myths and Legends
bull Introducing AAC will stop someone from developing speech
bull Low tech before High techbull Has a little speech so doesnrsquot need AACbull Too cognitively impaired for AACbull AAC will fix all communication difficultiesbull Too young for AACbull Doesnrsquot need AAC as they can express
basic needs
AAC Myths and Legends - Resourcesbull Romski MA amp Sevcik RA (2005)
Augmentative communication and early intervention Myths and realities Infants amp Young Children 183 174-185
bull YAACK httpaacunleduyaack bull DynaVox Implementation Toolkit
httpwwwdynavoxtechcomimplementation-toolkitlearning-pathslistid=7
Good Practice Approaches to AACbull Aided Language Displays (ALDs)bull Engineering the Environmentbull Chat Nowbull PODDbull Core Vocabulary
Additional AAC options to support good practicebull Small Talkbull About Me Booksbull YesNo ++++bull Social Scriptsbull Partner Focused Questionsbull Storytelling
High Tech AAC
bull Custom Speech Generating Devicesbull Mainstream Technology
bull iPod touchiPadbull Android PhonesTabletsbull Laptops
Communicative Competence
bull Light (1989) bull Linguistic Competence (mastery of the
linguistic code)bull Operational Competence (access methods
onoff)bull Social Competencebull Strategic Competence (make the most of the
vocab they have)
Aided Language Displays
bull Prospective users must be provided with frequent examples of interactive generative use to acquire any semblance of proficiency
bull No one would dispute the fact that it would be very difficult to become a fluent speaker of French if your instructor seldom used French in your presence
Goossensrsquo Crain and Elder (1988) Goossensrsquo (1989)
Aided Language Displays
bull Likewise it is difficult for a nonspeaker to become a proficient AAC user if other people never model interactive use of their system during all aspects of the day
Aided Language Displays
bull Aided Language Displays are NOT choice making boards
bull Choice making boards supplement ALDsbull Eg in music time a choice board of songs
is followed by boards for singing the songs
It is critical for an individual to not only have symbols but also to have experience with those symbols in a symbol rich environment print rich environment The typically developing child will have been exposed to oral language for approximately 4380 waking hours by the time he begins speaking at about 18 months of age
If someone is using a different symbol set and only has exposure to it two times a week for 20-30 minutes each it will take the alternate symbol user 84 years to have the same experience with his symbols that the typically developing child has with the spoken word in 18 months
The typically developing child will demonstrate language competency around 9-12 years of age having been immersed in and practicing oral language for approximately 36500 waking hours For 9-12 years that child has been using and receiving corrective feedback while practicing with the spoken word
At twice a week 20-30 minutes each time it will take the alternate symbol user 701 years to have the same experience
Jane Korsten (2011) QIAT Listserv 4th April
Aided Language Displays
bull If children are to gain proficiency in using their aided AAC systems others must begin to use the childrens AAC system to communicate with them
Aided Language Displays
bull By modelling how to use a display to initiate and maintain communication you show a student how to initiate and maintain ndash not just respond
Aided Language Display Design
Aided Language Display Design
Aided Language Display Design
bull If you (as a person proficient in language) cannot use a communication system or display throughout an interaction then how can you provide Aided Language Stimulation
bull If you cannot use it is it designed well
wwwboardmakersharecom
Engineering the Environment
bull Displays must be stored in close proximity to where they are needed
bull Displays must be stored in a way that helps with quick access and set-up
bull Eg in dress-up box on back of bookshelf on walls in plastic bucket inside game box with props in eye gaze arrangement
CHAT-Now
bull Developed by Gayle Porter (Cerebral Palsy Education Centre) and Marnie Cameron (Communication Resource Centre)
bull Childrenrsquos Aided Language Toolsbull Consists of aided language displays for
early childhood settings and general interactive board(s)
CHAT-Now ndash Book
CHAT-Now General Interactive
CHAT-Now
bull A series of ALDs for different activitiesbull Designed for early childhood but suits
many special education settingsbull Also includes a general interactive board
for use throughout the whole day
Special School Project
bull Approx 80 of students in school with CCN
bull A few have individual systems ndash generally not being used
bull Lots of visual supports in place ndash all staff carry key caddies and all classrooms use visual schedules first then boards etc
bull Commonly used AAC is all adult focused language
Key Caddies
Special School Project
bull Baseline observations and videos end of 2010
bull No spontaneous AAC use by students
Term 1 2011
bull Every student establish yesnobull Begin using CHAT-Nowbull Introducing general interactive boardbull Then aided language displays
Week 1
bull Problem solve how to make general interactive display available in every situation
Week 2
bull Model more and finished all week
Week 3
bull Add I like this
Week 4
bull Add I donrsquot like this
Week 5
bull Use whole board
bull Made up in Tap Speak Choice AAC App
Weeks 6 - 10
bull Consolidate use of whole boardbull Ensure all students have yesno
Special School Project
bull Repeat observations and videos end of term one
bull 10 spontaneous uses of AAC by students observed
bull Next term introducing ALDs for a range of activities
bull Term 3 introducing multi-page generic displays
CHAT-Now
bull General interactive multi-level
YesNo
bull Need to watch the number of yesno questions we ask AAC users
bull BUTbull Every AAC user needs to develop a good
clear YesNo response
Pragmatics
bull Pragmatics ndash social use of languagebull Using language for different purposes
such as greeting informing demanding promising requesting
bull Changing language according to the needs of the listener
bull Following conversational rules
wwwashaorg
Pragmatics
bull Need to ensure AAC users have access to and know how to use a range of pragmatic skills
bull Dewart and Summers ldquoPragmatics Profilerdquo (1998)
bull httpwwweditwminacukpsychologypp
PODD
bull PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
AAC System
bull AAC system An integrated group of components including the symbols aids strategies and techniques used by individuals to enhance communication The system serves to supplement any gestural spoken andor written communication abilities
(American Speech and Hearing Association 1991)
Unaided and Aided AAC
bull Unaided AAC All techniques that do not require any physical aids (eg gesture sign facial expression)
bull Aided AAC Techniques where some type of physical object or device is used (eg object symbols communication boards books wallets) Aided AAC is often divided into high technology or lowlight technology systems
(Speech Pathology Australia AAC Position Paper 2004)
AAC Myths and Legends
bull Introducing AAC will stop someone from developing speech
bull Low tech before High techbull Has a little speech so doesnrsquot need AACbull Too cognitively impaired for AACbull AAC will fix all communication difficultiesbull Too young for AACbull Doesnrsquot need AAC as they can express
basic needs
AAC Myths and Legends - Resourcesbull Romski MA amp Sevcik RA (2005)
Augmentative communication and early intervention Myths and realities Infants amp Young Children 183 174-185
bull YAACK httpaacunleduyaack bull DynaVox Implementation Toolkit
httpwwwdynavoxtechcomimplementation-toolkitlearning-pathslistid=7
Good Practice Approaches to AACbull Aided Language Displays (ALDs)bull Engineering the Environmentbull Chat Nowbull PODDbull Core Vocabulary
Additional AAC options to support good practicebull Small Talkbull About Me Booksbull YesNo ++++bull Social Scriptsbull Partner Focused Questionsbull Storytelling
High Tech AAC
bull Custom Speech Generating Devicesbull Mainstream Technology
bull iPod touchiPadbull Android PhonesTabletsbull Laptops
Communicative Competence
bull Light (1989) bull Linguistic Competence (mastery of the
linguistic code)bull Operational Competence (access methods
onoff)bull Social Competencebull Strategic Competence (make the most of the
vocab they have)
Aided Language Displays
bull Prospective users must be provided with frequent examples of interactive generative use to acquire any semblance of proficiency
bull No one would dispute the fact that it would be very difficult to become a fluent speaker of French if your instructor seldom used French in your presence
Goossensrsquo Crain and Elder (1988) Goossensrsquo (1989)
Aided Language Displays
bull Likewise it is difficult for a nonspeaker to become a proficient AAC user if other people never model interactive use of their system during all aspects of the day
Aided Language Displays
bull Aided Language Displays are NOT choice making boards
bull Choice making boards supplement ALDsbull Eg in music time a choice board of songs
is followed by boards for singing the songs
It is critical for an individual to not only have symbols but also to have experience with those symbols in a symbol rich environment print rich environment The typically developing child will have been exposed to oral language for approximately 4380 waking hours by the time he begins speaking at about 18 months of age
If someone is using a different symbol set and only has exposure to it two times a week for 20-30 minutes each it will take the alternate symbol user 84 years to have the same experience with his symbols that the typically developing child has with the spoken word in 18 months
The typically developing child will demonstrate language competency around 9-12 years of age having been immersed in and practicing oral language for approximately 36500 waking hours For 9-12 years that child has been using and receiving corrective feedback while practicing with the spoken word
At twice a week 20-30 minutes each time it will take the alternate symbol user 701 years to have the same experience
Jane Korsten (2011) QIAT Listserv 4th April
Aided Language Displays
bull If children are to gain proficiency in using their aided AAC systems others must begin to use the childrens AAC system to communicate with them
Aided Language Displays
bull By modelling how to use a display to initiate and maintain communication you show a student how to initiate and maintain ndash not just respond
Aided Language Display Design
Aided Language Display Design
Aided Language Display Design
bull If you (as a person proficient in language) cannot use a communication system or display throughout an interaction then how can you provide Aided Language Stimulation
bull If you cannot use it is it designed well
wwwboardmakersharecom
Engineering the Environment
bull Displays must be stored in close proximity to where they are needed
bull Displays must be stored in a way that helps with quick access and set-up
bull Eg in dress-up box on back of bookshelf on walls in plastic bucket inside game box with props in eye gaze arrangement
CHAT-Now
bull Developed by Gayle Porter (Cerebral Palsy Education Centre) and Marnie Cameron (Communication Resource Centre)
bull Childrenrsquos Aided Language Toolsbull Consists of aided language displays for
early childhood settings and general interactive board(s)
CHAT-Now ndash Book
CHAT-Now General Interactive
CHAT-Now
bull A series of ALDs for different activitiesbull Designed for early childhood but suits
many special education settingsbull Also includes a general interactive board
for use throughout the whole day
Special School Project
bull Approx 80 of students in school with CCN
bull A few have individual systems ndash generally not being used
bull Lots of visual supports in place ndash all staff carry key caddies and all classrooms use visual schedules first then boards etc
bull Commonly used AAC is all adult focused language
Key Caddies
Special School Project
bull Baseline observations and videos end of 2010
bull No spontaneous AAC use by students
Term 1 2011
bull Every student establish yesnobull Begin using CHAT-Nowbull Introducing general interactive boardbull Then aided language displays
Week 1
bull Problem solve how to make general interactive display available in every situation
Week 2
bull Model more and finished all week
Week 3
bull Add I like this
Week 4
bull Add I donrsquot like this
Week 5
bull Use whole board
bull Made up in Tap Speak Choice AAC App
Weeks 6 - 10
bull Consolidate use of whole boardbull Ensure all students have yesno
Special School Project
bull Repeat observations and videos end of term one
bull 10 spontaneous uses of AAC by students observed
bull Next term introducing ALDs for a range of activities
bull Term 3 introducing multi-page generic displays
CHAT-Now
bull General interactive multi-level
YesNo
bull Need to watch the number of yesno questions we ask AAC users
bull BUTbull Every AAC user needs to develop a good
clear YesNo response
Pragmatics
bull Pragmatics ndash social use of languagebull Using language for different purposes
such as greeting informing demanding promising requesting
bull Changing language according to the needs of the listener
bull Following conversational rules
wwwashaorg
Pragmatics
bull Need to ensure AAC users have access to and know how to use a range of pragmatic skills
bull Dewart and Summers ldquoPragmatics Profilerdquo (1998)
bull httpwwweditwminacukpsychologypp
PODD
bull PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
Unaided and Aided AAC
bull Unaided AAC All techniques that do not require any physical aids (eg gesture sign facial expression)
bull Aided AAC Techniques where some type of physical object or device is used (eg object symbols communication boards books wallets) Aided AAC is often divided into high technology or lowlight technology systems
(Speech Pathology Australia AAC Position Paper 2004)
AAC Myths and Legends
bull Introducing AAC will stop someone from developing speech
bull Low tech before High techbull Has a little speech so doesnrsquot need AACbull Too cognitively impaired for AACbull AAC will fix all communication difficultiesbull Too young for AACbull Doesnrsquot need AAC as they can express
basic needs
AAC Myths and Legends - Resourcesbull Romski MA amp Sevcik RA (2005)
Augmentative communication and early intervention Myths and realities Infants amp Young Children 183 174-185
bull YAACK httpaacunleduyaack bull DynaVox Implementation Toolkit
httpwwwdynavoxtechcomimplementation-toolkitlearning-pathslistid=7
Good Practice Approaches to AACbull Aided Language Displays (ALDs)bull Engineering the Environmentbull Chat Nowbull PODDbull Core Vocabulary
Additional AAC options to support good practicebull Small Talkbull About Me Booksbull YesNo ++++bull Social Scriptsbull Partner Focused Questionsbull Storytelling
High Tech AAC
bull Custom Speech Generating Devicesbull Mainstream Technology
bull iPod touchiPadbull Android PhonesTabletsbull Laptops
Communicative Competence
bull Light (1989) bull Linguistic Competence (mastery of the
linguistic code)bull Operational Competence (access methods
onoff)bull Social Competencebull Strategic Competence (make the most of the
vocab they have)
Aided Language Displays
bull Prospective users must be provided with frequent examples of interactive generative use to acquire any semblance of proficiency
bull No one would dispute the fact that it would be very difficult to become a fluent speaker of French if your instructor seldom used French in your presence
Goossensrsquo Crain and Elder (1988) Goossensrsquo (1989)
Aided Language Displays
bull Likewise it is difficult for a nonspeaker to become a proficient AAC user if other people never model interactive use of their system during all aspects of the day
Aided Language Displays
bull Aided Language Displays are NOT choice making boards
bull Choice making boards supplement ALDsbull Eg in music time a choice board of songs
is followed by boards for singing the songs
It is critical for an individual to not only have symbols but also to have experience with those symbols in a symbol rich environment print rich environment The typically developing child will have been exposed to oral language for approximately 4380 waking hours by the time he begins speaking at about 18 months of age
If someone is using a different symbol set and only has exposure to it two times a week for 20-30 minutes each it will take the alternate symbol user 84 years to have the same experience with his symbols that the typically developing child has with the spoken word in 18 months
The typically developing child will demonstrate language competency around 9-12 years of age having been immersed in and practicing oral language for approximately 36500 waking hours For 9-12 years that child has been using and receiving corrective feedback while practicing with the spoken word
At twice a week 20-30 minutes each time it will take the alternate symbol user 701 years to have the same experience
Jane Korsten (2011) QIAT Listserv 4th April
Aided Language Displays
bull If children are to gain proficiency in using their aided AAC systems others must begin to use the childrens AAC system to communicate with them
Aided Language Displays
bull By modelling how to use a display to initiate and maintain communication you show a student how to initiate and maintain ndash not just respond
Aided Language Display Design
Aided Language Display Design
Aided Language Display Design
bull If you (as a person proficient in language) cannot use a communication system or display throughout an interaction then how can you provide Aided Language Stimulation
bull If you cannot use it is it designed well
wwwboardmakersharecom
Engineering the Environment
bull Displays must be stored in close proximity to where they are needed
bull Displays must be stored in a way that helps with quick access and set-up
bull Eg in dress-up box on back of bookshelf on walls in plastic bucket inside game box with props in eye gaze arrangement
CHAT-Now
bull Developed by Gayle Porter (Cerebral Palsy Education Centre) and Marnie Cameron (Communication Resource Centre)
bull Childrenrsquos Aided Language Toolsbull Consists of aided language displays for
early childhood settings and general interactive board(s)
CHAT-Now ndash Book
CHAT-Now General Interactive
CHAT-Now
bull A series of ALDs for different activitiesbull Designed for early childhood but suits
many special education settingsbull Also includes a general interactive board
for use throughout the whole day
Special School Project
bull Approx 80 of students in school with CCN
bull A few have individual systems ndash generally not being used
bull Lots of visual supports in place ndash all staff carry key caddies and all classrooms use visual schedules first then boards etc
bull Commonly used AAC is all adult focused language
Key Caddies
Special School Project
bull Baseline observations and videos end of 2010
bull No spontaneous AAC use by students
Term 1 2011
bull Every student establish yesnobull Begin using CHAT-Nowbull Introducing general interactive boardbull Then aided language displays
Week 1
bull Problem solve how to make general interactive display available in every situation
Week 2
bull Model more and finished all week
Week 3
bull Add I like this
Week 4
bull Add I donrsquot like this
Week 5
bull Use whole board
bull Made up in Tap Speak Choice AAC App
Weeks 6 - 10
bull Consolidate use of whole boardbull Ensure all students have yesno
Special School Project
bull Repeat observations and videos end of term one
bull 10 spontaneous uses of AAC by students observed
bull Next term introducing ALDs for a range of activities
bull Term 3 introducing multi-page generic displays
CHAT-Now
bull General interactive multi-level
YesNo
bull Need to watch the number of yesno questions we ask AAC users
bull BUTbull Every AAC user needs to develop a good
clear YesNo response
Pragmatics
bull Pragmatics ndash social use of languagebull Using language for different purposes
such as greeting informing demanding promising requesting
bull Changing language according to the needs of the listener
bull Following conversational rules
wwwashaorg
Pragmatics
bull Need to ensure AAC users have access to and know how to use a range of pragmatic skills
bull Dewart and Summers ldquoPragmatics Profilerdquo (1998)
bull httpwwweditwminacukpsychologypp
PODD
bull PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
AAC Myths and Legends
bull Introducing AAC will stop someone from developing speech
bull Low tech before High techbull Has a little speech so doesnrsquot need AACbull Too cognitively impaired for AACbull AAC will fix all communication difficultiesbull Too young for AACbull Doesnrsquot need AAC as they can express
basic needs
AAC Myths and Legends - Resourcesbull Romski MA amp Sevcik RA (2005)
Augmentative communication and early intervention Myths and realities Infants amp Young Children 183 174-185
bull YAACK httpaacunleduyaack bull DynaVox Implementation Toolkit
httpwwwdynavoxtechcomimplementation-toolkitlearning-pathslistid=7
Good Practice Approaches to AACbull Aided Language Displays (ALDs)bull Engineering the Environmentbull Chat Nowbull PODDbull Core Vocabulary
Additional AAC options to support good practicebull Small Talkbull About Me Booksbull YesNo ++++bull Social Scriptsbull Partner Focused Questionsbull Storytelling
High Tech AAC
bull Custom Speech Generating Devicesbull Mainstream Technology
bull iPod touchiPadbull Android PhonesTabletsbull Laptops
Communicative Competence
bull Light (1989) bull Linguistic Competence (mastery of the
linguistic code)bull Operational Competence (access methods
onoff)bull Social Competencebull Strategic Competence (make the most of the
vocab they have)
Aided Language Displays
bull Prospective users must be provided with frequent examples of interactive generative use to acquire any semblance of proficiency
bull No one would dispute the fact that it would be very difficult to become a fluent speaker of French if your instructor seldom used French in your presence
Goossensrsquo Crain and Elder (1988) Goossensrsquo (1989)
Aided Language Displays
bull Likewise it is difficult for a nonspeaker to become a proficient AAC user if other people never model interactive use of their system during all aspects of the day
Aided Language Displays
bull Aided Language Displays are NOT choice making boards
bull Choice making boards supplement ALDsbull Eg in music time a choice board of songs
is followed by boards for singing the songs
It is critical for an individual to not only have symbols but also to have experience with those symbols in a symbol rich environment print rich environment The typically developing child will have been exposed to oral language for approximately 4380 waking hours by the time he begins speaking at about 18 months of age
If someone is using a different symbol set and only has exposure to it two times a week for 20-30 minutes each it will take the alternate symbol user 84 years to have the same experience with his symbols that the typically developing child has with the spoken word in 18 months
The typically developing child will demonstrate language competency around 9-12 years of age having been immersed in and practicing oral language for approximately 36500 waking hours For 9-12 years that child has been using and receiving corrective feedback while practicing with the spoken word
At twice a week 20-30 minutes each time it will take the alternate symbol user 701 years to have the same experience
Jane Korsten (2011) QIAT Listserv 4th April
Aided Language Displays
bull If children are to gain proficiency in using their aided AAC systems others must begin to use the childrens AAC system to communicate with them
Aided Language Displays
bull By modelling how to use a display to initiate and maintain communication you show a student how to initiate and maintain ndash not just respond
Aided Language Display Design
Aided Language Display Design
Aided Language Display Design
bull If you (as a person proficient in language) cannot use a communication system or display throughout an interaction then how can you provide Aided Language Stimulation
bull If you cannot use it is it designed well
wwwboardmakersharecom
Engineering the Environment
bull Displays must be stored in close proximity to where they are needed
bull Displays must be stored in a way that helps with quick access and set-up
bull Eg in dress-up box on back of bookshelf on walls in plastic bucket inside game box with props in eye gaze arrangement
CHAT-Now
bull Developed by Gayle Porter (Cerebral Palsy Education Centre) and Marnie Cameron (Communication Resource Centre)
bull Childrenrsquos Aided Language Toolsbull Consists of aided language displays for
early childhood settings and general interactive board(s)
CHAT-Now ndash Book
CHAT-Now General Interactive
CHAT-Now
bull A series of ALDs for different activitiesbull Designed for early childhood but suits
many special education settingsbull Also includes a general interactive board
for use throughout the whole day
Special School Project
bull Approx 80 of students in school with CCN
bull A few have individual systems ndash generally not being used
bull Lots of visual supports in place ndash all staff carry key caddies and all classrooms use visual schedules first then boards etc
bull Commonly used AAC is all adult focused language
Key Caddies
Special School Project
bull Baseline observations and videos end of 2010
bull No spontaneous AAC use by students
Term 1 2011
bull Every student establish yesnobull Begin using CHAT-Nowbull Introducing general interactive boardbull Then aided language displays
Week 1
bull Problem solve how to make general interactive display available in every situation
Week 2
bull Model more and finished all week
Week 3
bull Add I like this
Week 4
bull Add I donrsquot like this
Week 5
bull Use whole board
bull Made up in Tap Speak Choice AAC App
Weeks 6 - 10
bull Consolidate use of whole boardbull Ensure all students have yesno
Special School Project
bull Repeat observations and videos end of term one
bull 10 spontaneous uses of AAC by students observed
bull Next term introducing ALDs for a range of activities
bull Term 3 introducing multi-page generic displays
CHAT-Now
bull General interactive multi-level
YesNo
bull Need to watch the number of yesno questions we ask AAC users
bull BUTbull Every AAC user needs to develop a good
clear YesNo response
Pragmatics
bull Pragmatics ndash social use of languagebull Using language for different purposes
such as greeting informing demanding promising requesting
bull Changing language according to the needs of the listener
bull Following conversational rules
wwwashaorg
Pragmatics
bull Need to ensure AAC users have access to and know how to use a range of pragmatic skills
bull Dewart and Summers ldquoPragmatics Profilerdquo (1998)
bull httpwwweditwminacukpsychologypp
PODD
bull PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
AAC Myths and Legends - Resourcesbull Romski MA amp Sevcik RA (2005)
Augmentative communication and early intervention Myths and realities Infants amp Young Children 183 174-185
bull YAACK httpaacunleduyaack bull DynaVox Implementation Toolkit
httpwwwdynavoxtechcomimplementation-toolkitlearning-pathslistid=7
Good Practice Approaches to AACbull Aided Language Displays (ALDs)bull Engineering the Environmentbull Chat Nowbull PODDbull Core Vocabulary
Additional AAC options to support good practicebull Small Talkbull About Me Booksbull YesNo ++++bull Social Scriptsbull Partner Focused Questionsbull Storytelling
High Tech AAC
bull Custom Speech Generating Devicesbull Mainstream Technology
bull iPod touchiPadbull Android PhonesTabletsbull Laptops
Communicative Competence
bull Light (1989) bull Linguistic Competence (mastery of the
linguistic code)bull Operational Competence (access methods
onoff)bull Social Competencebull Strategic Competence (make the most of the
vocab they have)
Aided Language Displays
bull Prospective users must be provided with frequent examples of interactive generative use to acquire any semblance of proficiency
bull No one would dispute the fact that it would be very difficult to become a fluent speaker of French if your instructor seldom used French in your presence
Goossensrsquo Crain and Elder (1988) Goossensrsquo (1989)
Aided Language Displays
bull Likewise it is difficult for a nonspeaker to become a proficient AAC user if other people never model interactive use of their system during all aspects of the day
Aided Language Displays
bull Aided Language Displays are NOT choice making boards
bull Choice making boards supplement ALDsbull Eg in music time a choice board of songs
is followed by boards for singing the songs
It is critical for an individual to not only have symbols but also to have experience with those symbols in a symbol rich environment print rich environment The typically developing child will have been exposed to oral language for approximately 4380 waking hours by the time he begins speaking at about 18 months of age
If someone is using a different symbol set and only has exposure to it two times a week for 20-30 minutes each it will take the alternate symbol user 84 years to have the same experience with his symbols that the typically developing child has with the spoken word in 18 months
The typically developing child will demonstrate language competency around 9-12 years of age having been immersed in and practicing oral language for approximately 36500 waking hours For 9-12 years that child has been using and receiving corrective feedback while practicing with the spoken word
At twice a week 20-30 minutes each time it will take the alternate symbol user 701 years to have the same experience
Jane Korsten (2011) QIAT Listserv 4th April
Aided Language Displays
bull If children are to gain proficiency in using their aided AAC systems others must begin to use the childrens AAC system to communicate with them
Aided Language Displays
bull By modelling how to use a display to initiate and maintain communication you show a student how to initiate and maintain ndash not just respond
Aided Language Display Design
Aided Language Display Design
Aided Language Display Design
bull If you (as a person proficient in language) cannot use a communication system or display throughout an interaction then how can you provide Aided Language Stimulation
bull If you cannot use it is it designed well
wwwboardmakersharecom
Engineering the Environment
bull Displays must be stored in close proximity to where they are needed
bull Displays must be stored in a way that helps with quick access and set-up
bull Eg in dress-up box on back of bookshelf on walls in plastic bucket inside game box with props in eye gaze arrangement
CHAT-Now
bull Developed by Gayle Porter (Cerebral Palsy Education Centre) and Marnie Cameron (Communication Resource Centre)
bull Childrenrsquos Aided Language Toolsbull Consists of aided language displays for
early childhood settings and general interactive board(s)
CHAT-Now ndash Book
CHAT-Now General Interactive
CHAT-Now
bull A series of ALDs for different activitiesbull Designed for early childhood but suits
many special education settingsbull Also includes a general interactive board
for use throughout the whole day
Special School Project
bull Approx 80 of students in school with CCN
bull A few have individual systems ndash generally not being used
bull Lots of visual supports in place ndash all staff carry key caddies and all classrooms use visual schedules first then boards etc
bull Commonly used AAC is all adult focused language
Key Caddies
Special School Project
bull Baseline observations and videos end of 2010
bull No spontaneous AAC use by students
Term 1 2011
bull Every student establish yesnobull Begin using CHAT-Nowbull Introducing general interactive boardbull Then aided language displays
Week 1
bull Problem solve how to make general interactive display available in every situation
Week 2
bull Model more and finished all week
Week 3
bull Add I like this
Week 4
bull Add I donrsquot like this
Week 5
bull Use whole board
bull Made up in Tap Speak Choice AAC App
Weeks 6 - 10
bull Consolidate use of whole boardbull Ensure all students have yesno
Special School Project
bull Repeat observations and videos end of term one
bull 10 spontaneous uses of AAC by students observed
bull Next term introducing ALDs for a range of activities
bull Term 3 introducing multi-page generic displays
CHAT-Now
bull General interactive multi-level
YesNo
bull Need to watch the number of yesno questions we ask AAC users
bull BUTbull Every AAC user needs to develop a good
clear YesNo response
Pragmatics
bull Pragmatics ndash social use of languagebull Using language for different purposes
such as greeting informing demanding promising requesting
bull Changing language according to the needs of the listener
bull Following conversational rules
wwwashaorg
Pragmatics
bull Need to ensure AAC users have access to and know how to use a range of pragmatic skills
bull Dewart and Summers ldquoPragmatics Profilerdquo (1998)
bull httpwwweditwminacukpsychologypp
PODD
bull PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
Good Practice Approaches to AACbull Aided Language Displays (ALDs)bull Engineering the Environmentbull Chat Nowbull PODDbull Core Vocabulary
Additional AAC options to support good practicebull Small Talkbull About Me Booksbull YesNo ++++bull Social Scriptsbull Partner Focused Questionsbull Storytelling
High Tech AAC
bull Custom Speech Generating Devicesbull Mainstream Technology
bull iPod touchiPadbull Android PhonesTabletsbull Laptops
Communicative Competence
bull Light (1989) bull Linguistic Competence (mastery of the
linguistic code)bull Operational Competence (access methods
onoff)bull Social Competencebull Strategic Competence (make the most of the
vocab they have)
Aided Language Displays
bull Prospective users must be provided with frequent examples of interactive generative use to acquire any semblance of proficiency
bull No one would dispute the fact that it would be very difficult to become a fluent speaker of French if your instructor seldom used French in your presence
Goossensrsquo Crain and Elder (1988) Goossensrsquo (1989)
Aided Language Displays
bull Likewise it is difficult for a nonspeaker to become a proficient AAC user if other people never model interactive use of their system during all aspects of the day
Aided Language Displays
bull Aided Language Displays are NOT choice making boards
bull Choice making boards supplement ALDsbull Eg in music time a choice board of songs
is followed by boards for singing the songs
It is critical for an individual to not only have symbols but also to have experience with those symbols in a symbol rich environment print rich environment The typically developing child will have been exposed to oral language for approximately 4380 waking hours by the time he begins speaking at about 18 months of age
If someone is using a different symbol set and only has exposure to it two times a week for 20-30 minutes each it will take the alternate symbol user 84 years to have the same experience with his symbols that the typically developing child has with the spoken word in 18 months
The typically developing child will demonstrate language competency around 9-12 years of age having been immersed in and practicing oral language for approximately 36500 waking hours For 9-12 years that child has been using and receiving corrective feedback while practicing with the spoken word
At twice a week 20-30 minutes each time it will take the alternate symbol user 701 years to have the same experience
Jane Korsten (2011) QIAT Listserv 4th April
Aided Language Displays
bull If children are to gain proficiency in using their aided AAC systems others must begin to use the childrens AAC system to communicate with them
Aided Language Displays
bull By modelling how to use a display to initiate and maintain communication you show a student how to initiate and maintain ndash not just respond
Aided Language Display Design
Aided Language Display Design
Aided Language Display Design
bull If you (as a person proficient in language) cannot use a communication system or display throughout an interaction then how can you provide Aided Language Stimulation
bull If you cannot use it is it designed well
wwwboardmakersharecom
Engineering the Environment
bull Displays must be stored in close proximity to where they are needed
bull Displays must be stored in a way that helps with quick access and set-up
bull Eg in dress-up box on back of bookshelf on walls in plastic bucket inside game box with props in eye gaze arrangement
CHAT-Now
bull Developed by Gayle Porter (Cerebral Palsy Education Centre) and Marnie Cameron (Communication Resource Centre)
bull Childrenrsquos Aided Language Toolsbull Consists of aided language displays for
early childhood settings and general interactive board(s)
CHAT-Now ndash Book
CHAT-Now General Interactive
CHAT-Now
bull A series of ALDs for different activitiesbull Designed for early childhood but suits
many special education settingsbull Also includes a general interactive board
for use throughout the whole day
Special School Project
bull Approx 80 of students in school with CCN
bull A few have individual systems ndash generally not being used
bull Lots of visual supports in place ndash all staff carry key caddies and all classrooms use visual schedules first then boards etc
bull Commonly used AAC is all adult focused language
Key Caddies
Special School Project
bull Baseline observations and videos end of 2010
bull No spontaneous AAC use by students
Term 1 2011
bull Every student establish yesnobull Begin using CHAT-Nowbull Introducing general interactive boardbull Then aided language displays
Week 1
bull Problem solve how to make general interactive display available in every situation
Week 2
bull Model more and finished all week
Week 3
bull Add I like this
Week 4
bull Add I donrsquot like this
Week 5
bull Use whole board
bull Made up in Tap Speak Choice AAC App
Weeks 6 - 10
bull Consolidate use of whole boardbull Ensure all students have yesno
Special School Project
bull Repeat observations and videos end of term one
bull 10 spontaneous uses of AAC by students observed
bull Next term introducing ALDs for a range of activities
bull Term 3 introducing multi-page generic displays
CHAT-Now
bull General interactive multi-level
YesNo
bull Need to watch the number of yesno questions we ask AAC users
bull BUTbull Every AAC user needs to develop a good
clear YesNo response
Pragmatics
bull Pragmatics ndash social use of languagebull Using language for different purposes
such as greeting informing demanding promising requesting
bull Changing language according to the needs of the listener
bull Following conversational rules
wwwashaorg
Pragmatics
bull Need to ensure AAC users have access to and know how to use a range of pragmatic skills
bull Dewart and Summers ldquoPragmatics Profilerdquo (1998)
bull httpwwweditwminacukpsychologypp
PODD
bull PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
Additional AAC options to support good practicebull Small Talkbull About Me Booksbull YesNo ++++bull Social Scriptsbull Partner Focused Questionsbull Storytelling
High Tech AAC
bull Custom Speech Generating Devicesbull Mainstream Technology
bull iPod touchiPadbull Android PhonesTabletsbull Laptops
Communicative Competence
bull Light (1989) bull Linguistic Competence (mastery of the
linguistic code)bull Operational Competence (access methods
onoff)bull Social Competencebull Strategic Competence (make the most of the
vocab they have)
Aided Language Displays
bull Prospective users must be provided with frequent examples of interactive generative use to acquire any semblance of proficiency
bull No one would dispute the fact that it would be very difficult to become a fluent speaker of French if your instructor seldom used French in your presence
Goossensrsquo Crain and Elder (1988) Goossensrsquo (1989)
Aided Language Displays
bull Likewise it is difficult for a nonspeaker to become a proficient AAC user if other people never model interactive use of their system during all aspects of the day
Aided Language Displays
bull Aided Language Displays are NOT choice making boards
bull Choice making boards supplement ALDsbull Eg in music time a choice board of songs
is followed by boards for singing the songs
It is critical for an individual to not only have symbols but also to have experience with those symbols in a symbol rich environment print rich environment The typically developing child will have been exposed to oral language for approximately 4380 waking hours by the time he begins speaking at about 18 months of age
If someone is using a different symbol set and only has exposure to it two times a week for 20-30 minutes each it will take the alternate symbol user 84 years to have the same experience with his symbols that the typically developing child has with the spoken word in 18 months
The typically developing child will demonstrate language competency around 9-12 years of age having been immersed in and practicing oral language for approximately 36500 waking hours For 9-12 years that child has been using and receiving corrective feedback while practicing with the spoken word
At twice a week 20-30 minutes each time it will take the alternate symbol user 701 years to have the same experience
Jane Korsten (2011) QIAT Listserv 4th April
Aided Language Displays
bull If children are to gain proficiency in using their aided AAC systems others must begin to use the childrens AAC system to communicate with them
Aided Language Displays
bull By modelling how to use a display to initiate and maintain communication you show a student how to initiate and maintain ndash not just respond
Aided Language Display Design
Aided Language Display Design
Aided Language Display Design
bull If you (as a person proficient in language) cannot use a communication system or display throughout an interaction then how can you provide Aided Language Stimulation
bull If you cannot use it is it designed well
wwwboardmakersharecom
Engineering the Environment
bull Displays must be stored in close proximity to where they are needed
bull Displays must be stored in a way that helps with quick access and set-up
bull Eg in dress-up box on back of bookshelf on walls in plastic bucket inside game box with props in eye gaze arrangement
CHAT-Now
bull Developed by Gayle Porter (Cerebral Palsy Education Centre) and Marnie Cameron (Communication Resource Centre)
bull Childrenrsquos Aided Language Toolsbull Consists of aided language displays for
early childhood settings and general interactive board(s)
CHAT-Now ndash Book
CHAT-Now General Interactive
CHAT-Now
bull A series of ALDs for different activitiesbull Designed for early childhood but suits
many special education settingsbull Also includes a general interactive board
for use throughout the whole day
Special School Project
bull Approx 80 of students in school with CCN
bull A few have individual systems ndash generally not being used
bull Lots of visual supports in place ndash all staff carry key caddies and all classrooms use visual schedules first then boards etc
bull Commonly used AAC is all adult focused language
Key Caddies
Special School Project
bull Baseline observations and videos end of 2010
bull No spontaneous AAC use by students
Term 1 2011
bull Every student establish yesnobull Begin using CHAT-Nowbull Introducing general interactive boardbull Then aided language displays
Week 1
bull Problem solve how to make general interactive display available in every situation
Week 2
bull Model more and finished all week
Week 3
bull Add I like this
Week 4
bull Add I donrsquot like this
Week 5
bull Use whole board
bull Made up in Tap Speak Choice AAC App
Weeks 6 - 10
bull Consolidate use of whole boardbull Ensure all students have yesno
Special School Project
bull Repeat observations and videos end of term one
bull 10 spontaneous uses of AAC by students observed
bull Next term introducing ALDs for a range of activities
bull Term 3 introducing multi-page generic displays
CHAT-Now
bull General interactive multi-level
YesNo
bull Need to watch the number of yesno questions we ask AAC users
bull BUTbull Every AAC user needs to develop a good
clear YesNo response
Pragmatics
bull Pragmatics ndash social use of languagebull Using language for different purposes
such as greeting informing demanding promising requesting
bull Changing language according to the needs of the listener
bull Following conversational rules
wwwashaorg
Pragmatics
bull Need to ensure AAC users have access to and know how to use a range of pragmatic skills
bull Dewart and Summers ldquoPragmatics Profilerdquo (1998)
bull httpwwweditwminacukpsychologypp
PODD
bull PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
High Tech AAC
bull Custom Speech Generating Devicesbull Mainstream Technology
bull iPod touchiPadbull Android PhonesTabletsbull Laptops
Communicative Competence
bull Light (1989) bull Linguistic Competence (mastery of the
linguistic code)bull Operational Competence (access methods
onoff)bull Social Competencebull Strategic Competence (make the most of the
vocab they have)
Aided Language Displays
bull Prospective users must be provided with frequent examples of interactive generative use to acquire any semblance of proficiency
bull No one would dispute the fact that it would be very difficult to become a fluent speaker of French if your instructor seldom used French in your presence
Goossensrsquo Crain and Elder (1988) Goossensrsquo (1989)
Aided Language Displays
bull Likewise it is difficult for a nonspeaker to become a proficient AAC user if other people never model interactive use of their system during all aspects of the day
Aided Language Displays
bull Aided Language Displays are NOT choice making boards
bull Choice making boards supplement ALDsbull Eg in music time a choice board of songs
is followed by boards for singing the songs
It is critical for an individual to not only have symbols but also to have experience with those symbols in a symbol rich environment print rich environment The typically developing child will have been exposed to oral language for approximately 4380 waking hours by the time he begins speaking at about 18 months of age
If someone is using a different symbol set and only has exposure to it two times a week for 20-30 minutes each it will take the alternate symbol user 84 years to have the same experience with his symbols that the typically developing child has with the spoken word in 18 months
The typically developing child will demonstrate language competency around 9-12 years of age having been immersed in and practicing oral language for approximately 36500 waking hours For 9-12 years that child has been using and receiving corrective feedback while practicing with the spoken word
At twice a week 20-30 minutes each time it will take the alternate symbol user 701 years to have the same experience
Jane Korsten (2011) QIAT Listserv 4th April
Aided Language Displays
bull If children are to gain proficiency in using their aided AAC systems others must begin to use the childrens AAC system to communicate with them
Aided Language Displays
bull By modelling how to use a display to initiate and maintain communication you show a student how to initiate and maintain ndash not just respond
Aided Language Display Design
Aided Language Display Design
Aided Language Display Design
bull If you (as a person proficient in language) cannot use a communication system or display throughout an interaction then how can you provide Aided Language Stimulation
bull If you cannot use it is it designed well
wwwboardmakersharecom
Engineering the Environment
bull Displays must be stored in close proximity to where they are needed
bull Displays must be stored in a way that helps with quick access and set-up
bull Eg in dress-up box on back of bookshelf on walls in plastic bucket inside game box with props in eye gaze arrangement
CHAT-Now
bull Developed by Gayle Porter (Cerebral Palsy Education Centre) and Marnie Cameron (Communication Resource Centre)
bull Childrenrsquos Aided Language Toolsbull Consists of aided language displays for
early childhood settings and general interactive board(s)
CHAT-Now ndash Book
CHAT-Now General Interactive
CHAT-Now
bull A series of ALDs for different activitiesbull Designed for early childhood but suits
many special education settingsbull Also includes a general interactive board
for use throughout the whole day
Special School Project
bull Approx 80 of students in school with CCN
bull A few have individual systems ndash generally not being used
bull Lots of visual supports in place ndash all staff carry key caddies and all classrooms use visual schedules first then boards etc
bull Commonly used AAC is all adult focused language
Key Caddies
Special School Project
bull Baseline observations and videos end of 2010
bull No spontaneous AAC use by students
Term 1 2011
bull Every student establish yesnobull Begin using CHAT-Nowbull Introducing general interactive boardbull Then aided language displays
Week 1
bull Problem solve how to make general interactive display available in every situation
Week 2
bull Model more and finished all week
Week 3
bull Add I like this
Week 4
bull Add I donrsquot like this
Week 5
bull Use whole board
bull Made up in Tap Speak Choice AAC App
Weeks 6 - 10
bull Consolidate use of whole boardbull Ensure all students have yesno
Special School Project
bull Repeat observations and videos end of term one
bull 10 spontaneous uses of AAC by students observed
bull Next term introducing ALDs for a range of activities
bull Term 3 introducing multi-page generic displays
CHAT-Now
bull General interactive multi-level
YesNo
bull Need to watch the number of yesno questions we ask AAC users
bull BUTbull Every AAC user needs to develop a good
clear YesNo response
Pragmatics
bull Pragmatics ndash social use of languagebull Using language for different purposes
such as greeting informing demanding promising requesting
bull Changing language according to the needs of the listener
bull Following conversational rules
wwwashaorg
Pragmatics
bull Need to ensure AAC users have access to and know how to use a range of pragmatic skills
bull Dewart and Summers ldquoPragmatics Profilerdquo (1998)
bull httpwwweditwminacukpsychologypp
PODD
bull PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
Communicative Competence
bull Light (1989) bull Linguistic Competence (mastery of the
linguistic code)bull Operational Competence (access methods
onoff)bull Social Competencebull Strategic Competence (make the most of the
vocab they have)
Aided Language Displays
bull Prospective users must be provided with frequent examples of interactive generative use to acquire any semblance of proficiency
bull No one would dispute the fact that it would be very difficult to become a fluent speaker of French if your instructor seldom used French in your presence
Goossensrsquo Crain and Elder (1988) Goossensrsquo (1989)
Aided Language Displays
bull Likewise it is difficult for a nonspeaker to become a proficient AAC user if other people never model interactive use of their system during all aspects of the day
Aided Language Displays
bull Aided Language Displays are NOT choice making boards
bull Choice making boards supplement ALDsbull Eg in music time a choice board of songs
is followed by boards for singing the songs
It is critical for an individual to not only have symbols but also to have experience with those symbols in a symbol rich environment print rich environment The typically developing child will have been exposed to oral language for approximately 4380 waking hours by the time he begins speaking at about 18 months of age
If someone is using a different symbol set and only has exposure to it two times a week for 20-30 minutes each it will take the alternate symbol user 84 years to have the same experience with his symbols that the typically developing child has with the spoken word in 18 months
The typically developing child will demonstrate language competency around 9-12 years of age having been immersed in and practicing oral language for approximately 36500 waking hours For 9-12 years that child has been using and receiving corrective feedback while practicing with the spoken word
At twice a week 20-30 minutes each time it will take the alternate symbol user 701 years to have the same experience
Jane Korsten (2011) QIAT Listserv 4th April
Aided Language Displays
bull If children are to gain proficiency in using their aided AAC systems others must begin to use the childrens AAC system to communicate with them
Aided Language Displays
bull By modelling how to use a display to initiate and maintain communication you show a student how to initiate and maintain ndash not just respond
Aided Language Display Design
Aided Language Display Design
Aided Language Display Design
bull If you (as a person proficient in language) cannot use a communication system or display throughout an interaction then how can you provide Aided Language Stimulation
bull If you cannot use it is it designed well
wwwboardmakersharecom
Engineering the Environment
bull Displays must be stored in close proximity to where they are needed
bull Displays must be stored in a way that helps with quick access and set-up
bull Eg in dress-up box on back of bookshelf on walls in plastic bucket inside game box with props in eye gaze arrangement
CHAT-Now
bull Developed by Gayle Porter (Cerebral Palsy Education Centre) and Marnie Cameron (Communication Resource Centre)
bull Childrenrsquos Aided Language Toolsbull Consists of aided language displays for
early childhood settings and general interactive board(s)
CHAT-Now ndash Book
CHAT-Now General Interactive
CHAT-Now
bull A series of ALDs for different activitiesbull Designed for early childhood but suits
many special education settingsbull Also includes a general interactive board
for use throughout the whole day
Special School Project
bull Approx 80 of students in school with CCN
bull A few have individual systems ndash generally not being used
bull Lots of visual supports in place ndash all staff carry key caddies and all classrooms use visual schedules first then boards etc
bull Commonly used AAC is all adult focused language
Key Caddies
Special School Project
bull Baseline observations and videos end of 2010
bull No spontaneous AAC use by students
Term 1 2011
bull Every student establish yesnobull Begin using CHAT-Nowbull Introducing general interactive boardbull Then aided language displays
Week 1
bull Problem solve how to make general interactive display available in every situation
Week 2
bull Model more and finished all week
Week 3
bull Add I like this
Week 4
bull Add I donrsquot like this
Week 5
bull Use whole board
bull Made up in Tap Speak Choice AAC App
Weeks 6 - 10
bull Consolidate use of whole boardbull Ensure all students have yesno
Special School Project
bull Repeat observations and videos end of term one
bull 10 spontaneous uses of AAC by students observed
bull Next term introducing ALDs for a range of activities
bull Term 3 introducing multi-page generic displays
CHAT-Now
bull General interactive multi-level
YesNo
bull Need to watch the number of yesno questions we ask AAC users
bull BUTbull Every AAC user needs to develop a good
clear YesNo response
Pragmatics
bull Pragmatics ndash social use of languagebull Using language for different purposes
such as greeting informing demanding promising requesting
bull Changing language according to the needs of the listener
bull Following conversational rules
wwwashaorg
Pragmatics
bull Need to ensure AAC users have access to and know how to use a range of pragmatic skills
bull Dewart and Summers ldquoPragmatics Profilerdquo (1998)
bull httpwwweditwminacukpsychologypp
PODD
bull PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
Aided Language Displays
bull Prospective users must be provided with frequent examples of interactive generative use to acquire any semblance of proficiency
bull No one would dispute the fact that it would be very difficult to become a fluent speaker of French if your instructor seldom used French in your presence
Goossensrsquo Crain and Elder (1988) Goossensrsquo (1989)
Aided Language Displays
bull Likewise it is difficult for a nonspeaker to become a proficient AAC user if other people never model interactive use of their system during all aspects of the day
Aided Language Displays
bull Aided Language Displays are NOT choice making boards
bull Choice making boards supplement ALDsbull Eg in music time a choice board of songs
is followed by boards for singing the songs
It is critical for an individual to not only have symbols but also to have experience with those symbols in a symbol rich environment print rich environment The typically developing child will have been exposed to oral language for approximately 4380 waking hours by the time he begins speaking at about 18 months of age
If someone is using a different symbol set and only has exposure to it two times a week for 20-30 minutes each it will take the alternate symbol user 84 years to have the same experience with his symbols that the typically developing child has with the spoken word in 18 months
The typically developing child will demonstrate language competency around 9-12 years of age having been immersed in and practicing oral language for approximately 36500 waking hours For 9-12 years that child has been using and receiving corrective feedback while practicing with the spoken word
At twice a week 20-30 minutes each time it will take the alternate symbol user 701 years to have the same experience
Jane Korsten (2011) QIAT Listserv 4th April
Aided Language Displays
bull If children are to gain proficiency in using their aided AAC systems others must begin to use the childrens AAC system to communicate with them
Aided Language Displays
bull By modelling how to use a display to initiate and maintain communication you show a student how to initiate and maintain ndash not just respond
Aided Language Display Design
Aided Language Display Design
Aided Language Display Design
bull If you (as a person proficient in language) cannot use a communication system or display throughout an interaction then how can you provide Aided Language Stimulation
bull If you cannot use it is it designed well
wwwboardmakersharecom
Engineering the Environment
bull Displays must be stored in close proximity to where they are needed
bull Displays must be stored in a way that helps with quick access and set-up
bull Eg in dress-up box on back of bookshelf on walls in plastic bucket inside game box with props in eye gaze arrangement
CHAT-Now
bull Developed by Gayle Porter (Cerebral Palsy Education Centre) and Marnie Cameron (Communication Resource Centre)
bull Childrenrsquos Aided Language Toolsbull Consists of aided language displays for
early childhood settings and general interactive board(s)
CHAT-Now ndash Book
CHAT-Now General Interactive
CHAT-Now
bull A series of ALDs for different activitiesbull Designed for early childhood but suits
many special education settingsbull Also includes a general interactive board
for use throughout the whole day
Special School Project
bull Approx 80 of students in school with CCN
bull A few have individual systems ndash generally not being used
bull Lots of visual supports in place ndash all staff carry key caddies and all classrooms use visual schedules first then boards etc
bull Commonly used AAC is all adult focused language
Key Caddies
Special School Project
bull Baseline observations and videos end of 2010
bull No spontaneous AAC use by students
Term 1 2011
bull Every student establish yesnobull Begin using CHAT-Nowbull Introducing general interactive boardbull Then aided language displays
Week 1
bull Problem solve how to make general interactive display available in every situation
Week 2
bull Model more and finished all week
Week 3
bull Add I like this
Week 4
bull Add I donrsquot like this
Week 5
bull Use whole board
bull Made up in Tap Speak Choice AAC App
Weeks 6 - 10
bull Consolidate use of whole boardbull Ensure all students have yesno
Special School Project
bull Repeat observations and videos end of term one
bull 10 spontaneous uses of AAC by students observed
bull Next term introducing ALDs for a range of activities
bull Term 3 introducing multi-page generic displays
CHAT-Now
bull General interactive multi-level
YesNo
bull Need to watch the number of yesno questions we ask AAC users
bull BUTbull Every AAC user needs to develop a good
clear YesNo response
Pragmatics
bull Pragmatics ndash social use of languagebull Using language for different purposes
such as greeting informing demanding promising requesting
bull Changing language according to the needs of the listener
bull Following conversational rules
wwwashaorg
Pragmatics
bull Need to ensure AAC users have access to and know how to use a range of pragmatic skills
bull Dewart and Summers ldquoPragmatics Profilerdquo (1998)
bull httpwwweditwminacukpsychologypp
PODD
bull PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
Aided Language Displays
bull Likewise it is difficult for a nonspeaker to become a proficient AAC user if other people never model interactive use of their system during all aspects of the day
Aided Language Displays
bull Aided Language Displays are NOT choice making boards
bull Choice making boards supplement ALDsbull Eg in music time a choice board of songs
is followed by boards for singing the songs
It is critical for an individual to not only have symbols but also to have experience with those symbols in a symbol rich environment print rich environment The typically developing child will have been exposed to oral language for approximately 4380 waking hours by the time he begins speaking at about 18 months of age
If someone is using a different symbol set and only has exposure to it two times a week for 20-30 minutes each it will take the alternate symbol user 84 years to have the same experience with his symbols that the typically developing child has with the spoken word in 18 months
The typically developing child will demonstrate language competency around 9-12 years of age having been immersed in and practicing oral language for approximately 36500 waking hours For 9-12 years that child has been using and receiving corrective feedback while practicing with the spoken word
At twice a week 20-30 minutes each time it will take the alternate symbol user 701 years to have the same experience
Jane Korsten (2011) QIAT Listserv 4th April
Aided Language Displays
bull If children are to gain proficiency in using their aided AAC systems others must begin to use the childrens AAC system to communicate with them
Aided Language Displays
bull By modelling how to use a display to initiate and maintain communication you show a student how to initiate and maintain ndash not just respond
Aided Language Display Design
Aided Language Display Design
Aided Language Display Design
bull If you (as a person proficient in language) cannot use a communication system or display throughout an interaction then how can you provide Aided Language Stimulation
bull If you cannot use it is it designed well
wwwboardmakersharecom
Engineering the Environment
bull Displays must be stored in close proximity to where they are needed
bull Displays must be stored in a way that helps with quick access and set-up
bull Eg in dress-up box on back of bookshelf on walls in plastic bucket inside game box with props in eye gaze arrangement
CHAT-Now
bull Developed by Gayle Porter (Cerebral Palsy Education Centre) and Marnie Cameron (Communication Resource Centre)
bull Childrenrsquos Aided Language Toolsbull Consists of aided language displays for
early childhood settings and general interactive board(s)
CHAT-Now ndash Book
CHAT-Now General Interactive
CHAT-Now
bull A series of ALDs for different activitiesbull Designed for early childhood but suits
many special education settingsbull Also includes a general interactive board
for use throughout the whole day
Special School Project
bull Approx 80 of students in school with CCN
bull A few have individual systems ndash generally not being used
bull Lots of visual supports in place ndash all staff carry key caddies and all classrooms use visual schedules first then boards etc
bull Commonly used AAC is all adult focused language
Key Caddies
Special School Project
bull Baseline observations and videos end of 2010
bull No spontaneous AAC use by students
Term 1 2011
bull Every student establish yesnobull Begin using CHAT-Nowbull Introducing general interactive boardbull Then aided language displays
Week 1
bull Problem solve how to make general interactive display available in every situation
Week 2
bull Model more and finished all week
Week 3
bull Add I like this
Week 4
bull Add I donrsquot like this
Week 5
bull Use whole board
bull Made up in Tap Speak Choice AAC App
Weeks 6 - 10
bull Consolidate use of whole boardbull Ensure all students have yesno
Special School Project
bull Repeat observations and videos end of term one
bull 10 spontaneous uses of AAC by students observed
bull Next term introducing ALDs for a range of activities
bull Term 3 introducing multi-page generic displays
CHAT-Now
bull General interactive multi-level
YesNo
bull Need to watch the number of yesno questions we ask AAC users
bull BUTbull Every AAC user needs to develop a good
clear YesNo response
Pragmatics
bull Pragmatics ndash social use of languagebull Using language for different purposes
such as greeting informing demanding promising requesting
bull Changing language according to the needs of the listener
bull Following conversational rules
wwwashaorg
Pragmatics
bull Need to ensure AAC users have access to and know how to use a range of pragmatic skills
bull Dewart and Summers ldquoPragmatics Profilerdquo (1998)
bull httpwwweditwminacukpsychologypp
PODD
bull PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
Aided Language Displays
bull Aided Language Displays are NOT choice making boards
bull Choice making boards supplement ALDsbull Eg in music time a choice board of songs
is followed by boards for singing the songs
It is critical for an individual to not only have symbols but also to have experience with those symbols in a symbol rich environment print rich environment The typically developing child will have been exposed to oral language for approximately 4380 waking hours by the time he begins speaking at about 18 months of age
If someone is using a different symbol set and only has exposure to it two times a week for 20-30 minutes each it will take the alternate symbol user 84 years to have the same experience with his symbols that the typically developing child has with the spoken word in 18 months
The typically developing child will demonstrate language competency around 9-12 years of age having been immersed in and practicing oral language for approximately 36500 waking hours For 9-12 years that child has been using and receiving corrective feedback while practicing with the spoken word
At twice a week 20-30 minutes each time it will take the alternate symbol user 701 years to have the same experience
Jane Korsten (2011) QIAT Listserv 4th April
Aided Language Displays
bull If children are to gain proficiency in using their aided AAC systems others must begin to use the childrens AAC system to communicate with them
Aided Language Displays
bull By modelling how to use a display to initiate and maintain communication you show a student how to initiate and maintain ndash not just respond
Aided Language Display Design
Aided Language Display Design
Aided Language Display Design
bull If you (as a person proficient in language) cannot use a communication system or display throughout an interaction then how can you provide Aided Language Stimulation
bull If you cannot use it is it designed well
wwwboardmakersharecom
Engineering the Environment
bull Displays must be stored in close proximity to where they are needed
bull Displays must be stored in a way that helps with quick access and set-up
bull Eg in dress-up box on back of bookshelf on walls in plastic bucket inside game box with props in eye gaze arrangement
CHAT-Now
bull Developed by Gayle Porter (Cerebral Palsy Education Centre) and Marnie Cameron (Communication Resource Centre)
bull Childrenrsquos Aided Language Toolsbull Consists of aided language displays for
early childhood settings and general interactive board(s)
CHAT-Now ndash Book
CHAT-Now General Interactive
CHAT-Now
bull A series of ALDs for different activitiesbull Designed for early childhood but suits
many special education settingsbull Also includes a general interactive board
for use throughout the whole day
Special School Project
bull Approx 80 of students in school with CCN
bull A few have individual systems ndash generally not being used
bull Lots of visual supports in place ndash all staff carry key caddies and all classrooms use visual schedules first then boards etc
bull Commonly used AAC is all adult focused language
Key Caddies
Special School Project
bull Baseline observations and videos end of 2010
bull No spontaneous AAC use by students
Term 1 2011
bull Every student establish yesnobull Begin using CHAT-Nowbull Introducing general interactive boardbull Then aided language displays
Week 1
bull Problem solve how to make general interactive display available in every situation
Week 2
bull Model more and finished all week
Week 3
bull Add I like this
Week 4
bull Add I donrsquot like this
Week 5
bull Use whole board
bull Made up in Tap Speak Choice AAC App
Weeks 6 - 10
bull Consolidate use of whole boardbull Ensure all students have yesno
Special School Project
bull Repeat observations and videos end of term one
bull 10 spontaneous uses of AAC by students observed
bull Next term introducing ALDs for a range of activities
bull Term 3 introducing multi-page generic displays
CHAT-Now
bull General interactive multi-level
YesNo
bull Need to watch the number of yesno questions we ask AAC users
bull BUTbull Every AAC user needs to develop a good
clear YesNo response
Pragmatics
bull Pragmatics ndash social use of languagebull Using language for different purposes
such as greeting informing demanding promising requesting
bull Changing language according to the needs of the listener
bull Following conversational rules
wwwashaorg
Pragmatics
bull Need to ensure AAC users have access to and know how to use a range of pragmatic skills
bull Dewart and Summers ldquoPragmatics Profilerdquo (1998)
bull httpwwweditwminacukpsychologypp
PODD
bull PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
It is critical for an individual to not only have symbols but also to have experience with those symbols in a symbol rich environment print rich environment The typically developing child will have been exposed to oral language for approximately 4380 waking hours by the time he begins speaking at about 18 months of age
If someone is using a different symbol set and only has exposure to it two times a week for 20-30 minutes each it will take the alternate symbol user 84 years to have the same experience with his symbols that the typically developing child has with the spoken word in 18 months
The typically developing child will demonstrate language competency around 9-12 years of age having been immersed in and practicing oral language for approximately 36500 waking hours For 9-12 years that child has been using and receiving corrective feedback while practicing with the spoken word
At twice a week 20-30 minutes each time it will take the alternate symbol user 701 years to have the same experience
Jane Korsten (2011) QIAT Listserv 4th April
Aided Language Displays
bull If children are to gain proficiency in using their aided AAC systems others must begin to use the childrens AAC system to communicate with them
Aided Language Displays
bull By modelling how to use a display to initiate and maintain communication you show a student how to initiate and maintain ndash not just respond
Aided Language Display Design
Aided Language Display Design
Aided Language Display Design
bull If you (as a person proficient in language) cannot use a communication system or display throughout an interaction then how can you provide Aided Language Stimulation
bull If you cannot use it is it designed well
wwwboardmakersharecom
Engineering the Environment
bull Displays must be stored in close proximity to where they are needed
bull Displays must be stored in a way that helps with quick access and set-up
bull Eg in dress-up box on back of bookshelf on walls in plastic bucket inside game box with props in eye gaze arrangement
CHAT-Now
bull Developed by Gayle Porter (Cerebral Palsy Education Centre) and Marnie Cameron (Communication Resource Centre)
bull Childrenrsquos Aided Language Toolsbull Consists of aided language displays for
early childhood settings and general interactive board(s)
CHAT-Now ndash Book
CHAT-Now General Interactive
CHAT-Now
bull A series of ALDs for different activitiesbull Designed for early childhood but suits
many special education settingsbull Also includes a general interactive board
for use throughout the whole day
Special School Project
bull Approx 80 of students in school with CCN
bull A few have individual systems ndash generally not being used
bull Lots of visual supports in place ndash all staff carry key caddies and all classrooms use visual schedules first then boards etc
bull Commonly used AAC is all adult focused language
Key Caddies
Special School Project
bull Baseline observations and videos end of 2010
bull No spontaneous AAC use by students
Term 1 2011
bull Every student establish yesnobull Begin using CHAT-Nowbull Introducing general interactive boardbull Then aided language displays
Week 1
bull Problem solve how to make general interactive display available in every situation
Week 2
bull Model more and finished all week
Week 3
bull Add I like this
Week 4
bull Add I donrsquot like this
Week 5
bull Use whole board
bull Made up in Tap Speak Choice AAC App
Weeks 6 - 10
bull Consolidate use of whole boardbull Ensure all students have yesno
Special School Project
bull Repeat observations and videos end of term one
bull 10 spontaneous uses of AAC by students observed
bull Next term introducing ALDs for a range of activities
bull Term 3 introducing multi-page generic displays
CHAT-Now
bull General interactive multi-level
YesNo
bull Need to watch the number of yesno questions we ask AAC users
bull BUTbull Every AAC user needs to develop a good
clear YesNo response
Pragmatics
bull Pragmatics ndash social use of languagebull Using language for different purposes
such as greeting informing demanding promising requesting
bull Changing language according to the needs of the listener
bull Following conversational rules
wwwashaorg
Pragmatics
bull Need to ensure AAC users have access to and know how to use a range of pragmatic skills
bull Dewart and Summers ldquoPragmatics Profilerdquo (1998)
bull httpwwweditwminacukpsychologypp
PODD
bull PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
If someone is using a different symbol set and only has exposure to it two times a week for 20-30 minutes each it will take the alternate symbol user 84 years to have the same experience with his symbols that the typically developing child has with the spoken word in 18 months
The typically developing child will demonstrate language competency around 9-12 years of age having been immersed in and practicing oral language for approximately 36500 waking hours For 9-12 years that child has been using and receiving corrective feedback while practicing with the spoken word
At twice a week 20-30 minutes each time it will take the alternate symbol user 701 years to have the same experience
Jane Korsten (2011) QIAT Listserv 4th April
Aided Language Displays
bull If children are to gain proficiency in using their aided AAC systems others must begin to use the childrens AAC system to communicate with them
Aided Language Displays
bull By modelling how to use a display to initiate and maintain communication you show a student how to initiate and maintain ndash not just respond
Aided Language Display Design
Aided Language Display Design
Aided Language Display Design
bull If you (as a person proficient in language) cannot use a communication system or display throughout an interaction then how can you provide Aided Language Stimulation
bull If you cannot use it is it designed well
wwwboardmakersharecom
Engineering the Environment
bull Displays must be stored in close proximity to where they are needed
bull Displays must be stored in a way that helps with quick access and set-up
bull Eg in dress-up box on back of bookshelf on walls in plastic bucket inside game box with props in eye gaze arrangement
CHAT-Now
bull Developed by Gayle Porter (Cerebral Palsy Education Centre) and Marnie Cameron (Communication Resource Centre)
bull Childrenrsquos Aided Language Toolsbull Consists of aided language displays for
early childhood settings and general interactive board(s)
CHAT-Now ndash Book
CHAT-Now General Interactive
CHAT-Now
bull A series of ALDs for different activitiesbull Designed for early childhood but suits
many special education settingsbull Also includes a general interactive board
for use throughout the whole day
Special School Project
bull Approx 80 of students in school with CCN
bull A few have individual systems ndash generally not being used
bull Lots of visual supports in place ndash all staff carry key caddies and all classrooms use visual schedules first then boards etc
bull Commonly used AAC is all adult focused language
Key Caddies
Special School Project
bull Baseline observations and videos end of 2010
bull No spontaneous AAC use by students
Term 1 2011
bull Every student establish yesnobull Begin using CHAT-Nowbull Introducing general interactive boardbull Then aided language displays
Week 1
bull Problem solve how to make general interactive display available in every situation
Week 2
bull Model more and finished all week
Week 3
bull Add I like this
Week 4
bull Add I donrsquot like this
Week 5
bull Use whole board
bull Made up in Tap Speak Choice AAC App
Weeks 6 - 10
bull Consolidate use of whole boardbull Ensure all students have yesno
Special School Project
bull Repeat observations and videos end of term one
bull 10 spontaneous uses of AAC by students observed
bull Next term introducing ALDs for a range of activities
bull Term 3 introducing multi-page generic displays
CHAT-Now
bull General interactive multi-level
YesNo
bull Need to watch the number of yesno questions we ask AAC users
bull BUTbull Every AAC user needs to develop a good
clear YesNo response
Pragmatics
bull Pragmatics ndash social use of languagebull Using language for different purposes
such as greeting informing demanding promising requesting
bull Changing language according to the needs of the listener
bull Following conversational rules
wwwashaorg
Pragmatics
bull Need to ensure AAC users have access to and know how to use a range of pragmatic skills
bull Dewart and Summers ldquoPragmatics Profilerdquo (1998)
bull httpwwweditwminacukpsychologypp
PODD
bull PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
The typically developing child will demonstrate language competency around 9-12 years of age having been immersed in and practicing oral language for approximately 36500 waking hours For 9-12 years that child has been using and receiving corrective feedback while practicing with the spoken word
At twice a week 20-30 minutes each time it will take the alternate symbol user 701 years to have the same experience
Jane Korsten (2011) QIAT Listserv 4th April
Aided Language Displays
bull If children are to gain proficiency in using their aided AAC systems others must begin to use the childrens AAC system to communicate with them
Aided Language Displays
bull By modelling how to use a display to initiate and maintain communication you show a student how to initiate and maintain ndash not just respond
Aided Language Display Design
Aided Language Display Design
Aided Language Display Design
bull If you (as a person proficient in language) cannot use a communication system or display throughout an interaction then how can you provide Aided Language Stimulation
bull If you cannot use it is it designed well
wwwboardmakersharecom
Engineering the Environment
bull Displays must be stored in close proximity to where they are needed
bull Displays must be stored in a way that helps with quick access and set-up
bull Eg in dress-up box on back of bookshelf on walls in plastic bucket inside game box with props in eye gaze arrangement
CHAT-Now
bull Developed by Gayle Porter (Cerebral Palsy Education Centre) and Marnie Cameron (Communication Resource Centre)
bull Childrenrsquos Aided Language Toolsbull Consists of aided language displays for
early childhood settings and general interactive board(s)
CHAT-Now ndash Book
CHAT-Now General Interactive
CHAT-Now
bull A series of ALDs for different activitiesbull Designed for early childhood but suits
many special education settingsbull Also includes a general interactive board
for use throughout the whole day
Special School Project
bull Approx 80 of students in school with CCN
bull A few have individual systems ndash generally not being used
bull Lots of visual supports in place ndash all staff carry key caddies and all classrooms use visual schedules first then boards etc
bull Commonly used AAC is all adult focused language
Key Caddies
Special School Project
bull Baseline observations and videos end of 2010
bull No spontaneous AAC use by students
Term 1 2011
bull Every student establish yesnobull Begin using CHAT-Nowbull Introducing general interactive boardbull Then aided language displays
Week 1
bull Problem solve how to make general interactive display available in every situation
Week 2
bull Model more and finished all week
Week 3
bull Add I like this
Week 4
bull Add I donrsquot like this
Week 5
bull Use whole board
bull Made up in Tap Speak Choice AAC App
Weeks 6 - 10
bull Consolidate use of whole boardbull Ensure all students have yesno
Special School Project
bull Repeat observations and videos end of term one
bull 10 spontaneous uses of AAC by students observed
bull Next term introducing ALDs for a range of activities
bull Term 3 introducing multi-page generic displays
CHAT-Now
bull General interactive multi-level
YesNo
bull Need to watch the number of yesno questions we ask AAC users
bull BUTbull Every AAC user needs to develop a good
clear YesNo response
Pragmatics
bull Pragmatics ndash social use of languagebull Using language for different purposes
such as greeting informing demanding promising requesting
bull Changing language according to the needs of the listener
bull Following conversational rules
wwwashaorg
Pragmatics
bull Need to ensure AAC users have access to and know how to use a range of pragmatic skills
bull Dewart and Summers ldquoPragmatics Profilerdquo (1998)
bull httpwwweditwminacukpsychologypp
PODD
bull PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
At twice a week 20-30 minutes each time it will take the alternate symbol user 701 years to have the same experience
Jane Korsten (2011) QIAT Listserv 4th April
Aided Language Displays
bull If children are to gain proficiency in using their aided AAC systems others must begin to use the childrens AAC system to communicate with them
Aided Language Displays
bull By modelling how to use a display to initiate and maintain communication you show a student how to initiate and maintain ndash not just respond
Aided Language Display Design
Aided Language Display Design
Aided Language Display Design
bull If you (as a person proficient in language) cannot use a communication system or display throughout an interaction then how can you provide Aided Language Stimulation
bull If you cannot use it is it designed well
wwwboardmakersharecom
Engineering the Environment
bull Displays must be stored in close proximity to where they are needed
bull Displays must be stored in a way that helps with quick access and set-up
bull Eg in dress-up box on back of bookshelf on walls in plastic bucket inside game box with props in eye gaze arrangement
CHAT-Now
bull Developed by Gayle Porter (Cerebral Palsy Education Centre) and Marnie Cameron (Communication Resource Centre)
bull Childrenrsquos Aided Language Toolsbull Consists of aided language displays for
early childhood settings and general interactive board(s)
CHAT-Now ndash Book
CHAT-Now General Interactive
CHAT-Now
bull A series of ALDs for different activitiesbull Designed for early childhood but suits
many special education settingsbull Also includes a general interactive board
for use throughout the whole day
Special School Project
bull Approx 80 of students in school with CCN
bull A few have individual systems ndash generally not being used
bull Lots of visual supports in place ndash all staff carry key caddies and all classrooms use visual schedules first then boards etc
bull Commonly used AAC is all adult focused language
Key Caddies
Special School Project
bull Baseline observations and videos end of 2010
bull No spontaneous AAC use by students
Term 1 2011
bull Every student establish yesnobull Begin using CHAT-Nowbull Introducing general interactive boardbull Then aided language displays
Week 1
bull Problem solve how to make general interactive display available in every situation
Week 2
bull Model more and finished all week
Week 3
bull Add I like this
Week 4
bull Add I donrsquot like this
Week 5
bull Use whole board
bull Made up in Tap Speak Choice AAC App
Weeks 6 - 10
bull Consolidate use of whole boardbull Ensure all students have yesno
Special School Project
bull Repeat observations and videos end of term one
bull 10 spontaneous uses of AAC by students observed
bull Next term introducing ALDs for a range of activities
bull Term 3 introducing multi-page generic displays
CHAT-Now
bull General interactive multi-level
YesNo
bull Need to watch the number of yesno questions we ask AAC users
bull BUTbull Every AAC user needs to develop a good
clear YesNo response
Pragmatics
bull Pragmatics ndash social use of languagebull Using language for different purposes
such as greeting informing demanding promising requesting
bull Changing language according to the needs of the listener
bull Following conversational rules
wwwashaorg
Pragmatics
bull Need to ensure AAC users have access to and know how to use a range of pragmatic skills
bull Dewart and Summers ldquoPragmatics Profilerdquo (1998)
bull httpwwweditwminacukpsychologypp
PODD
bull PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
Aided Language Displays
bull If children are to gain proficiency in using their aided AAC systems others must begin to use the childrens AAC system to communicate with them
Aided Language Displays
bull By modelling how to use a display to initiate and maintain communication you show a student how to initiate and maintain ndash not just respond
Aided Language Display Design
Aided Language Display Design
Aided Language Display Design
bull If you (as a person proficient in language) cannot use a communication system or display throughout an interaction then how can you provide Aided Language Stimulation
bull If you cannot use it is it designed well
wwwboardmakersharecom
Engineering the Environment
bull Displays must be stored in close proximity to where they are needed
bull Displays must be stored in a way that helps with quick access and set-up
bull Eg in dress-up box on back of bookshelf on walls in plastic bucket inside game box with props in eye gaze arrangement
CHAT-Now
bull Developed by Gayle Porter (Cerebral Palsy Education Centre) and Marnie Cameron (Communication Resource Centre)
bull Childrenrsquos Aided Language Toolsbull Consists of aided language displays for
early childhood settings and general interactive board(s)
CHAT-Now ndash Book
CHAT-Now General Interactive
CHAT-Now
bull A series of ALDs for different activitiesbull Designed for early childhood but suits
many special education settingsbull Also includes a general interactive board
for use throughout the whole day
Special School Project
bull Approx 80 of students in school with CCN
bull A few have individual systems ndash generally not being used
bull Lots of visual supports in place ndash all staff carry key caddies and all classrooms use visual schedules first then boards etc
bull Commonly used AAC is all adult focused language
Key Caddies
Special School Project
bull Baseline observations and videos end of 2010
bull No spontaneous AAC use by students
Term 1 2011
bull Every student establish yesnobull Begin using CHAT-Nowbull Introducing general interactive boardbull Then aided language displays
Week 1
bull Problem solve how to make general interactive display available in every situation
Week 2
bull Model more and finished all week
Week 3
bull Add I like this
Week 4
bull Add I donrsquot like this
Week 5
bull Use whole board
bull Made up in Tap Speak Choice AAC App
Weeks 6 - 10
bull Consolidate use of whole boardbull Ensure all students have yesno
Special School Project
bull Repeat observations and videos end of term one
bull 10 spontaneous uses of AAC by students observed
bull Next term introducing ALDs for a range of activities
bull Term 3 introducing multi-page generic displays
CHAT-Now
bull General interactive multi-level
YesNo
bull Need to watch the number of yesno questions we ask AAC users
bull BUTbull Every AAC user needs to develop a good
clear YesNo response
Pragmatics
bull Pragmatics ndash social use of languagebull Using language for different purposes
such as greeting informing demanding promising requesting
bull Changing language according to the needs of the listener
bull Following conversational rules
wwwashaorg
Pragmatics
bull Need to ensure AAC users have access to and know how to use a range of pragmatic skills
bull Dewart and Summers ldquoPragmatics Profilerdquo (1998)
bull httpwwweditwminacukpsychologypp
PODD
bull PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
Aided Language Displays
bull By modelling how to use a display to initiate and maintain communication you show a student how to initiate and maintain ndash not just respond
Aided Language Display Design
Aided Language Display Design
Aided Language Display Design
bull If you (as a person proficient in language) cannot use a communication system or display throughout an interaction then how can you provide Aided Language Stimulation
bull If you cannot use it is it designed well
wwwboardmakersharecom
Engineering the Environment
bull Displays must be stored in close proximity to where they are needed
bull Displays must be stored in a way that helps with quick access and set-up
bull Eg in dress-up box on back of bookshelf on walls in plastic bucket inside game box with props in eye gaze arrangement
CHAT-Now
bull Developed by Gayle Porter (Cerebral Palsy Education Centre) and Marnie Cameron (Communication Resource Centre)
bull Childrenrsquos Aided Language Toolsbull Consists of aided language displays for
early childhood settings and general interactive board(s)
CHAT-Now ndash Book
CHAT-Now General Interactive
CHAT-Now
bull A series of ALDs for different activitiesbull Designed for early childhood but suits
many special education settingsbull Also includes a general interactive board
for use throughout the whole day
Special School Project
bull Approx 80 of students in school with CCN
bull A few have individual systems ndash generally not being used
bull Lots of visual supports in place ndash all staff carry key caddies and all classrooms use visual schedules first then boards etc
bull Commonly used AAC is all adult focused language
Key Caddies
Special School Project
bull Baseline observations and videos end of 2010
bull No spontaneous AAC use by students
Term 1 2011
bull Every student establish yesnobull Begin using CHAT-Nowbull Introducing general interactive boardbull Then aided language displays
Week 1
bull Problem solve how to make general interactive display available in every situation
Week 2
bull Model more and finished all week
Week 3
bull Add I like this
Week 4
bull Add I donrsquot like this
Week 5
bull Use whole board
bull Made up in Tap Speak Choice AAC App
Weeks 6 - 10
bull Consolidate use of whole boardbull Ensure all students have yesno
Special School Project
bull Repeat observations and videos end of term one
bull 10 spontaneous uses of AAC by students observed
bull Next term introducing ALDs for a range of activities
bull Term 3 introducing multi-page generic displays
CHAT-Now
bull General interactive multi-level
YesNo
bull Need to watch the number of yesno questions we ask AAC users
bull BUTbull Every AAC user needs to develop a good
clear YesNo response
Pragmatics
bull Pragmatics ndash social use of languagebull Using language for different purposes
such as greeting informing demanding promising requesting
bull Changing language according to the needs of the listener
bull Following conversational rules
wwwashaorg
Pragmatics
bull Need to ensure AAC users have access to and know how to use a range of pragmatic skills
bull Dewart and Summers ldquoPragmatics Profilerdquo (1998)
bull httpwwweditwminacukpsychologypp
PODD
bull PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
Aided Language Display Design
Aided Language Display Design
Aided Language Display Design
bull If you (as a person proficient in language) cannot use a communication system or display throughout an interaction then how can you provide Aided Language Stimulation
bull If you cannot use it is it designed well
wwwboardmakersharecom
Engineering the Environment
bull Displays must be stored in close proximity to where they are needed
bull Displays must be stored in a way that helps with quick access and set-up
bull Eg in dress-up box on back of bookshelf on walls in plastic bucket inside game box with props in eye gaze arrangement
CHAT-Now
bull Developed by Gayle Porter (Cerebral Palsy Education Centre) and Marnie Cameron (Communication Resource Centre)
bull Childrenrsquos Aided Language Toolsbull Consists of aided language displays for
early childhood settings and general interactive board(s)
CHAT-Now ndash Book
CHAT-Now General Interactive
CHAT-Now
bull A series of ALDs for different activitiesbull Designed for early childhood but suits
many special education settingsbull Also includes a general interactive board
for use throughout the whole day
Special School Project
bull Approx 80 of students in school with CCN
bull A few have individual systems ndash generally not being used
bull Lots of visual supports in place ndash all staff carry key caddies and all classrooms use visual schedules first then boards etc
bull Commonly used AAC is all adult focused language
Key Caddies
Special School Project
bull Baseline observations and videos end of 2010
bull No spontaneous AAC use by students
Term 1 2011
bull Every student establish yesnobull Begin using CHAT-Nowbull Introducing general interactive boardbull Then aided language displays
Week 1
bull Problem solve how to make general interactive display available in every situation
Week 2
bull Model more and finished all week
Week 3
bull Add I like this
Week 4
bull Add I donrsquot like this
Week 5
bull Use whole board
bull Made up in Tap Speak Choice AAC App
Weeks 6 - 10
bull Consolidate use of whole boardbull Ensure all students have yesno
Special School Project
bull Repeat observations and videos end of term one
bull 10 spontaneous uses of AAC by students observed
bull Next term introducing ALDs for a range of activities
bull Term 3 introducing multi-page generic displays
CHAT-Now
bull General interactive multi-level
YesNo
bull Need to watch the number of yesno questions we ask AAC users
bull BUTbull Every AAC user needs to develop a good
clear YesNo response
Pragmatics
bull Pragmatics ndash social use of languagebull Using language for different purposes
such as greeting informing demanding promising requesting
bull Changing language according to the needs of the listener
bull Following conversational rules
wwwashaorg
Pragmatics
bull Need to ensure AAC users have access to and know how to use a range of pragmatic skills
bull Dewart and Summers ldquoPragmatics Profilerdquo (1998)
bull httpwwweditwminacukpsychologypp
PODD
bull PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
Aided Language Display Design
Aided Language Display Design
bull If you (as a person proficient in language) cannot use a communication system or display throughout an interaction then how can you provide Aided Language Stimulation
bull If you cannot use it is it designed well
wwwboardmakersharecom
Engineering the Environment
bull Displays must be stored in close proximity to where they are needed
bull Displays must be stored in a way that helps with quick access and set-up
bull Eg in dress-up box on back of bookshelf on walls in plastic bucket inside game box with props in eye gaze arrangement
CHAT-Now
bull Developed by Gayle Porter (Cerebral Palsy Education Centre) and Marnie Cameron (Communication Resource Centre)
bull Childrenrsquos Aided Language Toolsbull Consists of aided language displays for
early childhood settings and general interactive board(s)
CHAT-Now ndash Book
CHAT-Now General Interactive
CHAT-Now
bull A series of ALDs for different activitiesbull Designed for early childhood but suits
many special education settingsbull Also includes a general interactive board
for use throughout the whole day
Special School Project
bull Approx 80 of students in school with CCN
bull A few have individual systems ndash generally not being used
bull Lots of visual supports in place ndash all staff carry key caddies and all classrooms use visual schedules first then boards etc
bull Commonly used AAC is all adult focused language
Key Caddies
Special School Project
bull Baseline observations and videos end of 2010
bull No spontaneous AAC use by students
Term 1 2011
bull Every student establish yesnobull Begin using CHAT-Nowbull Introducing general interactive boardbull Then aided language displays
Week 1
bull Problem solve how to make general interactive display available in every situation
Week 2
bull Model more and finished all week
Week 3
bull Add I like this
Week 4
bull Add I donrsquot like this
Week 5
bull Use whole board
bull Made up in Tap Speak Choice AAC App
Weeks 6 - 10
bull Consolidate use of whole boardbull Ensure all students have yesno
Special School Project
bull Repeat observations and videos end of term one
bull 10 spontaneous uses of AAC by students observed
bull Next term introducing ALDs for a range of activities
bull Term 3 introducing multi-page generic displays
CHAT-Now
bull General interactive multi-level
YesNo
bull Need to watch the number of yesno questions we ask AAC users
bull BUTbull Every AAC user needs to develop a good
clear YesNo response
Pragmatics
bull Pragmatics ndash social use of languagebull Using language for different purposes
such as greeting informing demanding promising requesting
bull Changing language according to the needs of the listener
bull Following conversational rules
wwwashaorg
Pragmatics
bull Need to ensure AAC users have access to and know how to use a range of pragmatic skills
bull Dewart and Summers ldquoPragmatics Profilerdquo (1998)
bull httpwwweditwminacukpsychologypp
PODD
bull PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
Aided Language Display Design
bull If you (as a person proficient in language) cannot use a communication system or display throughout an interaction then how can you provide Aided Language Stimulation
bull If you cannot use it is it designed well
wwwboardmakersharecom
Engineering the Environment
bull Displays must be stored in close proximity to where they are needed
bull Displays must be stored in a way that helps with quick access and set-up
bull Eg in dress-up box on back of bookshelf on walls in plastic bucket inside game box with props in eye gaze arrangement
CHAT-Now
bull Developed by Gayle Porter (Cerebral Palsy Education Centre) and Marnie Cameron (Communication Resource Centre)
bull Childrenrsquos Aided Language Toolsbull Consists of aided language displays for
early childhood settings and general interactive board(s)
CHAT-Now ndash Book
CHAT-Now General Interactive
CHAT-Now
bull A series of ALDs for different activitiesbull Designed for early childhood but suits
many special education settingsbull Also includes a general interactive board
for use throughout the whole day
Special School Project
bull Approx 80 of students in school with CCN
bull A few have individual systems ndash generally not being used
bull Lots of visual supports in place ndash all staff carry key caddies and all classrooms use visual schedules first then boards etc
bull Commonly used AAC is all adult focused language
Key Caddies
Special School Project
bull Baseline observations and videos end of 2010
bull No spontaneous AAC use by students
Term 1 2011
bull Every student establish yesnobull Begin using CHAT-Nowbull Introducing general interactive boardbull Then aided language displays
Week 1
bull Problem solve how to make general interactive display available in every situation
Week 2
bull Model more and finished all week
Week 3
bull Add I like this
Week 4
bull Add I donrsquot like this
Week 5
bull Use whole board
bull Made up in Tap Speak Choice AAC App
Weeks 6 - 10
bull Consolidate use of whole boardbull Ensure all students have yesno
Special School Project
bull Repeat observations and videos end of term one
bull 10 spontaneous uses of AAC by students observed
bull Next term introducing ALDs for a range of activities
bull Term 3 introducing multi-page generic displays
CHAT-Now
bull General interactive multi-level
YesNo
bull Need to watch the number of yesno questions we ask AAC users
bull BUTbull Every AAC user needs to develop a good
clear YesNo response
Pragmatics
bull Pragmatics ndash social use of languagebull Using language for different purposes
such as greeting informing demanding promising requesting
bull Changing language according to the needs of the listener
bull Following conversational rules
wwwashaorg
Pragmatics
bull Need to ensure AAC users have access to and know how to use a range of pragmatic skills
bull Dewart and Summers ldquoPragmatics Profilerdquo (1998)
bull httpwwweditwminacukpsychologypp
PODD
bull PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
wwwboardmakersharecom
Engineering the Environment
bull Displays must be stored in close proximity to where they are needed
bull Displays must be stored in a way that helps with quick access and set-up
bull Eg in dress-up box on back of bookshelf on walls in plastic bucket inside game box with props in eye gaze arrangement
CHAT-Now
bull Developed by Gayle Porter (Cerebral Palsy Education Centre) and Marnie Cameron (Communication Resource Centre)
bull Childrenrsquos Aided Language Toolsbull Consists of aided language displays for
early childhood settings and general interactive board(s)
CHAT-Now ndash Book
CHAT-Now General Interactive
CHAT-Now
bull A series of ALDs for different activitiesbull Designed for early childhood but suits
many special education settingsbull Also includes a general interactive board
for use throughout the whole day
Special School Project
bull Approx 80 of students in school with CCN
bull A few have individual systems ndash generally not being used
bull Lots of visual supports in place ndash all staff carry key caddies and all classrooms use visual schedules first then boards etc
bull Commonly used AAC is all adult focused language
Key Caddies
Special School Project
bull Baseline observations and videos end of 2010
bull No spontaneous AAC use by students
Term 1 2011
bull Every student establish yesnobull Begin using CHAT-Nowbull Introducing general interactive boardbull Then aided language displays
Week 1
bull Problem solve how to make general interactive display available in every situation
Week 2
bull Model more and finished all week
Week 3
bull Add I like this
Week 4
bull Add I donrsquot like this
Week 5
bull Use whole board
bull Made up in Tap Speak Choice AAC App
Weeks 6 - 10
bull Consolidate use of whole boardbull Ensure all students have yesno
Special School Project
bull Repeat observations and videos end of term one
bull 10 spontaneous uses of AAC by students observed
bull Next term introducing ALDs for a range of activities
bull Term 3 introducing multi-page generic displays
CHAT-Now
bull General interactive multi-level
YesNo
bull Need to watch the number of yesno questions we ask AAC users
bull BUTbull Every AAC user needs to develop a good
clear YesNo response
Pragmatics
bull Pragmatics ndash social use of languagebull Using language for different purposes
such as greeting informing demanding promising requesting
bull Changing language according to the needs of the listener
bull Following conversational rules
wwwashaorg
Pragmatics
bull Need to ensure AAC users have access to and know how to use a range of pragmatic skills
bull Dewart and Summers ldquoPragmatics Profilerdquo (1998)
bull httpwwweditwminacukpsychologypp
PODD
bull PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
Engineering the Environment
bull Displays must be stored in close proximity to where they are needed
bull Displays must be stored in a way that helps with quick access and set-up
bull Eg in dress-up box on back of bookshelf on walls in plastic bucket inside game box with props in eye gaze arrangement
CHAT-Now
bull Developed by Gayle Porter (Cerebral Palsy Education Centre) and Marnie Cameron (Communication Resource Centre)
bull Childrenrsquos Aided Language Toolsbull Consists of aided language displays for
early childhood settings and general interactive board(s)
CHAT-Now ndash Book
CHAT-Now General Interactive
CHAT-Now
bull A series of ALDs for different activitiesbull Designed for early childhood but suits
many special education settingsbull Also includes a general interactive board
for use throughout the whole day
Special School Project
bull Approx 80 of students in school with CCN
bull A few have individual systems ndash generally not being used
bull Lots of visual supports in place ndash all staff carry key caddies and all classrooms use visual schedules first then boards etc
bull Commonly used AAC is all adult focused language
Key Caddies
Special School Project
bull Baseline observations and videos end of 2010
bull No spontaneous AAC use by students
Term 1 2011
bull Every student establish yesnobull Begin using CHAT-Nowbull Introducing general interactive boardbull Then aided language displays
Week 1
bull Problem solve how to make general interactive display available in every situation
Week 2
bull Model more and finished all week
Week 3
bull Add I like this
Week 4
bull Add I donrsquot like this
Week 5
bull Use whole board
bull Made up in Tap Speak Choice AAC App
Weeks 6 - 10
bull Consolidate use of whole boardbull Ensure all students have yesno
Special School Project
bull Repeat observations and videos end of term one
bull 10 spontaneous uses of AAC by students observed
bull Next term introducing ALDs for a range of activities
bull Term 3 introducing multi-page generic displays
CHAT-Now
bull General interactive multi-level
YesNo
bull Need to watch the number of yesno questions we ask AAC users
bull BUTbull Every AAC user needs to develop a good
clear YesNo response
Pragmatics
bull Pragmatics ndash social use of languagebull Using language for different purposes
such as greeting informing demanding promising requesting
bull Changing language according to the needs of the listener
bull Following conversational rules
wwwashaorg
Pragmatics
bull Need to ensure AAC users have access to and know how to use a range of pragmatic skills
bull Dewart and Summers ldquoPragmatics Profilerdquo (1998)
bull httpwwweditwminacukpsychologypp
PODD
bull PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
CHAT-Now
bull Developed by Gayle Porter (Cerebral Palsy Education Centre) and Marnie Cameron (Communication Resource Centre)
bull Childrenrsquos Aided Language Toolsbull Consists of aided language displays for
early childhood settings and general interactive board(s)
CHAT-Now ndash Book
CHAT-Now General Interactive
CHAT-Now
bull A series of ALDs for different activitiesbull Designed for early childhood but suits
many special education settingsbull Also includes a general interactive board
for use throughout the whole day
Special School Project
bull Approx 80 of students in school with CCN
bull A few have individual systems ndash generally not being used
bull Lots of visual supports in place ndash all staff carry key caddies and all classrooms use visual schedules first then boards etc
bull Commonly used AAC is all adult focused language
Key Caddies
Special School Project
bull Baseline observations and videos end of 2010
bull No spontaneous AAC use by students
Term 1 2011
bull Every student establish yesnobull Begin using CHAT-Nowbull Introducing general interactive boardbull Then aided language displays
Week 1
bull Problem solve how to make general interactive display available in every situation
Week 2
bull Model more and finished all week
Week 3
bull Add I like this
Week 4
bull Add I donrsquot like this
Week 5
bull Use whole board
bull Made up in Tap Speak Choice AAC App
Weeks 6 - 10
bull Consolidate use of whole boardbull Ensure all students have yesno
Special School Project
bull Repeat observations and videos end of term one
bull 10 spontaneous uses of AAC by students observed
bull Next term introducing ALDs for a range of activities
bull Term 3 introducing multi-page generic displays
CHAT-Now
bull General interactive multi-level
YesNo
bull Need to watch the number of yesno questions we ask AAC users
bull BUTbull Every AAC user needs to develop a good
clear YesNo response
Pragmatics
bull Pragmatics ndash social use of languagebull Using language for different purposes
such as greeting informing demanding promising requesting
bull Changing language according to the needs of the listener
bull Following conversational rules
wwwashaorg
Pragmatics
bull Need to ensure AAC users have access to and know how to use a range of pragmatic skills
bull Dewart and Summers ldquoPragmatics Profilerdquo (1998)
bull httpwwweditwminacukpsychologypp
PODD
bull PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
CHAT-Now ndash Book
CHAT-Now General Interactive
CHAT-Now
bull A series of ALDs for different activitiesbull Designed for early childhood but suits
many special education settingsbull Also includes a general interactive board
for use throughout the whole day
Special School Project
bull Approx 80 of students in school with CCN
bull A few have individual systems ndash generally not being used
bull Lots of visual supports in place ndash all staff carry key caddies and all classrooms use visual schedules first then boards etc
bull Commonly used AAC is all adult focused language
Key Caddies
Special School Project
bull Baseline observations and videos end of 2010
bull No spontaneous AAC use by students
Term 1 2011
bull Every student establish yesnobull Begin using CHAT-Nowbull Introducing general interactive boardbull Then aided language displays
Week 1
bull Problem solve how to make general interactive display available in every situation
Week 2
bull Model more and finished all week
Week 3
bull Add I like this
Week 4
bull Add I donrsquot like this
Week 5
bull Use whole board
bull Made up in Tap Speak Choice AAC App
Weeks 6 - 10
bull Consolidate use of whole boardbull Ensure all students have yesno
Special School Project
bull Repeat observations and videos end of term one
bull 10 spontaneous uses of AAC by students observed
bull Next term introducing ALDs for a range of activities
bull Term 3 introducing multi-page generic displays
CHAT-Now
bull General interactive multi-level
YesNo
bull Need to watch the number of yesno questions we ask AAC users
bull BUTbull Every AAC user needs to develop a good
clear YesNo response
Pragmatics
bull Pragmatics ndash social use of languagebull Using language for different purposes
such as greeting informing demanding promising requesting
bull Changing language according to the needs of the listener
bull Following conversational rules
wwwashaorg
Pragmatics
bull Need to ensure AAC users have access to and know how to use a range of pragmatic skills
bull Dewart and Summers ldquoPragmatics Profilerdquo (1998)
bull httpwwweditwminacukpsychologypp
PODD
bull PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
CHAT-Now General Interactive
CHAT-Now
bull A series of ALDs for different activitiesbull Designed for early childhood but suits
many special education settingsbull Also includes a general interactive board
for use throughout the whole day
Special School Project
bull Approx 80 of students in school with CCN
bull A few have individual systems ndash generally not being used
bull Lots of visual supports in place ndash all staff carry key caddies and all classrooms use visual schedules first then boards etc
bull Commonly used AAC is all adult focused language
Key Caddies
Special School Project
bull Baseline observations and videos end of 2010
bull No spontaneous AAC use by students
Term 1 2011
bull Every student establish yesnobull Begin using CHAT-Nowbull Introducing general interactive boardbull Then aided language displays
Week 1
bull Problem solve how to make general interactive display available in every situation
Week 2
bull Model more and finished all week
Week 3
bull Add I like this
Week 4
bull Add I donrsquot like this
Week 5
bull Use whole board
bull Made up in Tap Speak Choice AAC App
Weeks 6 - 10
bull Consolidate use of whole boardbull Ensure all students have yesno
Special School Project
bull Repeat observations and videos end of term one
bull 10 spontaneous uses of AAC by students observed
bull Next term introducing ALDs for a range of activities
bull Term 3 introducing multi-page generic displays
CHAT-Now
bull General interactive multi-level
YesNo
bull Need to watch the number of yesno questions we ask AAC users
bull BUTbull Every AAC user needs to develop a good
clear YesNo response
Pragmatics
bull Pragmatics ndash social use of languagebull Using language for different purposes
such as greeting informing demanding promising requesting
bull Changing language according to the needs of the listener
bull Following conversational rules
wwwashaorg
Pragmatics
bull Need to ensure AAC users have access to and know how to use a range of pragmatic skills
bull Dewart and Summers ldquoPragmatics Profilerdquo (1998)
bull httpwwweditwminacukpsychologypp
PODD
bull PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
CHAT-Now
bull A series of ALDs for different activitiesbull Designed for early childhood but suits
many special education settingsbull Also includes a general interactive board
for use throughout the whole day
Special School Project
bull Approx 80 of students in school with CCN
bull A few have individual systems ndash generally not being used
bull Lots of visual supports in place ndash all staff carry key caddies and all classrooms use visual schedules first then boards etc
bull Commonly used AAC is all adult focused language
Key Caddies
Special School Project
bull Baseline observations and videos end of 2010
bull No spontaneous AAC use by students
Term 1 2011
bull Every student establish yesnobull Begin using CHAT-Nowbull Introducing general interactive boardbull Then aided language displays
Week 1
bull Problem solve how to make general interactive display available in every situation
Week 2
bull Model more and finished all week
Week 3
bull Add I like this
Week 4
bull Add I donrsquot like this
Week 5
bull Use whole board
bull Made up in Tap Speak Choice AAC App
Weeks 6 - 10
bull Consolidate use of whole boardbull Ensure all students have yesno
Special School Project
bull Repeat observations and videos end of term one
bull 10 spontaneous uses of AAC by students observed
bull Next term introducing ALDs for a range of activities
bull Term 3 introducing multi-page generic displays
CHAT-Now
bull General interactive multi-level
YesNo
bull Need to watch the number of yesno questions we ask AAC users
bull BUTbull Every AAC user needs to develop a good
clear YesNo response
Pragmatics
bull Pragmatics ndash social use of languagebull Using language for different purposes
such as greeting informing demanding promising requesting
bull Changing language according to the needs of the listener
bull Following conversational rules
wwwashaorg
Pragmatics
bull Need to ensure AAC users have access to and know how to use a range of pragmatic skills
bull Dewart and Summers ldquoPragmatics Profilerdquo (1998)
bull httpwwweditwminacukpsychologypp
PODD
bull PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
Special School Project
bull Approx 80 of students in school with CCN
bull A few have individual systems ndash generally not being used
bull Lots of visual supports in place ndash all staff carry key caddies and all classrooms use visual schedules first then boards etc
bull Commonly used AAC is all adult focused language
Key Caddies
Special School Project
bull Baseline observations and videos end of 2010
bull No spontaneous AAC use by students
Term 1 2011
bull Every student establish yesnobull Begin using CHAT-Nowbull Introducing general interactive boardbull Then aided language displays
Week 1
bull Problem solve how to make general interactive display available in every situation
Week 2
bull Model more and finished all week
Week 3
bull Add I like this
Week 4
bull Add I donrsquot like this
Week 5
bull Use whole board
bull Made up in Tap Speak Choice AAC App
Weeks 6 - 10
bull Consolidate use of whole boardbull Ensure all students have yesno
Special School Project
bull Repeat observations and videos end of term one
bull 10 spontaneous uses of AAC by students observed
bull Next term introducing ALDs for a range of activities
bull Term 3 introducing multi-page generic displays
CHAT-Now
bull General interactive multi-level
YesNo
bull Need to watch the number of yesno questions we ask AAC users
bull BUTbull Every AAC user needs to develop a good
clear YesNo response
Pragmatics
bull Pragmatics ndash social use of languagebull Using language for different purposes
such as greeting informing demanding promising requesting
bull Changing language according to the needs of the listener
bull Following conversational rules
wwwashaorg
Pragmatics
bull Need to ensure AAC users have access to and know how to use a range of pragmatic skills
bull Dewart and Summers ldquoPragmatics Profilerdquo (1998)
bull httpwwweditwminacukpsychologypp
PODD
bull PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
Key Caddies
Special School Project
bull Baseline observations and videos end of 2010
bull No spontaneous AAC use by students
Term 1 2011
bull Every student establish yesnobull Begin using CHAT-Nowbull Introducing general interactive boardbull Then aided language displays
Week 1
bull Problem solve how to make general interactive display available in every situation
Week 2
bull Model more and finished all week
Week 3
bull Add I like this
Week 4
bull Add I donrsquot like this
Week 5
bull Use whole board
bull Made up in Tap Speak Choice AAC App
Weeks 6 - 10
bull Consolidate use of whole boardbull Ensure all students have yesno
Special School Project
bull Repeat observations and videos end of term one
bull 10 spontaneous uses of AAC by students observed
bull Next term introducing ALDs for a range of activities
bull Term 3 introducing multi-page generic displays
CHAT-Now
bull General interactive multi-level
YesNo
bull Need to watch the number of yesno questions we ask AAC users
bull BUTbull Every AAC user needs to develop a good
clear YesNo response
Pragmatics
bull Pragmatics ndash social use of languagebull Using language for different purposes
such as greeting informing demanding promising requesting
bull Changing language according to the needs of the listener
bull Following conversational rules
wwwashaorg
Pragmatics
bull Need to ensure AAC users have access to and know how to use a range of pragmatic skills
bull Dewart and Summers ldquoPragmatics Profilerdquo (1998)
bull httpwwweditwminacukpsychologypp
PODD
bull PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
Special School Project
bull Baseline observations and videos end of 2010
bull No spontaneous AAC use by students
Term 1 2011
bull Every student establish yesnobull Begin using CHAT-Nowbull Introducing general interactive boardbull Then aided language displays
Week 1
bull Problem solve how to make general interactive display available in every situation
Week 2
bull Model more and finished all week
Week 3
bull Add I like this
Week 4
bull Add I donrsquot like this
Week 5
bull Use whole board
bull Made up in Tap Speak Choice AAC App
Weeks 6 - 10
bull Consolidate use of whole boardbull Ensure all students have yesno
Special School Project
bull Repeat observations and videos end of term one
bull 10 spontaneous uses of AAC by students observed
bull Next term introducing ALDs for a range of activities
bull Term 3 introducing multi-page generic displays
CHAT-Now
bull General interactive multi-level
YesNo
bull Need to watch the number of yesno questions we ask AAC users
bull BUTbull Every AAC user needs to develop a good
clear YesNo response
Pragmatics
bull Pragmatics ndash social use of languagebull Using language for different purposes
such as greeting informing demanding promising requesting
bull Changing language according to the needs of the listener
bull Following conversational rules
wwwashaorg
Pragmatics
bull Need to ensure AAC users have access to and know how to use a range of pragmatic skills
bull Dewart and Summers ldquoPragmatics Profilerdquo (1998)
bull httpwwweditwminacukpsychologypp
PODD
bull PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
Term 1 2011
bull Every student establish yesnobull Begin using CHAT-Nowbull Introducing general interactive boardbull Then aided language displays
Week 1
bull Problem solve how to make general interactive display available in every situation
Week 2
bull Model more and finished all week
Week 3
bull Add I like this
Week 4
bull Add I donrsquot like this
Week 5
bull Use whole board
bull Made up in Tap Speak Choice AAC App
Weeks 6 - 10
bull Consolidate use of whole boardbull Ensure all students have yesno
Special School Project
bull Repeat observations and videos end of term one
bull 10 spontaneous uses of AAC by students observed
bull Next term introducing ALDs for a range of activities
bull Term 3 introducing multi-page generic displays
CHAT-Now
bull General interactive multi-level
YesNo
bull Need to watch the number of yesno questions we ask AAC users
bull BUTbull Every AAC user needs to develop a good
clear YesNo response
Pragmatics
bull Pragmatics ndash social use of languagebull Using language for different purposes
such as greeting informing demanding promising requesting
bull Changing language according to the needs of the listener
bull Following conversational rules
wwwashaorg
Pragmatics
bull Need to ensure AAC users have access to and know how to use a range of pragmatic skills
bull Dewart and Summers ldquoPragmatics Profilerdquo (1998)
bull httpwwweditwminacukpsychologypp
PODD
bull PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
Week 1
bull Problem solve how to make general interactive display available in every situation
Week 2
bull Model more and finished all week
Week 3
bull Add I like this
Week 4
bull Add I donrsquot like this
Week 5
bull Use whole board
bull Made up in Tap Speak Choice AAC App
Weeks 6 - 10
bull Consolidate use of whole boardbull Ensure all students have yesno
Special School Project
bull Repeat observations and videos end of term one
bull 10 spontaneous uses of AAC by students observed
bull Next term introducing ALDs for a range of activities
bull Term 3 introducing multi-page generic displays
CHAT-Now
bull General interactive multi-level
YesNo
bull Need to watch the number of yesno questions we ask AAC users
bull BUTbull Every AAC user needs to develop a good
clear YesNo response
Pragmatics
bull Pragmatics ndash social use of languagebull Using language for different purposes
such as greeting informing demanding promising requesting
bull Changing language according to the needs of the listener
bull Following conversational rules
wwwashaorg
Pragmatics
bull Need to ensure AAC users have access to and know how to use a range of pragmatic skills
bull Dewart and Summers ldquoPragmatics Profilerdquo (1998)
bull httpwwweditwminacukpsychologypp
PODD
bull PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
Week 2
bull Model more and finished all week
Week 3
bull Add I like this
Week 4
bull Add I donrsquot like this
Week 5
bull Use whole board
bull Made up in Tap Speak Choice AAC App
Weeks 6 - 10
bull Consolidate use of whole boardbull Ensure all students have yesno
Special School Project
bull Repeat observations and videos end of term one
bull 10 spontaneous uses of AAC by students observed
bull Next term introducing ALDs for a range of activities
bull Term 3 introducing multi-page generic displays
CHAT-Now
bull General interactive multi-level
YesNo
bull Need to watch the number of yesno questions we ask AAC users
bull BUTbull Every AAC user needs to develop a good
clear YesNo response
Pragmatics
bull Pragmatics ndash social use of languagebull Using language for different purposes
such as greeting informing demanding promising requesting
bull Changing language according to the needs of the listener
bull Following conversational rules
wwwashaorg
Pragmatics
bull Need to ensure AAC users have access to and know how to use a range of pragmatic skills
bull Dewart and Summers ldquoPragmatics Profilerdquo (1998)
bull httpwwweditwminacukpsychologypp
PODD
bull PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
Week 3
bull Add I like this
Week 4
bull Add I donrsquot like this
Week 5
bull Use whole board
bull Made up in Tap Speak Choice AAC App
Weeks 6 - 10
bull Consolidate use of whole boardbull Ensure all students have yesno
Special School Project
bull Repeat observations and videos end of term one
bull 10 spontaneous uses of AAC by students observed
bull Next term introducing ALDs for a range of activities
bull Term 3 introducing multi-page generic displays
CHAT-Now
bull General interactive multi-level
YesNo
bull Need to watch the number of yesno questions we ask AAC users
bull BUTbull Every AAC user needs to develop a good
clear YesNo response
Pragmatics
bull Pragmatics ndash social use of languagebull Using language for different purposes
such as greeting informing demanding promising requesting
bull Changing language according to the needs of the listener
bull Following conversational rules
wwwashaorg
Pragmatics
bull Need to ensure AAC users have access to and know how to use a range of pragmatic skills
bull Dewart and Summers ldquoPragmatics Profilerdquo (1998)
bull httpwwweditwminacukpsychologypp
PODD
bull PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
Week 4
bull Add I donrsquot like this
Week 5
bull Use whole board
bull Made up in Tap Speak Choice AAC App
Weeks 6 - 10
bull Consolidate use of whole boardbull Ensure all students have yesno
Special School Project
bull Repeat observations and videos end of term one
bull 10 spontaneous uses of AAC by students observed
bull Next term introducing ALDs for a range of activities
bull Term 3 introducing multi-page generic displays
CHAT-Now
bull General interactive multi-level
YesNo
bull Need to watch the number of yesno questions we ask AAC users
bull BUTbull Every AAC user needs to develop a good
clear YesNo response
Pragmatics
bull Pragmatics ndash social use of languagebull Using language for different purposes
such as greeting informing demanding promising requesting
bull Changing language according to the needs of the listener
bull Following conversational rules
wwwashaorg
Pragmatics
bull Need to ensure AAC users have access to and know how to use a range of pragmatic skills
bull Dewart and Summers ldquoPragmatics Profilerdquo (1998)
bull httpwwweditwminacukpsychologypp
PODD
bull PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
Week 5
bull Use whole board
bull Made up in Tap Speak Choice AAC App
Weeks 6 - 10
bull Consolidate use of whole boardbull Ensure all students have yesno
Special School Project
bull Repeat observations and videos end of term one
bull 10 spontaneous uses of AAC by students observed
bull Next term introducing ALDs for a range of activities
bull Term 3 introducing multi-page generic displays
CHAT-Now
bull General interactive multi-level
YesNo
bull Need to watch the number of yesno questions we ask AAC users
bull BUTbull Every AAC user needs to develop a good
clear YesNo response
Pragmatics
bull Pragmatics ndash social use of languagebull Using language for different purposes
such as greeting informing demanding promising requesting
bull Changing language according to the needs of the listener
bull Following conversational rules
wwwashaorg
Pragmatics
bull Need to ensure AAC users have access to and know how to use a range of pragmatic skills
bull Dewart and Summers ldquoPragmatics Profilerdquo (1998)
bull httpwwweditwminacukpsychologypp
PODD
bull PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
Weeks 6 - 10
bull Consolidate use of whole boardbull Ensure all students have yesno
Special School Project
bull Repeat observations and videos end of term one
bull 10 spontaneous uses of AAC by students observed
bull Next term introducing ALDs for a range of activities
bull Term 3 introducing multi-page generic displays
CHAT-Now
bull General interactive multi-level
YesNo
bull Need to watch the number of yesno questions we ask AAC users
bull BUTbull Every AAC user needs to develop a good
clear YesNo response
Pragmatics
bull Pragmatics ndash social use of languagebull Using language for different purposes
such as greeting informing demanding promising requesting
bull Changing language according to the needs of the listener
bull Following conversational rules
wwwashaorg
Pragmatics
bull Need to ensure AAC users have access to and know how to use a range of pragmatic skills
bull Dewart and Summers ldquoPragmatics Profilerdquo (1998)
bull httpwwweditwminacukpsychologypp
PODD
bull PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
Special School Project
bull Repeat observations and videos end of term one
bull 10 spontaneous uses of AAC by students observed
bull Next term introducing ALDs for a range of activities
bull Term 3 introducing multi-page generic displays
CHAT-Now
bull General interactive multi-level
YesNo
bull Need to watch the number of yesno questions we ask AAC users
bull BUTbull Every AAC user needs to develop a good
clear YesNo response
Pragmatics
bull Pragmatics ndash social use of languagebull Using language for different purposes
such as greeting informing demanding promising requesting
bull Changing language according to the needs of the listener
bull Following conversational rules
wwwashaorg
Pragmatics
bull Need to ensure AAC users have access to and know how to use a range of pragmatic skills
bull Dewart and Summers ldquoPragmatics Profilerdquo (1998)
bull httpwwweditwminacukpsychologypp
PODD
bull PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
CHAT-Now
bull General interactive multi-level
YesNo
bull Need to watch the number of yesno questions we ask AAC users
bull BUTbull Every AAC user needs to develop a good
clear YesNo response
Pragmatics
bull Pragmatics ndash social use of languagebull Using language for different purposes
such as greeting informing demanding promising requesting
bull Changing language according to the needs of the listener
bull Following conversational rules
wwwashaorg
Pragmatics
bull Need to ensure AAC users have access to and know how to use a range of pragmatic skills
bull Dewart and Summers ldquoPragmatics Profilerdquo (1998)
bull httpwwweditwminacukpsychologypp
PODD
bull PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
YesNo
bull Need to watch the number of yesno questions we ask AAC users
bull BUTbull Every AAC user needs to develop a good
clear YesNo response
Pragmatics
bull Pragmatics ndash social use of languagebull Using language for different purposes
such as greeting informing demanding promising requesting
bull Changing language according to the needs of the listener
bull Following conversational rules
wwwashaorg
Pragmatics
bull Need to ensure AAC users have access to and know how to use a range of pragmatic skills
bull Dewart and Summers ldquoPragmatics Profilerdquo (1998)
bull httpwwweditwminacukpsychologypp
PODD
bull PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
Pragmatics
bull Pragmatics ndash social use of languagebull Using language for different purposes
such as greeting informing demanding promising requesting
bull Changing language according to the needs of the listener
bull Following conversational rules
wwwashaorg
Pragmatics
bull Need to ensure AAC users have access to and know how to use a range of pragmatic skills
bull Dewart and Summers ldquoPragmatics Profilerdquo (1998)
bull httpwwweditwminacukpsychologypp
PODD
bull PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
Pragmatics
bull Need to ensure AAC users have access to and know how to use a range of pragmatic skills
bull Dewart and Summers ldquoPragmatics Profilerdquo (1998)
bull httpwwweditwminacukpsychologypp
PODD
bull PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
PODD
bull PODD is a way of organising whole word and symbol vocabulary in a communication book or speech generating device to provide immersion and modelling for learning
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
PODD
bull The aim of a PODD is to provide vocabularybull for continuous communication all the timebull for a range of messagesbull across a range of topics bull in multiple environments
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
PODD
bull PODDs can have different formats depending on the individual physical sensory and communication needs of the person who will use it
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
PODD
bull PODDs have been developed over the past 15 years by Gayle Porter a speech pathologist with the Cerebral Palsy Education Centre (CPEC) in Victoria Each PODD format has been shaped by the experiences of both children with Complex Communication Needs (CCN) and their communication partners
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
Core Vocabulary
bull Using common English words on an AAC display to enable a user to construct their own sentences
bull Approach used in lots of high tech systems but not used as much in low tech due to difficulty of arranging vocabulary for access
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
Core Vocabulary
bull CORE VOCAbull High frequency
wordsbull Can be combined
to get your message across in lots of different situations
bull FRINGE VOCABbull Low frequency
wordsbull Only useful in one
or two situationsbull Often related to a
specific topic
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
Core Vocabulary
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
Core Vocabulary
bull WordPower 24 in TouchChat AAC App
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
Pixon
bull httpwwwvantatenhovecomshowfolderphpid=57
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
Core Vocab to supplement ALDSbull From the Disability Services Commission
WA
httpwwwboardmakersharecomActivity969086Core-Vocabulary-Display
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
Technology
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
High Tech and Light Tech
bull Both are just toolsbull Both need good vocabulary design and
good modelling to ensure successbull High Tech can be less forgiving but can
offer more access optionsbull Some students more motivated by high
tech and some donrsquot like itbull Most people need both ndash for different
situations
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
Speech Generating Devices
bull STATIC DISPLAY bull DYNAMIC DISPLAY
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
Static Display
bull May be more durablebull Generally cheaperbull Often run off AA or AAA batteriesbull Overlay based - require Boardmaker or
other toolbull Need to work out system for storing and
changing overlaysbull Need to ensure vocabulary is updatedbull Harder to maintain in many ways
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
Dynamic Display
bull May be more durablebull Usually rechargeablebull Tools for generating pages in device ndash and
sometimes in free software toobull Can change vocabulary on the spotbull Can change pages and levels easilybull Generally offer a wider range of access
options
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
Access Options
bull For a user who need alternative access SGDs can offerbull Large range of access optionsbull Flexibilitybull Complete control over device and other
software
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
Scanning and Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
High Tech Scanning
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
Low Tech Scanning and Eye Gaze
bull Add movie file here
Eye Gaze
bull Add movie file here
Eye Gaze
Eye Gaze
Mainstream Mobile Devices for AAC
wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
bull How do I choosebull Are they worth the
costbull What do they offer
that traditional speech generating devices donrsquot
bull What donrsquot they offer that SGDs do
Media Stories Opinionbull httpsocialtimescomiphoneipad-app-helps-autistic-children-comm
unicate_b10778
Media Stories Opinion
Media Stories Opinionbull wwwspectronicsinozcomblogresources201104aac-apps-speaki
ng-appropriately
Media Stories Opinionbull Apple iPad2 launch
Media Stories and Opinionsbull httpwwwwiredcomgeekdad201103ipads-are-not-a-miracle-for-
autism-geekdad-opinion
Apps with SymbolsPictures
Apps with Symbols and Text-to-speech
Apps with text only
Traditional SGDs
Research
httpaac-rercpsueduindexphppagesshowid46
Accessories
Access
Other mobile devices
Resources
bull wwwspectronicsinozcomblogapple bull httpa4cwsncombull iTeach Special Education ndash iDevices in
Special Education (Facebook group)bull Assistive Technology (Facebook Group)
Expertise
Case Study
Additional AAC options to support good practicebull YesNo ++++bull Small Talkbull About Me Booksbull Storytellingbull Social Scriptsbull Partner Focused Questionsbull Introducing yourselfbull Taking non-obligatory turns
Social Communication
bull Social communication is a BIG part of our day
bull We use different forms of social communication ndash small talk storytelling greetings wrap ups and farewells
Social Communication
bull Social communication is more than 50 of our daily conversation
bull Light (1998) found that reasons for communication between adults were (in ranked order)bull Social closenessbull Social etiquettebull Information transferbull Wants and Needs
Small Talkbull A type of conversational exchange used for initiating and maintaining
conversational interactionbull Some conversation never progresses beyond small talk eg at a cocktail
party
Small Talk
bull Small talk is used as a transition between the greeting and information sharing stage especially when people donrsquot know each other well or donrsquot possess a lot of shared information
bull Small talk is often the first step towards social closenessbull A quick check at Amazon showed 16 books aimed at
helping people improve their small talk skills Including ldquoHow to get people to like you in 90 secondsrdquo
bull There are even websites to teach you how to small talk eg wwwehowcom wwwenglishclubcom wwwivillagecouk and many more
AAC Users and Small Talk
bull Many AAC users use little or no small talkbull This can be because
bull They donrsquot have access to small talk in their communication system
bull They donrsquot see the need for itbull They think it is a waste of time
bull Light and Binger (1998) found that AAC users were seen as more intelligent valued and competent communication partners if they used small talk
Generic Small Talkbull Generic small talk is small talk that people can use with a variety
of different conversational partners because it doesnrsquot refer to specific shared information
bull Particularly effective for many AAC users as it has many different uses
Generic Small Talk
Specific Small Talk
How is your family
How is your wife
Whatrsquos happening
What are you doing
Donrsquot you look nice
Nice haircut
Shersquos great Shersquos a great teacher
Generic Small Talk
bull Several groups of researchers at the University of Nebraska-Lincoln looked at the frequency and types of generic small talk used by speakers of various ages without disabilities
bull 3 ndash 5 year olds - 48 of all utterances at both home and pre-schoolschool were generic small talk
bull 20 ndash 30 year olds - 39 of all utterances were generic small talk
bull 65 ndash 74 year olds ndash 31 of all utterances were generic small talk
bull 75 ndash 85 year olds ndash 26 of all utterances were generic small talk
Generic Small Talk
bull Most of the age groups used continuers as the most common form of small talk
bull Really Yeah Great Coolbull Go to aacunledu for more detailed
information
Differences in Small Talk Vocabularybull The small talk vocabulary lists showed that
some words were used more frequently than others eg OK
bull Some words were common across all age groups eg great
bull Some words were specific to certain age groups eg ldquobummerrdquo was used by the 25 ndash 35 year age group but not by the others
bull Small talk also differs based on your friendship groups your geographical location your interests and life experiences
Small Talk and Mealtimes
bull Balandin and Iacono (2000) found that it was nearly impossible to script the content-specific vocabulary needed for mealtimes for an adult in the workplace (although there was a good chance on Mondays and Fridays that footie would be the topic during the footie season)
bull In this situation the only predictable thing was small talk
Pre-school Generic Small Talk
Adult Generic Small Talk
Georgersquos Small Talk
bull 21 year old male with athetoid cerebral palsy
bull Attends a day centre for young adultsbull Uses a Dynavox 3100 but only uses the
spelling pagebull Controls communication device with a
head switch
Georgersquos Small Talk
bull Over 20 other people with disabilities and 6 staff attended Georgersquos centre most of whom talked
bull George rarely used his device during the daybull Staff requested a review of his device because
he didnrsquot ldquoeverrdquo use itbull George had previously had a setup with core
vocabulary on his device but found it frustrating to find words he wanted when he could just spell them
Georgersquos Small Talk
bull A speech pathology student observed him in two sessions He ldquousedrdquo his device constantly but only spoke with it twice
bull George was accessing his device with a head switch and blockrowcolumn scanning She observed that by the time he had formulated a message the conversation had moved on and he erased and moved onto a new message
bull A two pronged approach was used Firstly a conversational topic was established before each group eg ldquoWhat are your favourite filmsrdquo This allowed George to compose messages in advance
bull A small talk page was programmed and George practiced using this in one-to-one and then small group conversation
Georgersquos Small Talk
bull At the end of 8 weeks the same speech pathology student observed George in the same two sessions
bull George used his device 46 times Five of these were topic setters 41 were small talk continuers
bull Several other people in the centre commented spontaneously that ldquoGeorge was much cleverer than they thoughtrdquo or that ldquoThey enjoyed talking to George much morerdquo
bull Andhelliphersquos still using it
Michaelrsquos Small Talk
bull 14 year old with autistic spectrum disorderbull Attends a mainstream school with a full-time
integration aidebull Michael has a Dynavox MiniMo but has recently
developed quite a lot of speech which is only understood by familiar people
bull Michaelrsquos device has core vocabulary with lots of fringe vocabulary around his topics of particular interest eg SpongeBob Squarepants
Michaelrsquos Small Talk
bull Michael has been very keen to interact with his peers However as his peers have got older verbal skills have become more important to these interactions
bull Michael will often walk up to a group and simply stand there The other children do not try to include him in their conversations nor does Michael try to join in
bull Some of the children Michael was friendly with in primary years will occasionally sit down and talk with him but always on his terms These occasions are decreasing in frequency
Michaelrsquos Small Talk
bull Introduced Michael to Small Talkbull Each of his favourite topic areas had a
page built with partner directed questions and small talk continuers
bull His old friends are very impressed with this change in Michael They are more likely to have a chat with him and will sometimes call other people over to take part in the conversation
Sequenced Social Scripts
bull Sequenced social scripts can really help a user tobull Get a feel for the anatomy of a conversationbull Develop turntaking skillsbull Learn to interact with a variety of partners
What are Social Scripts
bull They support students in learning to claim start and maintain turns in a conversation
bull Much of the information in this section is taken from ldquoCan We Chat Co-Planned Sequenced Social Scripts A Make It Take It Book of Ideas and Adaptationsrdquo by Caroline Musselwhite and Linda Burkhart
bull Also called Participation Scripts
What are Social Scripts
bull Social Scripts are interactions such as joke-telling sharing life stories and general conversations
bull They help persons using augmentative and alternative communication (AAC) move beyond wants and needs to using real communication for conversational purposes
bull Often give developing communicators a sense of the power of communication
Anatomy of a social script
bull Attention gettersbull Startersbull Maintainers holders and interjectionsbull Turn transfersbull Closings
Communication Passports
bull Template available from CALL Centre Scotland
bull wwwcommunicationpassportsorgukbull iPhone App coming soonbull Also from SCOPE UK at
httpwwwscopeorgukhelp-and-informationpublicationsscope-communication-passport
Communication Passports
bull Useful for exchanging information about an AAC User between others
bull Often not a tool used by the AAC user directly
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
bull How do I choosebull Are they worth the
costbull What do they offer
that traditional speech generating devices donrsquot
bull What donrsquot they offer that SGDs do
Media Stories Opinionbull httpsocialtimescomiphoneipad-app-helps-autistic-children-comm
unicate_b10778
Media Stories Opinion
Media Stories Opinionbull wwwspectronicsinozcomblogresources201104aac-apps-speaki
ng-appropriately
Media Stories Opinionbull Apple iPad2 launch
Media Stories and Opinionsbull httpwwwwiredcomgeekdad201103ipads-are-not-a-miracle-for-
autism-geekdad-opinion
Apps with SymbolsPictures
Apps with Symbols and Text-to-speech
Apps with text only
Traditional SGDs
Research
httpaac-rercpsueduindexphppagesshowid46
Accessories
Access
Other mobile devices
Resources
bull wwwspectronicsinozcomblogapple bull httpa4cwsncombull iTeach Special Education ndash iDevices in
Special Education (Facebook group)bull Assistive Technology (Facebook Group)
Expertise
Case Study
Additional AAC options to support good practicebull YesNo ++++bull Small Talkbull About Me Booksbull Storytellingbull Social Scriptsbull Partner Focused Questionsbull Introducing yourselfbull Taking non-obligatory turns
Social Communication
bull Social communication is a BIG part of our day
bull We use different forms of social communication ndash small talk storytelling greetings wrap ups and farewells
Social Communication
bull Social communication is more than 50 of our daily conversation
bull Light (1998) found that reasons for communication between adults were (in ranked order)bull Social closenessbull Social etiquettebull Information transferbull Wants and Needs
Small Talkbull A type of conversational exchange used for initiating and maintaining
conversational interactionbull Some conversation never progresses beyond small talk eg at a cocktail
party
Small Talk
bull Small talk is used as a transition between the greeting and information sharing stage especially when people donrsquot know each other well or donrsquot possess a lot of shared information
bull Small talk is often the first step towards social closenessbull A quick check at Amazon showed 16 books aimed at
helping people improve their small talk skills Including ldquoHow to get people to like you in 90 secondsrdquo
bull There are even websites to teach you how to small talk eg wwwehowcom wwwenglishclubcom wwwivillagecouk and many more
AAC Users and Small Talk
bull Many AAC users use little or no small talkbull This can be because
bull They donrsquot have access to small talk in their communication system
bull They donrsquot see the need for itbull They think it is a waste of time
bull Light and Binger (1998) found that AAC users were seen as more intelligent valued and competent communication partners if they used small talk
Generic Small Talkbull Generic small talk is small talk that people can use with a variety
of different conversational partners because it doesnrsquot refer to specific shared information
bull Particularly effective for many AAC users as it has many different uses
Generic Small Talk
Specific Small Talk
How is your family
How is your wife
Whatrsquos happening
What are you doing
Donrsquot you look nice
Nice haircut
Shersquos great Shersquos a great teacher
Generic Small Talk
bull Several groups of researchers at the University of Nebraska-Lincoln looked at the frequency and types of generic small talk used by speakers of various ages without disabilities
bull 3 ndash 5 year olds - 48 of all utterances at both home and pre-schoolschool were generic small talk
bull 20 ndash 30 year olds - 39 of all utterances were generic small talk
bull 65 ndash 74 year olds ndash 31 of all utterances were generic small talk
bull 75 ndash 85 year olds ndash 26 of all utterances were generic small talk
Generic Small Talk
bull Most of the age groups used continuers as the most common form of small talk
bull Really Yeah Great Coolbull Go to aacunledu for more detailed
information
Differences in Small Talk Vocabularybull The small talk vocabulary lists showed that
some words were used more frequently than others eg OK
bull Some words were common across all age groups eg great
bull Some words were specific to certain age groups eg ldquobummerrdquo was used by the 25 ndash 35 year age group but not by the others
bull Small talk also differs based on your friendship groups your geographical location your interests and life experiences
Small Talk and Mealtimes
bull Balandin and Iacono (2000) found that it was nearly impossible to script the content-specific vocabulary needed for mealtimes for an adult in the workplace (although there was a good chance on Mondays and Fridays that footie would be the topic during the footie season)
bull In this situation the only predictable thing was small talk
Pre-school Generic Small Talk
Adult Generic Small Talk
Georgersquos Small Talk
bull 21 year old male with athetoid cerebral palsy
bull Attends a day centre for young adultsbull Uses a Dynavox 3100 but only uses the
spelling pagebull Controls communication device with a
head switch
Georgersquos Small Talk
bull Over 20 other people with disabilities and 6 staff attended Georgersquos centre most of whom talked
bull George rarely used his device during the daybull Staff requested a review of his device because
he didnrsquot ldquoeverrdquo use itbull George had previously had a setup with core
vocabulary on his device but found it frustrating to find words he wanted when he could just spell them
Georgersquos Small Talk
bull A speech pathology student observed him in two sessions He ldquousedrdquo his device constantly but only spoke with it twice
bull George was accessing his device with a head switch and blockrowcolumn scanning She observed that by the time he had formulated a message the conversation had moved on and he erased and moved onto a new message
bull A two pronged approach was used Firstly a conversational topic was established before each group eg ldquoWhat are your favourite filmsrdquo This allowed George to compose messages in advance
bull A small talk page was programmed and George practiced using this in one-to-one and then small group conversation
Georgersquos Small Talk
bull At the end of 8 weeks the same speech pathology student observed George in the same two sessions
bull George used his device 46 times Five of these were topic setters 41 were small talk continuers
bull Several other people in the centre commented spontaneously that ldquoGeorge was much cleverer than they thoughtrdquo or that ldquoThey enjoyed talking to George much morerdquo
bull Andhelliphersquos still using it
Michaelrsquos Small Talk
bull 14 year old with autistic spectrum disorderbull Attends a mainstream school with a full-time
integration aidebull Michael has a Dynavox MiniMo but has recently
developed quite a lot of speech which is only understood by familiar people
bull Michaelrsquos device has core vocabulary with lots of fringe vocabulary around his topics of particular interest eg SpongeBob Squarepants
Michaelrsquos Small Talk
bull Michael has been very keen to interact with his peers However as his peers have got older verbal skills have become more important to these interactions
bull Michael will often walk up to a group and simply stand there The other children do not try to include him in their conversations nor does Michael try to join in
bull Some of the children Michael was friendly with in primary years will occasionally sit down and talk with him but always on his terms These occasions are decreasing in frequency
Michaelrsquos Small Talk
bull Introduced Michael to Small Talkbull Each of his favourite topic areas had a
page built with partner directed questions and small talk continuers
bull His old friends are very impressed with this change in Michael They are more likely to have a chat with him and will sometimes call other people over to take part in the conversation
Sequenced Social Scripts
bull Sequenced social scripts can really help a user tobull Get a feel for the anatomy of a conversationbull Develop turntaking skillsbull Learn to interact with a variety of partners
What are Social Scripts
bull They support students in learning to claim start and maintain turns in a conversation
bull Much of the information in this section is taken from ldquoCan We Chat Co-Planned Sequenced Social Scripts A Make It Take It Book of Ideas and Adaptationsrdquo by Caroline Musselwhite and Linda Burkhart
bull Also called Participation Scripts
What are Social Scripts
bull Social Scripts are interactions such as joke-telling sharing life stories and general conversations
bull They help persons using augmentative and alternative communication (AAC) move beyond wants and needs to using real communication for conversational purposes
bull Often give developing communicators a sense of the power of communication
Anatomy of a social script
bull Attention gettersbull Startersbull Maintainers holders and interjectionsbull Turn transfersbull Closings
Communication Passports
bull Template available from CALL Centre Scotland
bull wwwcommunicationpassportsorgukbull iPhone App coming soonbull Also from SCOPE UK at
httpwwwscopeorgukhelp-and-informationpublicationsscope-communication-passport
Communication Passports
bull Useful for exchanging information about an AAC User between others
bull Often not a tool used by the AAC user directly
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
bull How do I choosebull Are they worth the
costbull What do they offer
that traditional speech generating devices donrsquot
bull What donrsquot they offer that SGDs do
Media Stories Opinionbull httpsocialtimescomiphoneipad-app-helps-autistic-children-comm
unicate_b10778
Media Stories Opinion
Media Stories Opinionbull wwwspectronicsinozcomblogresources201104aac-apps-speaki
ng-appropriately
Media Stories Opinionbull Apple iPad2 launch
Media Stories and Opinionsbull httpwwwwiredcomgeekdad201103ipads-are-not-a-miracle-for-
autism-geekdad-opinion
Apps with SymbolsPictures
Apps with Symbols and Text-to-speech
Apps with text only
Traditional SGDs
Research
httpaac-rercpsueduindexphppagesshowid46
Accessories
Access
Other mobile devices
Resources
bull wwwspectronicsinozcomblogapple bull httpa4cwsncombull iTeach Special Education ndash iDevices in
Special Education (Facebook group)bull Assistive Technology (Facebook Group)
Expertise
Case Study
Additional AAC options to support good practicebull YesNo ++++bull Small Talkbull About Me Booksbull Storytellingbull Social Scriptsbull Partner Focused Questionsbull Introducing yourselfbull Taking non-obligatory turns
Social Communication
bull Social communication is a BIG part of our day
bull We use different forms of social communication ndash small talk storytelling greetings wrap ups and farewells
Social Communication
bull Social communication is more than 50 of our daily conversation
bull Light (1998) found that reasons for communication between adults were (in ranked order)bull Social closenessbull Social etiquettebull Information transferbull Wants and Needs
Small Talkbull A type of conversational exchange used for initiating and maintaining
conversational interactionbull Some conversation never progresses beyond small talk eg at a cocktail
party
Small Talk
bull Small talk is used as a transition between the greeting and information sharing stage especially when people donrsquot know each other well or donrsquot possess a lot of shared information
bull Small talk is often the first step towards social closenessbull A quick check at Amazon showed 16 books aimed at
helping people improve their small talk skills Including ldquoHow to get people to like you in 90 secondsrdquo
bull There are even websites to teach you how to small talk eg wwwehowcom wwwenglishclubcom wwwivillagecouk and many more
AAC Users and Small Talk
bull Many AAC users use little or no small talkbull This can be because
bull They donrsquot have access to small talk in their communication system
bull They donrsquot see the need for itbull They think it is a waste of time
bull Light and Binger (1998) found that AAC users were seen as more intelligent valued and competent communication partners if they used small talk
Generic Small Talkbull Generic small talk is small talk that people can use with a variety
of different conversational partners because it doesnrsquot refer to specific shared information
bull Particularly effective for many AAC users as it has many different uses
Generic Small Talk
Specific Small Talk
How is your family
How is your wife
Whatrsquos happening
What are you doing
Donrsquot you look nice
Nice haircut
Shersquos great Shersquos a great teacher
Generic Small Talk
bull Several groups of researchers at the University of Nebraska-Lincoln looked at the frequency and types of generic small talk used by speakers of various ages without disabilities
bull 3 ndash 5 year olds - 48 of all utterances at both home and pre-schoolschool were generic small talk
bull 20 ndash 30 year olds - 39 of all utterances were generic small talk
bull 65 ndash 74 year olds ndash 31 of all utterances were generic small talk
bull 75 ndash 85 year olds ndash 26 of all utterances were generic small talk
Generic Small Talk
bull Most of the age groups used continuers as the most common form of small talk
bull Really Yeah Great Coolbull Go to aacunledu for more detailed
information
Differences in Small Talk Vocabularybull The small talk vocabulary lists showed that
some words were used more frequently than others eg OK
bull Some words were common across all age groups eg great
bull Some words were specific to certain age groups eg ldquobummerrdquo was used by the 25 ndash 35 year age group but not by the others
bull Small talk also differs based on your friendship groups your geographical location your interests and life experiences
Small Talk and Mealtimes
bull Balandin and Iacono (2000) found that it was nearly impossible to script the content-specific vocabulary needed for mealtimes for an adult in the workplace (although there was a good chance on Mondays and Fridays that footie would be the topic during the footie season)
bull In this situation the only predictable thing was small talk
Pre-school Generic Small Talk
Adult Generic Small Talk
Georgersquos Small Talk
bull 21 year old male with athetoid cerebral palsy
bull Attends a day centre for young adultsbull Uses a Dynavox 3100 but only uses the
spelling pagebull Controls communication device with a
head switch
Georgersquos Small Talk
bull Over 20 other people with disabilities and 6 staff attended Georgersquos centre most of whom talked
bull George rarely used his device during the daybull Staff requested a review of his device because
he didnrsquot ldquoeverrdquo use itbull George had previously had a setup with core
vocabulary on his device but found it frustrating to find words he wanted when he could just spell them
Georgersquos Small Talk
bull A speech pathology student observed him in two sessions He ldquousedrdquo his device constantly but only spoke with it twice
bull George was accessing his device with a head switch and blockrowcolumn scanning She observed that by the time he had formulated a message the conversation had moved on and he erased and moved onto a new message
bull A two pronged approach was used Firstly a conversational topic was established before each group eg ldquoWhat are your favourite filmsrdquo This allowed George to compose messages in advance
bull A small talk page was programmed and George practiced using this in one-to-one and then small group conversation
Georgersquos Small Talk
bull At the end of 8 weeks the same speech pathology student observed George in the same two sessions
bull George used his device 46 times Five of these were topic setters 41 were small talk continuers
bull Several other people in the centre commented spontaneously that ldquoGeorge was much cleverer than they thoughtrdquo or that ldquoThey enjoyed talking to George much morerdquo
bull Andhelliphersquos still using it
Michaelrsquos Small Talk
bull 14 year old with autistic spectrum disorderbull Attends a mainstream school with a full-time
integration aidebull Michael has a Dynavox MiniMo but has recently
developed quite a lot of speech which is only understood by familiar people
bull Michaelrsquos device has core vocabulary with lots of fringe vocabulary around his topics of particular interest eg SpongeBob Squarepants
Michaelrsquos Small Talk
bull Michael has been very keen to interact with his peers However as his peers have got older verbal skills have become more important to these interactions
bull Michael will often walk up to a group and simply stand there The other children do not try to include him in their conversations nor does Michael try to join in
bull Some of the children Michael was friendly with in primary years will occasionally sit down and talk with him but always on his terms These occasions are decreasing in frequency
Michaelrsquos Small Talk
bull Introduced Michael to Small Talkbull Each of his favourite topic areas had a
page built with partner directed questions and small talk continuers
bull His old friends are very impressed with this change in Michael They are more likely to have a chat with him and will sometimes call other people over to take part in the conversation
Sequenced Social Scripts
bull Sequenced social scripts can really help a user tobull Get a feel for the anatomy of a conversationbull Develop turntaking skillsbull Learn to interact with a variety of partners
What are Social Scripts
bull They support students in learning to claim start and maintain turns in a conversation
bull Much of the information in this section is taken from ldquoCan We Chat Co-Planned Sequenced Social Scripts A Make It Take It Book of Ideas and Adaptationsrdquo by Caroline Musselwhite and Linda Burkhart
bull Also called Participation Scripts
What are Social Scripts
bull Social Scripts are interactions such as joke-telling sharing life stories and general conversations
bull They help persons using augmentative and alternative communication (AAC) move beyond wants and needs to using real communication for conversational purposes
bull Often give developing communicators a sense of the power of communication
Anatomy of a social script
bull Attention gettersbull Startersbull Maintainers holders and interjectionsbull Turn transfersbull Closings
Communication Passports
bull Template available from CALL Centre Scotland
bull wwwcommunicationpassportsorgukbull iPhone App coming soonbull Also from SCOPE UK at
httpwwwscopeorgukhelp-and-informationpublicationsscope-communication-passport
Communication Passports
bull Useful for exchanging information about an AAC User between others
bull Often not a tool used by the AAC user directly
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Media Stories Opinionbull httpsocialtimescomiphoneipad-app-helps-autistic-children-comm
unicate_b10778
Media Stories Opinion
Media Stories Opinionbull wwwspectronicsinozcomblogresources201104aac-apps-speaki
ng-appropriately
Media Stories Opinionbull Apple iPad2 launch
Media Stories and Opinionsbull httpwwwwiredcomgeekdad201103ipads-are-not-a-miracle-for-
autism-geekdad-opinion
Apps with SymbolsPictures
Apps with Symbols and Text-to-speech
Apps with text only
Traditional SGDs
Research
httpaac-rercpsueduindexphppagesshowid46
Accessories
Access
Other mobile devices
Resources
bull wwwspectronicsinozcomblogapple bull httpa4cwsncombull iTeach Special Education ndash iDevices in
Special Education (Facebook group)bull Assistive Technology (Facebook Group)
Expertise
Case Study
Additional AAC options to support good practicebull YesNo ++++bull Small Talkbull About Me Booksbull Storytellingbull Social Scriptsbull Partner Focused Questionsbull Introducing yourselfbull Taking non-obligatory turns
Social Communication
bull Social communication is a BIG part of our day
bull We use different forms of social communication ndash small talk storytelling greetings wrap ups and farewells
Social Communication
bull Social communication is more than 50 of our daily conversation
bull Light (1998) found that reasons for communication between adults were (in ranked order)bull Social closenessbull Social etiquettebull Information transferbull Wants and Needs
Small Talkbull A type of conversational exchange used for initiating and maintaining
conversational interactionbull Some conversation never progresses beyond small talk eg at a cocktail
party
Small Talk
bull Small talk is used as a transition between the greeting and information sharing stage especially when people donrsquot know each other well or donrsquot possess a lot of shared information
bull Small talk is often the first step towards social closenessbull A quick check at Amazon showed 16 books aimed at
helping people improve their small talk skills Including ldquoHow to get people to like you in 90 secondsrdquo
bull There are even websites to teach you how to small talk eg wwwehowcom wwwenglishclubcom wwwivillagecouk and many more
AAC Users and Small Talk
bull Many AAC users use little or no small talkbull This can be because
bull They donrsquot have access to small talk in their communication system
bull They donrsquot see the need for itbull They think it is a waste of time
bull Light and Binger (1998) found that AAC users were seen as more intelligent valued and competent communication partners if they used small talk
Generic Small Talkbull Generic small talk is small talk that people can use with a variety
of different conversational partners because it doesnrsquot refer to specific shared information
bull Particularly effective for many AAC users as it has many different uses
Generic Small Talk
Specific Small Talk
How is your family
How is your wife
Whatrsquos happening
What are you doing
Donrsquot you look nice
Nice haircut
Shersquos great Shersquos a great teacher
Generic Small Talk
bull Several groups of researchers at the University of Nebraska-Lincoln looked at the frequency and types of generic small talk used by speakers of various ages without disabilities
bull 3 ndash 5 year olds - 48 of all utterances at both home and pre-schoolschool were generic small talk
bull 20 ndash 30 year olds - 39 of all utterances were generic small talk
bull 65 ndash 74 year olds ndash 31 of all utterances were generic small talk
bull 75 ndash 85 year olds ndash 26 of all utterances were generic small talk
Generic Small Talk
bull Most of the age groups used continuers as the most common form of small talk
bull Really Yeah Great Coolbull Go to aacunledu for more detailed
information
Differences in Small Talk Vocabularybull The small talk vocabulary lists showed that
some words were used more frequently than others eg OK
bull Some words were common across all age groups eg great
bull Some words were specific to certain age groups eg ldquobummerrdquo was used by the 25 ndash 35 year age group but not by the others
bull Small talk also differs based on your friendship groups your geographical location your interests and life experiences
Small Talk and Mealtimes
bull Balandin and Iacono (2000) found that it was nearly impossible to script the content-specific vocabulary needed for mealtimes for an adult in the workplace (although there was a good chance on Mondays and Fridays that footie would be the topic during the footie season)
bull In this situation the only predictable thing was small talk
Pre-school Generic Small Talk
Adult Generic Small Talk
Georgersquos Small Talk
bull 21 year old male with athetoid cerebral palsy
bull Attends a day centre for young adultsbull Uses a Dynavox 3100 but only uses the
spelling pagebull Controls communication device with a
head switch
Georgersquos Small Talk
bull Over 20 other people with disabilities and 6 staff attended Georgersquos centre most of whom talked
bull George rarely used his device during the daybull Staff requested a review of his device because
he didnrsquot ldquoeverrdquo use itbull George had previously had a setup with core
vocabulary on his device but found it frustrating to find words he wanted when he could just spell them
Georgersquos Small Talk
bull A speech pathology student observed him in two sessions He ldquousedrdquo his device constantly but only spoke with it twice
bull George was accessing his device with a head switch and blockrowcolumn scanning She observed that by the time he had formulated a message the conversation had moved on and he erased and moved onto a new message
bull A two pronged approach was used Firstly a conversational topic was established before each group eg ldquoWhat are your favourite filmsrdquo This allowed George to compose messages in advance
bull A small talk page was programmed and George practiced using this in one-to-one and then small group conversation
Georgersquos Small Talk
bull At the end of 8 weeks the same speech pathology student observed George in the same two sessions
bull George used his device 46 times Five of these were topic setters 41 were small talk continuers
bull Several other people in the centre commented spontaneously that ldquoGeorge was much cleverer than they thoughtrdquo or that ldquoThey enjoyed talking to George much morerdquo
bull Andhelliphersquos still using it
Michaelrsquos Small Talk
bull 14 year old with autistic spectrum disorderbull Attends a mainstream school with a full-time
integration aidebull Michael has a Dynavox MiniMo but has recently
developed quite a lot of speech which is only understood by familiar people
bull Michaelrsquos device has core vocabulary with lots of fringe vocabulary around his topics of particular interest eg SpongeBob Squarepants
Michaelrsquos Small Talk
bull Michael has been very keen to interact with his peers However as his peers have got older verbal skills have become more important to these interactions
bull Michael will often walk up to a group and simply stand there The other children do not try to include him in their conversations nor does Michael try to join in
bull Some of the children Michael was friendly with in primary years will occasionally sit down and talk with him but always on his terms These occasions are decreasing in frequency
Michaelrsquos Small Talk
bull Introduced Michael to Small Talkbull Each of his favourite topic areas had a
page built with partner directed questions and small talk continuers
bull His old friends are very impressed with this change in Michael They are more likely to have a chat with him and will sometimes call other people over to take part in the conversation
Sequenced Social Scripts
bull Sequenced social scripts can really help a user tobull Get a feel for the anatomy of a conversationbull Develop turntaking skillsbull Learn to interact with a variety of partners
What are Social Scripts
bull They support students in learning to claim start and maintain turns in a conversation
bull Much of the information in this section is taken from ldquoCan We Chat Co-Planned Sequenced Social Scripts A Make It Take It Book of Ideas and Adaptationsrdquo by Caroline Musselwhite and Linda Burkhart
bull Also called Participation Scripts
What are Social Scripts
bull Social Scripts are interactions such as joke-telling sharing life stories and general conversations
bull They help persons using augmentative and alternative communication (AAC) move beyond wants and needs to using real communication for conversational purposes
bull Often give developing communicators a sense of the power of communication
Anatomy of a social script
bull Attention gettersbull Startersbull Maintainers holders and interjectionsbull Turn transfersbull Closings
Communication Passports
bull Template available from CALL Centre Scotland
bull wwwcommunicationpassportsorgukbull iPhone App coming soonbull Also from SCOPE UK at
httpwwwscopeorgukhelp-and-informationpublicationsscope-communication-passport
Communication Passports
bull Useful for exchanging information about an AAC User between others
bull Often not a tool used by the AAC user directly
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Media Stories Opinion
Media Stories Opinionbull wwwspectronicsinozcomblogresources201104aac-apps-speaki
ng-appropriately
Media Stories Opinionbull Apple iPad2 launch
Media Stories and Opinionsbull httpwwwwiredcomgeekdad201103ipads-are-not-a-miracle-for-
autism-geekdad-opinion
Apps with SymbolsPictures
Apps with Symbols and Text-to-speech
Apps with text only
Traditional SGDs
Research
httpaac-rercpsueduindexphppagesshowid46
Accessories
Access
Other mobile devices
Resources
bull wwwspectronicsinozcomblogapple bull httpa4cwsncombull iTeach Special Education ndash iDevices in
Special Education (Facebook group)bull Assistive Technology (Facebook Group)
Expertise
Case Study
Additional AAC options to support good practicebull YesNo ++++bull Small Talkbull About Me Booksbull Storytellingbull Social Scriptsbull Partner Focused Questionsbull Introducing yourselfbull Taking non-obligatory turns
Social Communication
bull Social communication is a BIG part of our day
bull We use different forms of social communication ndash small talk storytelling greetings wrap ups and farewells
Social Communication
bull Social communication is more than 50 of our daily conversation
bull Light (1998) found that reasons for communication between adults were (in ranked order)bull Social closenessbull Social etiquettebull Information transferbull Wants and Needs
Small Talkbull A type of conversational exchange used for initiating and maintaining
conversational interactionbull Some conversation never progresses beyond small talk eg at a cocktail
party
Small Talk
bull Small talk is used as a transition between the greeting and information sharing stage especially when people donrsquot know each other well or donrsquot possess a lot of shared information
bull Small talk is often the first step towards social closenessbull A quick check at Amazon showed 16 books aimed at
helping people improve their small talk skills Including ldquoHow to get people to like you in 90 secondsrdquo
bull There are even websites to teach you how to small talk eg wwwehowcom wwwenglishclubcom wwwivillagecouk and many more
AAC Users and Small Talk
bull Many AAC users use little or no small talkbull This can be because
bull They donrsquot have access to small talk in their communication system
bull They donrsquot see the need for itbull They think it is a waste of time
bull Light and Binger (1998) found that AAC users were seen as more intelligent valued and competent communication partners if they used small talk
Generic Small Talkbull Generic small talk is small talk that people can use with a variety
of different conversational partners because it doesnrsquot refer to specific shared information
bull Particularly effective for many AAC users as it has many different uses
Generic Small Talk
Specific Small Talk
How is your family
How is your wife
Whatrsquos happening
What are you doing
Donrsquot you look nice
Nice haircut
Shersquos great Shersquos a great teacher
Generic Small Talk
bull Several groups of researchers at the University of Nebraska-Lincoln looked at the frequency and types of generic small talk used by speakers of various ages without disabilities
bull 3 ndash 5 year olds - 48 of all utterances at both home and pre-schoolschool were generic small talk
bull 20 ndash 30 year olds - 39 of all utterances were generic small talk
bull 65 ndash 74 year olds ndash 31 of all utterances were generic small talk
bull 75 ndash 85 year olds ndash 26 of all utterances were generic small talk
Generic Small Talk
bull Most of the age groups used continuers as the most common form of small talk
bull Really Yeah Great Coolbull Go to aacunledu for more detailed
information
Differences in Small Talk Vocabularybull The small talk vocabulary lists showed that
some words were used more frequently than others eg OK
bull Some words were common across all age groups eg great
bull Some words were specific to certain age groups eg ldquobummerrdquo was used by the 25 ndash 35 year age group but not by the others
bull Small talk also differs based on your friendship groups your geographical location your interests and life experiences
Small Talk and Mealtimes
bull Balandin and Iacono (2000) found that it was nearly impossible to script the content-specific vocabulary needed for mealtimes for an adult in the workplace (although there was a good chance on Mondays and Fridays that footie would be the topic during the footie season)
bull In this situation the only predictable thing was small talk
Pre-school Generic Small Talk
Adult Generic Small Talk
Georgersquos Small Talk
bull 21 year old male with athetoid cerebral palsy
bull Attends a day centre for young adultsbull Uses a Dynavox 3100 but only uses the
spelling pagebull Controls communication device with a
head switch
Georgersquos Small Talk
bull Over 20 other people with disabilities and 6 staff attended Georgersquos centre most of whom talked
bull George rarely used his device during the daybull Staff requested a review of his device because
he didnrsquot ldquoeverrdquo use itbull George had previously had a setup with core
vocabulary on his device but found it frustrating to find words he wanted when he could just spell them
Georgersquos Small Talk
bull A speech pathology student observed him in two sessions He ldquousedrdquo his device constantly but only spoke with it twice
bull George was accessing his device with a head switch and blockrowcolumn scanning She observed that by the time he had formulated a message the conversation had moved on and he erased and moved onto a new message
bull A two pronged approach was used Firstly a conversational topic was established before each group eg ldquoWhat are your favourite filmsrdquo This allowed George to compose messages in advance
bull A small talk page was programmed and George practiced using this in one-to-one and then small group conversation
Georgersquos Small Talk
bull At the end of 8 weeks the same speech pathology student observed George in the same two sessions
bull George used his device 46 times Five of these were topic setters 41 were small talk continuers
bull Several other people in the centre commented spontaneously that ldquoGeorge was much cleverer than they thoughtrdquo or that ldquoThey enjoyed talking to George much morerdquo
bull Andhelliphersquos still using it
Michaelrsquos Small Talk
bull 14 year old with autistic spectrum disorderbull Attends a mainstream school with a full-time
integration aidebull Michael has a Dynavox MiniMo but has recently
developed quite a lot of speech which is only understood by familiar people
bull Michaelrsquos device has core vocabulary with lots of fringe vocabulary around his topics of particular interest eg SpongeBob Squarepants
Michaelrsquos Small Talk
bull Michael has been very keen to interact with his peers However as his peers have got older verbal skills have become more important to these interactions
bull Michael will often walk up to a group and simply stand there The other children do not try to include him in their conversations nor does Michael try to join in
bull Some of the children Michael was friendly with in primary years will occasionally sit down and talk with him but always on his terms These occasions are decreasing in frequency
Michaelrsquos Small Talk
bull Introduced Michael to Small Talkbull Each of his favourite topic areas had a
page built with partner directed questions and small talk continuers
bull His old friends are very impressed with this change in Michael They are more likely to have a chat with him and will sometimes call other people over to take part in the conversation
Sequenced Social Scripts
bull Sequenced social scripts can really help a user tobull Get a feel for the anatomy of a conversationbull Develop turntaking skillsbull Learn to interact with a variety of partners
What are Social Scripts
bull They support students in learning to claim start and maintain turns in a conversation
bull Much of the information in this section is taken from ldquoCan We Chat Co-Planned Sequenced Social Scripts A Make It Take It Book of Ideas and Adaptationsrdquo by Caroline Musselwhite and Linda Burkhart
bull Also called Participation Scripts
What are Social Scripts
bull Social Scripts are interactions such as joke-telling sharing life stories and general conversations
bull They help persons using augmentative and alternative communication (AAC) move beyond wants and needs to using real communication for conversational purposes
bull Often give developing communicators a sense of the power of communication
Anatomy of a social script
bull Attention gettersbull Startersbull Maintainers holders and interjectionsbull Turn transfersbull Closings
Communication Passports
bull Template available from CALL Centre Scotland
bull wwwcommunicationpassportsorgukbull iPhone App coming soonbull Also from SCOPE UK at
httpwwwscopeorgukhelp-and-informationpublicationsscope-communication-passport
Communication Passports
bull Useful for exchanging information about an AAC User between others
bull Often not a tool used by the AAC user directly
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Media Stories Opinionbull wwwspectronicsinozcomblogresources201104aac-apps-speaki
ng-appropriately
Media Stories Opinionbull Apple iPad2 launch
Media Stories and Opinionsbull httpwwwwiredcomgeekdad201103ipads-are-not-a-miracle-for-
autism-geekdad-opinion
Apps with SymbolsPictures
Apps with Symbols and Text-to-speech
Apps with text only
Traditional SGDs
Research
httpaac-rercpsueduindexphppagesshowid46
Accessories
Access
Other mobile devices
Resources
bull wwwspectronicsinozcomblogapple bull httpa4cwsncombull iTeach Special Education ndash iDevices in
Special Education (Facebook group)bull Assistive Technology (Facebook Group)
Expertise
Case Study
Additional AAC options to support good practicebull YesNo ++++bull Small Talkbull About Me Booksbull Storytellingbull Social Scriptsbull Partner Focused Questionsbull Introducing yourselfbull Taking non-obligatory turns
Social Communication
bull Social communication is a BIG part of our day
bull We use different forms of social communication ndash small talk storytelling greetings wrap ups and farewells
Social Communication
bull Social communication is more than 50 of our daily conversation
bull Light (1998) found that reasons for communication between adults were (in ranked order)bull Social closenessbull Social etiquettebull Information transferbull Wants and Needs
Small Talkbull A type of conversational exchange used for initiating and maintaining
conversational interactionbull Some conversation never progresses beyond small talk eg at a cocktail
party
Small Talk
bull Small talk is used as a transition between the greeting and information sharing stage especially when people donrsquot know each other well or donrsquot possess a lot of shared information
bull Small talk is often the first step towards social closenessbull A quick check at Amazon showed 16 books aimed at
helping people improve their small talk skills Including ldquoHow to get people to like you in 90 secondsrdquo
bull There are even websites to teach you how to small talk eg wwwehowcom wwwenglishclubcom wwwivillagecouk and many more
AAC Users and Small Talk
bull Many AAC users use little or no small talkbull This can be because
bull They donrsquot have access to small talk in their communication system
bull They donrsquot see the need for itbull They think it is a waste of time
bull Light and Binger (1998) found that AAC users were seen as more intelligent valued and competent communication partners if they used small talk
Generic Small Talkbull Generic small talk is small talk that people can use with a variety
of different conversational partners because it doesnrsquot refer to specific shared information
bull Particularly effective for many AAC users as it has many different uses
Generic Small Talk
Specific Small Talk
How is your family
How is your wife
Whatrsquos happening
What are you doing
Donrsquot you look nice
Nice haircut
Shersquos great Shersquos a great teacher
Generic Small Talk
bull Several groups of researchers at the University of Nebraska-Lincoln looked at the frequency and types of generic small talk used by speakers of various ages without disabilities
bull 3 ndash 5 year olds - 48 of all utterances at both home and pre-schoolschool were generic small talk
bull 20 ndash 30 year olds - 39 of all utterances were generic small talk
bull 65 ndash 74 year olds ndash 31 of all utterances were generic small talk
bull 75 ndash 85 year olds ndash 26 of all utterances were generic small talk
Generic Small Talk
bull Most of the age groups used continuers as the most common form of small talk
bull Really Yeah Great Coolbull Go to aacunledu for more detailed
information
Differences in Small Talk Vocabularybull The small talk vocabulary lists showed that
some words were used more frequently than others eg OK
bull Some words were common across all age groups eg great
bull Some words were specific to certain age groups eg ldquobummerrdquo was used by the 25 ndash 35 year age group but not by the others
bull Small talk also differs based on your friendship groups your geographical location your interests and life experiences
Small Talk and Mealtimes
bull Balandin and Iacono (2000) found that it was nearly impossible to script the content-specific vocabulary needed for mealtimes for an adult in the workplace (although there was a good chance on Mondays and Fridays that footie would be the topic during the footie season)
bull In this situation the only predictable thing was small talk
Pre-school Generic Small Talk
Adult Generic Small Talk
Georgersquos Small Talk
bull 21 year old male with athetoid cerebral palsy
bull Attends a day centre for young adultsbull Uses a Dynavox 3100 but only uses the
spelling pagebull Controls communication device with a
head switch
Georgersquos Small Talk
bull Over 20 other people with disabilities and 6 staff attended Georgersquos centre most of whom talked
bull George rarely used his device during the daybull Staff requested a review of his device because
he didnrsquot ldquoeverrdquo use itbull George had previously had a setup with core
vocabulary on his device but found it frustrating to find words he wanted when he could just spell them
Georgersquos Small Talk
bull A speech pathology student observed him in two sessions He ldquousedrdquo his device constantly but only spoke with it twice
bull George was accessing his device with a head switch and blockrowcolumn scanning She observed that by the time he had formulated a message the conversation had moved on and he erased and moved onto a new message
bull A two pronged approach was used Firstly a conversational topic was established before each group eg ldquoWhat are your favourite filmsrdquo This allowed George to compose messages in advance
bull A small talk page was programmed and George practiced using this in one-to-one and then small group conversation
Georgersquos Small Talk
bull At the end of 8 weeks the same speech pathology student observed George in the same two sessions
bull George used his device 46 times Five of these were topic setters 41 were small talk continuers
bull Several other people in the centre commented spontaneously that ldquoGeorge was much cleverer than they thoughtrdquo or that ldquoThey enjoyed talking to George much morerdquo
bull Andhelliphersquos still using it
Michaelrsquos Small Talk
bull 14 year old with autistic spectrum disorderbull Attends a mainstream school with a full-time
integration aidebull Michael has a Dynavox MiniMo but has recently
developed quite a lot of speech which is only understood by familiar people
bull Michaelrsquos device has core vocabulary with lots of fringe vocabulary around his topics of particular interest eg SpongeBob Squarepants
Michaelrsquos Small Talk
bull Michael has been very keen to interact with his peers However as his peers have got older verbal skills have become more important to these interactions
bull Michael will often walk up to a group and simply stand there The other children do not try to include him in their conversations nor does Michael try to join in
bull Some of the children Michael was friendly with in primary years will occasionally sit down and talk with him but always on his terms These occasions are decreasing in frequency
Michaelrsquos Small Talk
bull Introduced Michael to Small Talkbull Each of his favourite topic areas had a
page built with partner directed questions and small talk continuers
bull His old friends are very impressed with this change in Michael They are more likely to have a chat with him and will sometimes call other people over to take part in the conversation
Sequenced Social Scripts
bull Sequenced social scripts can really help a user tobull Get a feel for the anatomy of a conversationbull Develop turntaking skillsbull Learn to interact with a variety of partners
What are Social Scripts
bull They support students in learning to claim start and maintain turns in a conversation
bull Much of the information in this section is taken from ldquoCan We Chat Co-Planned Sequenced Social Scripts A Make It Take It Book of Ideas and Adaptationsrdquo by Caroline Musselwhite and Linda Burkhart
bull Also called Participation Scripts
What are Social Scripts
bull Social Scripts are interactions such as joke-telling sharing life stories and general conversations
bull They help persons using augmentative and alternative communication (AAC) move beyond wants and needs to using real communication for conversational purposes
bull Often give developing communicators a sense of the power of communication
Anatomy of a social script
bull Attention gettersbull Startersbull Maintainers holders and interjectionsbull Turn transfersbull Closings
Communication Passports
bull Template available from CALL Centre Scotland
bull wwwcommunicationpassportsorgukbull iPhone App coming soonbull Also from SCOPE UK at
httpwwwscopeorgukhelp-and-informationpublicationsscope-communication-passport
Communication Passports
bull Useful for exchanging information about an AAC User between others
bull Often not a tool used by the AAC user directly
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Media Stories Opinionbull Apple iPad2 launch
Media Stories and Opinionsbull httpwwwwiredcomgeekdad201103ipads-are-not-a-miracle-for-
autism-geekdad-opinion
Apps with SymbolsPictures
Apps with Symbols and Text-to-speech
Apps with text only
Traditional SGDs
Research
httpaac-rercpsueduindexphppagesshowid46
Accessories
Access
Other mobile devices
Resources
bull wwwspectronicsinozcomblogapple bull httpa4cwsncombull iTeach Special Education ndash iDevices in
Special Education (Facebook group)bull Assistive Technology (Facebook Group)
Expertise
Case Study
Additional AAC options to support good practicebull YesNo ++++bull Small Talkbull About Me Booksbull Storytellingbull Social Scriptsbull Partner Focused Questionsbull Introducing yourselfbull Taking non-obligatory turns
Social Communication
bull Social communication is a BIG part of our day
bull We use different forms of social communication ndash small talk storytelling greetings wrap ups and farewells
Social Communication
bull Social communication is more than 50 of our daily conversation
bull Light (1998) found that reasons for communication between adults were (in ranked order)bull Social closenessbull Social etiquettebull Information transferbull Wants and Needs
Small Talkbull A type of conversational exchange used for initiating and maintaining
conversational interactionbull Some conversation never progresses beyond small talk eg at a cocktail
party
Small Talk
bull Small talk is used as a transition between the greeting and information sharing stage especially when people donrsquot know each other well or donrsquot possess a lot of shared information
bull Small talk is often the first step towards social closenessbull A quick check at Amazon showed 16 books aimed at
helping people improve their small talk skills Including ldquoHow to get people to like you in 90 secondsrdquo
bull There are even websites to teach you how to small talk eg wwwehowcom wwwenglishclubcom wwwivillagecouk and many more
AAC Users and Small Talk
bull Many AAC users use little or no small talkbull This can be because
bull They donrsquot have access to small talk in their communication system
bull They donrsquot see the need for itbull They think it is a waste of time
bull Light and Binger (1998) found that AAC users were seen as more intelligent valued and competent communication partners if they used small talk
Generic Small Talkbull Generic small talk is small talk that people can use with a variety
of different conversational partners because it doesnrsquot refer to specific shared information
bull Particularly effective for many AAC users as it has many different uses
Generic Small Talk
Specific Small Talk
How is your family
How is your wife
Whatrsquos happening
What are you doing
Donrsquot you look nice
Nice haircut
Shersquos great Shersquos a great teacher
Generic Small Talk
bull Several groups of researchers at the University of Nebraska-Lincoln looked at the frequency and types of generic small talk used by speakers of various ages without disabilities
bull 3 ndash 5 year olds - 48 of all utterances at both home and pre-schoolschool were generic small talk
bull 20 ndash 30 year olds - 39 of all utterances were generic small talk
bull 65 ndash 74 year olds ndash 31 of all utterances were generic small talk
bull 75 ndash 85 year olds ndash 26 of all utterances were generic small talk
Generic Small Talk
bull Most of the age groups used continuers as the most common form of small talk
bull Really Yeah Great Coolbull Go to aacunledu for more detailed
information
Differences in Small Talk Vocabularybull The small talk vocabulary lists showed that
some words were used more frequently than others eg OK
bull Some words were common across all age groups eg great
bull Some words were specific to certain age groups eg ldquobummerrdquo was used by the 25 ndash 35 year age group but not by the others
bull Small talk also differs based on your friendship groups your geographical location your interests and life experiences
Small Talk and Mealtimes
bull Balandin and Iacono (2000) found that it was nearly impossible to script the content-specific vocabulary needed for mealtimes for an adult in the workplace (although there was a good chance on Mondays and Fridays that footie would be the topic during the footie season)
bull In this situation the only predictable thing was small talk
Pre-school Generic Small Talk
Adult Generic Small Talk
Georgersquos Small Talk
bull 21 year old male with athetoid cerebral palsy
bull Attends a day centre for young adultsbull Uses a Dynavox 3100 but only uses the
spelling pagebull Controls communication device with a
head switch
Georgersquos Small Talk
bull Over 20 other people with disabilities and 6 staff attended Georgersquos centre most of whom talked
bull George rarely used his device during the daybull Staff requested a review of his device because
he didnrsquot ldquoeverrdquo use itbull George had previously had a setup with core
vocabulary on his device but found it frustrating to find words he wanted when he could just spell them
Georgersquos Small Talk
bull A speech pathology student observed him in two sessions He ldquousedrdquo his device constantly but only spoke with it twice
bull George was accessing his device with a head switch and blockrowcolumn scanning She observed that by the time he had formulated a message the conversation had moved on and he erased and moved onto a new message
bull A two pronged approach was used Firstly a conversational topic was established before each group eg ldquoWhat are your favourite filmsrdquo This allowed George to compose messages in advance
bull A small talk page was programmed and George practiced using this in one-to-one and then small group conversation
Georgersquos Small Talk
bull At the end of 8 weeks the same speech pathology student observed George in the same two sessions
bull George used his device 46 times Five of these were topic setters 41 were small talk continuers
bull Several other people in the centre commented spontaneously that ldquoGeorge was much cleverer than they thoughtrdquo or that ldquoThey enjoyed talking to George much morerdquo
bull Andhelliphersquos still using it
Michaelrsquos Small Talk
bull 14 year old with autistic spectrum disorderbull Attends a mainstream school with a full-time
integration aidebull Michael has a Dynavox MiniMo but has recently
developed quite a lot of speech which is only understood by familiar people
bull Michaelrsquos device has core vocabulary with lots of fringe vocabulary around his topics of particular interest eg SpongeBob Squarepants
Michaelrsquos Small Talk
bull Michael has been very keen to interact with his peers However as his peers have got older verbal skills have become more important to these interactions
bull Michael will often walk up to a group and simply stand there The other children do not try to include him in their conversations nor does Michael try to join in
bull Some of the children Michael was friendly with in primary years will occasionally sit down and talk with him but always on his terms These occasions are decreasing in frequency
Michaelrsquos Small Talk
bull Introduced Michael to Small Talkbull Each of his favourite topic areas had a
page built with partner directed questions and small talk continuers
bull His old friends are very impressed with this change in Michael They are more likely to have a chat with him and will sometimes call other people over to take part in the conversation
Sequenced Social Scripts
bull Sequenced social scripts can really help a user tobull Get a feel for the anatomy of a conversationbull Develop turntaking skillsbull Learn to interact with a variety of partners
What are Social Scripts
bull They support students in learning to claim start and maintain turns in a conversation
bull Much of the information in this section is taken from ldquoCan We Chat Co-Planned Sequenced Social Scripts A Make It Take It Book of Ideas and Adaptationsrdquo by Caroline Musselwhite and Linda Burkhart
bull Also called Participation Scripts
What are Social Scripts
bull Social Scripts are interactions such as joke-telling sharing life stories and general conversations
bull They help persons using augmentative and alternative communication (AAC) move beyond wants and needs to using real communication for conversational purposes
bull Often give developing communicators a sense of the power of communication
Anatomy of a social script
bull Attention gettersbull Startersbull Maintainers holders and interjectionsbull Turn transfersbull Closings
Communication Passports
bull Template available from CALL Centre Scotland
bull wwwcommunicationpassportsorgukbull iPhone App coming soonbull Also from SCOPE UK at
httpwwwscopeorgukhelp-and-informationpublicationsscope-communication-passport
Communication Passports
bull Useful for exchanging information about an AAC User between others
bull Often not a tool used by the AAC user directly
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Media Stories and Opinionsbull httpwwwwiredcomgeekdad201103ipads-are-not-a-miracle-for-
autism-geekdad-opinion
Apps with SymbolsPictures
Apps with Symbols and Text-to-speech
Apps with text only
Traditional SGDs
Research
httpaac-rercpsueduindexphppagesshowid46
Accessories
Access
Other mobile devices
Resources
bull wwwspectronicsinozcomblogapple bull httpa4cwsncombull iTeach Special Education ndash iDevices in
Special Education (Facebook group)bull Assistive Technology (Facebook Group)
Expertise
Case Study
Additional AAC options to support good practicebull YesNo ++++bull Small Talkbull About Me Booksbull Storytellingbull Social Scriptsbull Partner Focused Questionsbull Introducing yourselfbull Taking non-obligatory turns
Social Communication
bull Social communication is a BIG part of our day
bull We use different forms of social communication ndash small talk storytelling greetings wrap ups and farewells
Social Communication
bull Social communication is more than 50 of our daily conversation
bull Light (1998) found that reasons for communication between adults were (in ranked order)bull Social closenessbull Social etiquettebull Information transferbull Wants and Needs
Small Talkbull A type of conversational exchange used for initiating and maintaining
conversational interactionbull Some conversation never progresses beyond small talk eg at a cocktail
party
Small Talk
bull Small talk is used as a transition between the greeting and information sharing stage especially when people donrsquot know each other well or donrsquot possess a lot of shared information
bull Small talk is often the first step towards social closenessbull A quick check at Amazon showed 16 books aimed at
helping people improve their small talk skills Including ldquoHow to get people to like you in 90 secondsrdquo
bull There are even websites to teach you how to small talk eg wwwehowcom wwwenglishclubcom wwwivillagecouk and many more
AAC Users and Small Talk
bull Many AAC users use little or no small talkbull This can be because
bull They donrsquot have access to small talk in their communication system
bull They donrsquot see the need for itbull They think it is a waste of time
bull Light and Binger (1998) found that AAC users were seen as more intelligent valued and competent communication partners if they used small talk
Generic Small Talkbull Generic small talk is small talk that people can use with a variety
of different conversational partners because it doesnrsquot refer to specific shared information
bull Particularly effective for many AAC users as it has many different uses
Generic Small Talk
Specific Small Talk
How is your family
How is your wife
Whatrsquos happening
What are you doing
Donrsquot you look nice
Nice haircut
Shersquos great Shersquos a great teacher
Generic Small Talk
bull Several groups of researchers at the University of Nebraska-Lincoln looked at the frequency and types of generic small talk used by speakers of various ages without disabilities
bull 3 ndash 5 year olds - 48 of all utterances at both home and pre-schoolschool were generic small talk
bull 20 ndash 30 year olds - 39 of all utterances were generic small talk
bull 65 ndash 74 year olds ndash 31 of all utterances were generic small talk
bull 75 ndash 85 year olds ndash 26 of all utterances were generic small talk
Generic Small Talk
bull Most of the age groups used continuers as the most common form of small talk
bull Really Yeah Great Coolbull Go to aacunledu for more detailed
information
Differences in Small Talk Vocabularybull The small talk vocabulary lists showed that
some words were used more frequently than others eg OK
bull Some words were common across all age groups eg great
bull Some words were specific to certain age groups eg ldquobummerrdquo was used by the 25 ndash 35 year age group but not by the others
bull Small talk also differs based on your friendship groups your geographical location your interests and life experiences
Small Talk and Mealtimes
bull Balandin and Iacono (2000) found that it was nearly impossible to script the content-specific vocabulary needed for mealtimes for an adult in the workplace (although there was a good chance on Mondays and Fridays that footie would be the topic during the footie season)
bull In this situation the only predictable thing was small talk
Pre-school Generic Small Talk
Adult Generic Small Talk
Georgersquos Small Talk
bull 21 year old male with athetoid cerebral palsy
bull Attends a day centre for young adultsbull Uses a Dynavox 3100 but only uses the
spelling pagebull Controls communication device with a
head switch
Georgersquos Small Talk
bull Over 20 other people with disabilities and 6 staff attended Georgersquos centre most of whom talked
bull George rarely used his device during the daybull Staff requested a review of his device because
he didnrsquot ldquoeverrdquo use itbull George had previously had a setup with core
vocabulary on his device but found it frustrating to find words he wanted when he could just spell them
Georgersquos Small Talk
bull A speech pathology student observed him in two sessions He ldquousedrdquo his device constantly but only spoke with it twice
bull George was accessing his device with a head switch and blockrowcolumn scanning She observed that by the time he had formulated a message the conversation had moved on and he erased and moved onto a new message
bull A two pronged approach was used Firstly a conversational topic was established before each group eg ldquoWhat are your favourite filmsrdquo This allowed George to compose messages in advance
bull A small talk page was programmed and George practiced using this in one-to-one and then small group conversation
Georgersquos Small Talk
bull At the end of 8 weeks the same speech pathology student observed George in the same two sessions
bull George used his device 46 times Five of these were topic setters 41 were small talk continuers
bull Several other people in the centre commented spontaneously that ldquoGeorge was much cleverer than they thoughtrdquo or that ldquoThey enjoyed talking to George much morerdquo
bull Andhelliphersquos still using it
Michaelrsquos Small Talk
bull 14 year old with autistic spectrum disorderbull Attends a mainstream school with a full-time
integration aidebull Michael has a Dynavox MiniMo but has recently
developed quite a lot of speech which is only understood by familiar people
bull Michaelrsquos device has core vocabulary with lots of fringe vocabulary around his topics of particular interest eg SpongeBob Squarepants
Michaelrsquos Small Talk
bull Michael has been very keen to interact with his peers However as his peers have got older verbal skills have become more important to these interactions
bull Michael will often walk up to a group and simply stand there The other children do not try to include him in their conversations nor does Michael try to join in
bull Some of the children Michael was friendly with in primary years will occasionally sit down and talk with him but always on his terms These occasions are decreasing in frequency
Michaelrsquos Small Talk
bull Introduced Michael to Small Talkbull Each of his favourite topic areas had a
page built with partner directed questions and small talk continuers
bull His old friends are very impressed with this change in Michael They are more likely to have a chat with him and will sometimes call other people over to take part in the conversation
Sequenced Social Scripts
bull Sequenced social scripts can really help a user tobull Get a feel for the anatomy of a conversationbull Develop turntaking skillsbull Learn to interact with a variety of partners
What are Social Scripts
bull They support students in learning to claim start and maintain turns in a conversation
bull Much of the information in this section is taken from ldquoCan We Chat Co-Planned Sequenced Social Scripts A Make It Take It Book of Ideas and Adaptationsrdquo by Caroline Musselwhite and Linda Burkhart
bull Also called Participation Scripts
What are Social Scripts
bull Social Scripts are interactions such as joke-telling sharing life stories and general conversations
bull They help persons using augmentative and alternative communication (AAC) move beyond wants and needs to using real communication for conversational purposes
bull Often give developing communicators a sense of the power of communication
Anatomy of a social script
bull Attention gettersbull Startersbull Maintainers holders and interjectionsbull Turn transfersbull Closings
Communication Passports
bull Template available from CALL Centre Scotland
bull wwwcommunicationpassportsorgukbull iPhone App coming soonbull Also from SCOPE UK at
httpwwwscopeorgukhelp-and-informationpublicationsscope-communication-passport
Communication Passports
bull Useful for exchanging information about an AAC User between others
bull Often not a tool used by the AAC user directly
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Apps with SymbolsPictures
Apps with Symbols and Text-to-speech
Apps with text only
Traditional SGDs
Research
httpaac-rercpsueduindexphppagesshowid46
Accessories
Access
Other mobile devices
Resources
bull wwwspectronicsinozcomblogapple bull httpa4cwsncombull iTeach Special Education ndash iDevices in
Special Education (Facebook group)bull Assistive Technology (Facebook Group)
Expertise
Case Study
Additional AAC options to support good practicebull YesNo ++++bull Small Talkbull About Me Booksbull Storytellingbull Social Scriptsbull Partner Focused Questionsbull Introducing yourselfbull Taking non-obligatory turns
Social Communication
bull Social communication is a BIG part of our day
bull We use different forms of social communication ndash small talk storytelling greetings wrap ups and farewells
Social Communication
bull Social communication is more than 50 of our daily conversation
bull Light (1998) found that reasons for communication between adults were (in ranked order)bull Social closenessbull Social etiquettebull Information transferbull Wants and Needs
Small Talkbull A type of conversational exchange used for initiating and maintaining
conversational interactionbull Some conversation never progresses beyond small talk eg at a cocktail
party
Small Talk
bull Small talk is used as a transition between the greeting and information sharing stage especially when people donrsquot know each other well or donrsquot possess a lot of shared information
bull Small talk is often the first step towards social closenessbull A quick check at Amazon showed 16 books aimed at
helping people improve their small talk skills Including ldquoHow to get people to like you in 90 secondsrdquo
bull There are even websites to teach you how to small talk eg wwwehowcom wwwenglishclubcom wwwivillagecouk and many more
AAC Users and Small Talk
bull Many AAC users use little or no small talkbull This can be because
bull They donrsquot have access to small talk in their communication system
bull They donrsquot see the need for itbull They think it is a waste of time
bull Light and Binger (1998) found that AAC users were seen as more intelligent valued and competent communication partners if they used small talk
Generic Small Talkbull Generic small talk is small talk that people can use with a variety
of different conversational partners because it doesnrsquot refer to specific shared information
bull Particularly effective for many AAC users as it has many different uses
Generic Small Talk
Specific Small Talk
How is your family
How is your wife
Whatrsquos happening
What are you doing
Donrsquot you look nice
Nice haircut
Shersquos great Shersquos a great teacher
Generic Small Talk
bull Several groups of researchers at the University of Nebraska-Lincoln looked at the frequency and types of generic small talk used by speakers of various ages without disabilities
bull 3 ndash 5 year olds - 48 of all utterances at both home and pre-schoolschool were generic small talk
bull 20 ndash 30 year olds - 39 of all utterances were generic small talk
bull 65 ndash 74 year olds ndash 31 of all utterances were generic small talk
bull 75 ndash 85 year olds ndash 26 of all utterances were generic small talk
Generic Small Talk
bull Most of the age groups used continuers as the most common form of small talk
bull Really Yeah Great Coolbull Go to aacunledu for more detailed
information
Differences in Small Talk Vocabularybull The small talk vocabulary lists showed that
some words were used more frequently than others eg OK
bull Some words were common across all age groups eg great
bull Some words were specific to certain age groups eg ldquobummerrdquo was used by the 25 ndash 35 year age group but not by the others
bull Small talk also differs based on your friendship groups your geographical location your interests and life experiences
Small Talk and Mealtimes
bull Balandin and Iacono (2000) found that it was nearly impossible to script the content-specific vocabulary needed for mealtimes for an adult in the workplace (although there was a good chance on Mondays and Fridays that footie would be the topic during the footie season)
bull In this situation the only predictable thing was small talk
Pre-school Generic Small Talk
Adult Generic Small Talk
Georgersquos Small Talk
bull 21 year old male with athetoid cerebral palsy
bull Attends a day centre for young adultsbull Uses a Dynavox 3100 but only uses the
spelling pagebull Controls communication device with a
head switch
Georgersquos Small Talk
bull Over 20 other people with disabilities and 6 staff attended Georgersquos centre most of whom talked
bull George rarely used his device during the daybull Staff requested a review of his device because
he didnrsquot ldquoeverrdquo use itbull George had previously had a setup with core
vocabulary on his device but found it frustrating to find words he wanted when he could just spell them
Georgersquos Small Talk
bull A speech pathology student observed him in two sessions He ldquousedrdquo his device constantly but only spoke with it twice
bull George was accessing his device with a head switch and blockrowcolumn scanning She observed that by the time he had formulated a message the conversation had moved on and he erased and moved onto a new message
bull A two pronged approach was used Firstly a conversational topic was established before each group eg ldquoWhat are your favourite filmsrdquo This allowed George to compose messages in advance
bull A small talk page was programmed and George practiced using this in one-to-one and then small group conversation
Georgersquos Small Talk
bull At the end of 8 weeks the same speech pathology student observed George in the same two sessions
bull George used his device 46 times Five of these were topic setters 41 were small talk continuers
bull Several other people in the centre commented spontaneously that ldquoGeorge was much cleverer than they thoughtrdquo or that ldquoThey enjoyed talking to George much morerdquo
bull Andhelliphersquos still using it
Michaelrsquos Small Talk
bull 14 year old with autistic spectrum disorderbull Attends a mainstream school with a full-time
integration aidebull Michael has a Dynavox MiniMo but has recently
developed quite a lot of speech which is only understood by familiar people
bull Michaelrsquos device has core vocabulary with lots of fringe vocabulary around his topics of particular interest eg SpongeBob Squarepants
Michaelrsquos Small Talk
bull Michael has been very keen to interact with his peers However as his peers have got older verbal skills have become more important to these interactions
bull Michael will often walk up to a group and simply stand there The other children do not try to include him in their conversations nor does Michael try to join in
bull Some of the children Michael was friendly with in primary years will occasionally sit down and talk with him but always on his terms These occasions are decreasing in frequency
Michaelrsquos Small Talk
bull Introduced Michael to Small Talkbull Each of his favourite topic areas had a
page built with partner directed questions and small talk continuers
bull His old friends are very impressed with this change in Michael They are more likely to have a chat with him and will sometimes call other people over to take part in the conversation
Sequenced Social Scripts
bull Sequenced social scripts can really help a user tobull Get a feel for the anatomy of a conversationbull Develop turntaking skillsbull Learn to interact with a variety of partners
What are Social Scripts
bull They support students in learning to claim start and maintain turns in a conversation
bull Much of the information in this section is taken from ldquoCan We Chat Co-Planned Sequenced Social Scripts A Make It Take It Book of Ideas and Adaptationsrdquo by Caroline Musselwhite and Linda Burkhart
bull Also called Participation Scripts
What are Social Scripts
bull Social Scripts are interactions such as joke-telling sharing life stories and general conversations
bull They help persons using augmentative and alternative communication (AAC) move beyond wants and needs to using real communication for conversational purposes
bull Often give developing communicators a sense of the power of communication
Anatomy of a social script
bull Attention gettersbull Startersbull Maintainers holders and interjectionsbull Turn transfersbull Closings
Communication Passports
bull Template available from CALL Centre Scotland
bull wwwcommunicationpassportsorgukbull iPhone App coming soonbull Also from SCOPE UK at
httpwwwscopeorgukhelp-and-informationpublicationsscope-communication-passport
Communication Passports
bull Useful for exchanging information about an AAC User between others
bull Often not a tool used by the AAC user directly
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Apps with Symbols and Text-to-speech
Apps with text only
Traditional SGDs
Research
httpaac-rercpsueduindexphppagesshowid46
Accessories
Access
Other mobile devices
Resources
bull wwwspectronicsinozcomblogapple bull httpa4cwsncombull iTeach Special Education ndash iDevices in
Special Education (Facebook group)bull Assistive Technology (Facebook Group)
Expertise
Case Study
Additional AAC options to support good practicebull YesNo ++++bull Small Talkbull About Me Booksbull Storytellingbull Social Scriptsbull Partner Focused Questionsbull Introducing yourselfbull Taking non-obligatory turns
Social Communication
bull Social communication is a BIG part of our day
bull We use different forms of social communication ndash small talk storytelling greetings wrap ups and farewells
Social Communication
bull Social communication is more than 50 of our daily conversation
bull Light (1998) found that reasons for communication between adults were (in ranked order)bull Social closenessbull Social etiquettebull Information transferbull Wants and Needs
Small Talkbull A type of conversational exchange used for initiating and maintaining
conversational interactionbull Some conversation never progresses beyond small talk eg at a cocktail
party
Small Talk
bull Small talk is used as a transition between the greeting and information sharing stage especially when people donrsquot know each other well or donrsquot possess a lot of shared information
bull Small talk is often the first step towards social closenessbull A quick check at Amazon showed 16 books aimed at
helping people improve their small talk skills Including ldquoHow to get people to like you in 90 secondsrdquo
bull There are even websites to teach you how to small talk eg wwwehowcom wwwenglishclubcom wwwivillagecouk and many more
AAC Users and Small Talk
bull Many AAC users use little or no small talkbull This can be because
bull They donrsquot have access to small talk in their communication system
bull They donrsquot see the need for itbull They think it is a waste of time
bull Light and Binger (1998) found that AAC users were seen as more intelligent valued and competent communication partners if they used small talk
Generic Small Talkbull Generic small talk is small talk that people can use with a variety
of different conversational partners because it doesnrsquot refer to specific shared information
bull Particularly effective for many AAC users as it has many different uses
Generic Small Talk
Specific Small Talk
How is your family
How is your wife
Whatrsquos happening
What are you doing
Donrsquot you look nice
Nice haircut
Shersquos great Shersquos a great teacher
Generic Small Talk
bull Several groups of researchers at the University of Nebraska-Lincoln looked at the frequency and types of generic small talk used by speakers of various ages without disabilities
bull 3 ndash 5 year olds - 48 of all utterances at both home and pre-schoolschool were generic small talk
bull 20 ndash 30 year olds - 39 of all utterances were generic small talk
bull 65 ndash 74 year olds ndash 31 of all utterances were generic small talk
bull 75 ndash 85 year olds ndash 26 of all utterances were generic small talk
Generic Small Talk
bull Most of the age groups used continuers as the most common form of small talk
bull Really Yeah Great Coolbull Go to aacunledu for more detailed
information
Differences in Small Talk Vocabularybull The small talk vocabulary lists showed that
some words were used more frequently than others eg OK
bull Some words were common across all age groups eg great
bull Some words were specific to certain age groups eg ldquobummerrdquo was used by the 25 ndash 35 year age group but not by the others
bull Small talk also differs based on your friendship groups your geographical location your interests and life experiences
Small Talk and Mealtimes
bull Balandin and Iacono (2000) found that it was nearly impossible to script the content-specific vocabulary needed for mealtimes for an adult in the workplace (although there was a good chance on Mondays and Fridays that footie would be the topic during the footie season)
bull In this situation the only predictable thing was small talk
Pre-school Generic Small Talk
Adult Generic Small Talk
Georgersquos Small Talk
bull 21 year old male with athetoid cerebral palsy
bull Attends a day centre for young adultsbull Uses a Dynavox 3100 but only uses the
spelling pagebull Controls communication device with a
head switch
Georgersquos Small Talk
bull Over 20 other people with disabilities and 6 staff attended Georgersquos centre most of whom talked
bull George rarely used his device during the daybull Staff requested a review of his device because
he didnrsquot ldquoeverrdquo use itbull George had previously had a setup with core
vocabulary on his device but found it frustrating to find words he wanted when he could just spell them
Georgersquos Small Talk
bull A speech pathology student observed him in two sessions He ldquousedrdquo his device constantly but only spoke with it twice
bull George was accessing his device with a head switch and blockrowcolumn scanning She observed that by the time he had formulated a message the conversation had moved on and he erased and moved onto a new message
bull A two pronged approach was used Firstly a conversational topic was established before each group eg ldquoWhat are your favourite filmsrdquo This allowed George to compose messages in advance
bull A small talk page was programmed and George practiced using this in one-to-one and then small group conversation
Georgersquos Small Talk
bull At the end of 8 weeks the same speech pathology student observed George in the same two sessions
bull George used his device 46 times Five of these were topic setters 41 were small talk continuers
bull Several other people in the centre commented spontaneously that ldquoGeorge was much cleverer than they thoughtrdquo or that ldquoThey enjoyed talking to George much morerdquo
bull Andhelliphersquos still using it
Michaelrsquos Small Talk
bull 14 year old with autistic spectrum disorderbull Attends a mainstream school with a full-time
integration aidebull Michael has a Dynavox MiniMo but has recently
developed quite a lot of speech which is only understood by familiar people
bull Michaelrsquos device has core vocabulary with lots of fringe vocabulary around his topics of particular interest eg SpongeBob Squarepants
Michaelrsquos Small Talk
bull Michael has been very keen to interact with his peers However as his peers have got older verbal skills have become more important to these interactions
bull Michael will often walk up to a group and simply stand there The other children do not try to include him in their conversations nor does Michael try to join in
bull Some of the children Michael was friendly with in primary years will occasionally sit down and talk with him but always on his terms These occasions are decreasing in frequency
Michaelrsquos Small Talk
bull Introduced Michael to Small Talkbull Each of his favourite topic areas had a
page built with partner directed questions and small talk continuers
bull His old friends are very impressed with this change in Michael They are more likely to have a chat with him and will sometimes call other people over to take part in the conversation
Sequenced Social Scripts
bull Sequenced social scripts can really help a user tobull Get a feel for the anatomy of a conversationbull Develop turntaking skillsbull Learn to interact with a variety of partners
What are Social Scripts
bull They support students in learning to claim start and maintain turns in a conversation
bull Much of the information in this section is taken from ldquoCan We Chat Co-Planned Sequenced Social Scripts A Make It Take It Book of Ideas and Adaptationsrdquo by Caroline Musselwhite and Linda Burkhart
bull Also called Participation Scripts
What are Social Scripts
bull Social Scripts are interactions such as joke-telling sharing life stories and general conversations
bull They help persons using augmentative and alternative communication (AAC) move beyond wants and needs to using real communication for conversational purposes
bull Often give developing communicators a sense of the power of communication
Anatomy of a social script
bull Attention gettersbull Startersbull Maintainers holders and interjectionsbull Turn transfersbull Closings
Communication Passports
bull Template available from CALL Centre Scotland
bull wwwcommunicationpassportsorgukbull iPhone App coming soonbull Also from SCOPE UK at
httpwwwscopeorgukhelp-and-informationpublicationsscope-communication-passport
Communication Passports
bull Useful for exchanging information about an AAC User between others
bull Often not a tool used by the AAC user directly
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Apps with text only
Traditional SGDs
Research
httpaac-rercpsueduindexphppagesshowid46
Accessories
Access
Other mobile devices
Resources
bull wwwspectronicsinozcomblogapple bull httpa4cwsncombull iTeach Special Education ndash iDevices in
Special Education (Facebook group)bull Assistive Technology (Facebook Group)
Expertise
Case Study
Additional AAC options to support good practicebull YesNo ++++bull Small Talkbull About Me Booksbull Storytellingbull Social Scriptsbull Partner Focused Questionsbull Introducing yourselfbull Taking non-obligatory turns
Social Communication
bull Social communication is a BIG part of our day
bull We use different forms of social communication ndash small talk storytelling greetings wrap ups and farewells
Social Communication
bull Social communication is more than 50 of our daily conversation
bull Light (1998) found that reasons for communication between adults were (in ranked order)bull Social closenessbull Social etiquettebull Information transferbull Wants and Needs
Small Talkbull A type of conversational exchange used for initiating and maintaining
conversational interactionbull Some conversation never progresses beyond small talk eg at a cocktail
party
Small Talk
bull Small talk is used as a transition between the greeting and information sharing stage especially when people donrsquot know each other well or donrsquot possess a lot of shared information
bull Small talk is often the first step towards social closenessbull A quick check at Amazon showed 16 books aimed at
helping people improve their small talk skills Including ldquoHow to get people to like you in 90 secondsrdquo
bull There are even websites to teach you how to small talk eg wwwehowcom wwwenglishclubcom wwwivillagecouk and many more
AAC Users and Small Talk
bull Many AAC users use little or no small talkbull This can be because
bull They donrsquot have access to small talk in their communication system
bull They donrsquot see the need for itbull They think it is a waste of time
bull Light and Binger (1998) found that AAC users were seen as more intelligent valued and competent communication partners if they used small talk
Generic Small Talkbull Generic small talk is small talk that people can use with a variety
of different conversational partners because it doesnrsquot refer to specific shared information
bull Particularly effective for many AAC users as it has many different uses
Generic Small Talk
Specific Small Talk
How is your family
How is your wife
Whatrsquos happening
What are you doing
Donrsquot you look nice
Nice haircut
Shersquos great Shersquos a great teacher
Generic Small Talk
bull Several groups of researchers at the University of Nebraska-Lincoln looked at the frequency and types of generic small talk used by speakers of various ages without disabilities
bull 3 ndash 5 year olds - 48 of all utterances at both home and pre-schoolschool were generic small talk
bull 20 ndash 30 year olds - 39 of all utterances were generic small talk
bull 65 ndash 74 year olds ndash 31 of all utterances were generic small talk
bull 75 ndash 85 year olds ndash 26 of all utterances were generic small talk
Generic Small Talk
bull Most of the age groups used continuers as the most common form of small talk
bull Really Yeah Great Coolbull Go to aacunledu for more detailed
information
Differences in Small Talk Vocabularybull The small talk vocabulary lists showed that
some words were used more frequently than others eg OK
bull Some words were common across all age groups eg great
bull Some words were specific to certain age groups eg ldquobummerrdquo was used by the 25 ndash 35 year age group but not by the others
bull Small talk also differs based on your friendship groups your geographical location your interests and life experiences
Small Talk and Mealtimes
bull Balandin and Iacono (2000) found that it was nearly impossible to script the content-specific vocabulary needed for mealtimes for an adult in the workplace (although there was a good chance on Mondays and Fridays that footie would be the topic during the footie season)
bull In this situation the only predictable thing was small talk
Pre-school Generic Small Talk
Adult Generic Small Talk
Georgersquos Small Talk
bull 21 year old male with athetoid cerebral palsy
bull Attends a day centre for young adultsbull Uses a Dynavox 3100 but only uses the
spelling pagebull Controls communication device with a
head switch
Georgersquos Small Talk
bull Over 20 other people with disabilities and 6 staff attended Georgersquos centre most of whom talked
bull George rarely used his device during the daybull Staff requested a review of his device because
he didnrsquot ldquoeverrdquo use itbull George had previously had a setup with core
vocabulary on his device but found it frustrating to find words he wanted when he could just spell them
Georgersquos Small Talk
bull A speech pathology student observed him in two sessions He ldquousedrdquo his device constantly but only spoke with it twice
bull George was accessing his device with a head switch and blockrowcolumn scanning She observed that by the time he had formulated a message the conversation had moved on and he erased and moved onto a new message
bull A two pronged approach was used Firstly a conversational topic was established before each group eg ldquoWhat are your favourite filmsrdquo This allowed George to compose messages in advance
bull A small talk page was programmed and George practiced using this in one-to-one and then small group conversation
Georgersquos Small Talk
bull At the end of 8 weeks the same speech pathology student observed George in the same two sessions
bull George used his device 46 times Five of these were topic setters 41 were small talk continuers
bull Several other people in the centre commented spontaneously that ldquoGeorge was much cleverer than they thoughtrdquo or that ldquoThey enjoyed talking to George much morerdquo
bull Andhelliphersquos still using it
Michaelrsquos Small Talk
bull 14 year old with autistic spectrum disorderbull Attends a mainstream school with a full-time
integration aidebull Michael has a Dynavox MiniMo but has recently
developed quite a lot of speech which is only understood by familiar people
bull Michaelrsquos device has core vocabulary with lots of fringe vocabulary around his topics of particular interest eg SpongeBob Squarepants
Michaelrsquos Small Talk
bull Michael has been very keen to interact with his peers However as his peers have got older verbal skills have become more important to these interactions
bull Michael will often walk up to a group and simply stand there The other children do not try to include him in their conversations nor does Michael try to join in
bull Some of the children Michael was friendly with in primary years will occasionally sit down and talk with him but always on his terms These occasions are decreasing in frequency
Michaelrsquos Small Talk
bull Introduced Michael to Small Talkbull Each of his favourite topic areas had a
page built with partner directed questions and small talk continuers
bull His old friends are very impressed with this change in Michael They are more likely to have a chat with him and will sometimes call other people over to take part in the conversation
Sequenced Social Scripts
bull Sequenced social scripts can really help a user tobull Get a feel for the anatomy of a conversationbull Develop turntaking skillsbull Learn to interact with a variety of partners
What are Social Scripts
bull They support students in learning to claim start and maintain turns in a conversation
bull Much of the information in this section is taken from ldquoCan We Chat Co-Planned Sequenced Social Scripts A Make It Take It Book of Ideas and Adaptationsrdquo by Caroline Musselwhite and Linda Burkhart
bull Also called Participation Scripts
What are Social Scripts
bull Social Scripts are interactions such as joke-telling sharing life stories and general conversations
bull They help persons using augmentative and alternative communication (AAC) move beyond wants and needs to using real communication for conversational purposes
bull Often give developing communicators a sense of the power of communication
Anatomy of a social script
bull Attention gettersbull Startersbull Maintainers holders and interjectionsbull Turn transfersbull Closings
Communication Passports
bull Template available from CALL Centre Scotland
bull wwwcommunicationpassportsorgukbull iPhone App coming soonbull Also from SCOPE UK at
httpwwwscopeorgukhelp-and-informationpublicationsscope-communication-passport
Communication Passports
bull Useful for exchanging information about an AAC User between others
bull Often not a tool used by the AAC user directly
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Traditional SGDs
Research
httpaac-rercpsueduindexphppagesshowid46
Accessories
Access
Other mobile devices
Resources
bull wwwspectronicsinozcomblogapple bull httpa4cwsncombull iTeach Special Education ndash iDevices in
Special Education (Facebook group)bull Assistive Technology (Facebook Group)
Expertise
Case Study
Additional AAC options to support good practicebull YesNo ++++bull Small Talkbull About Me Booksbull Storytellingbull Social Scriptsbull Partner Focused Questionsbull Introducing yourselfbull Taking non-obligatory turns
Social Communication
bull Social communication is a BIG part of our day
bull We use different forms of social communication ndash small talk storytelling greetings wrap ups and farewells
Social Communication
bull Social communication is more than 50 of our daily conversation
bull Light (1998) found that reasons for communication between adults were (in ranked order)bull Social closenessbull Social etiquettebull Information transferbull Wants and Needs
Small Talkbull A type of conversational exchange used for initiating and maintaining
conversational interactionbull Some conversation never progresses beyond small talk eg at a cocktail
party
Small Talk
bull Small talk is used as a transition between the greeting and information sharing stage especially when people donrsquot know each other well or donrsquot possess a lot of shared information
bull Small talk is often the first step towards social closenessbull A quick check at Amazon showed 16 books aimed at
helping people improve their small talk skills Including ldquoHow to get people to like you in 90 secondsrdquo
bull There are even websites to teach you how to small talk eg wwwehowcom wwwenglishclubcom wwwivillagecouk and many more
AAC Users and Small Talk
bull Many AAC users use little or no small talkbull This can be because
bull They donrsquot have access to small talk in their communication system
bull They donrsquot see the need for itbull They think it is a waste of time
bull Light and Binger (1998) found that AAC users were seen as more intelligent valued and competent communication partners if they used small talk
Generic Small Talkbull Generic small talk is small talk that people can use with a variety
of different conversational partners because it doesnrsquot refer to specific shared information
bull Particularly effective for many AAC users as it has many different uses
Generic Small Talk
Specific Small Talk
How is your family
How is your wife
Whatrsquos happening
What are you doing
Donrsquot you look nice
Nice haircut
Shersquos great Shersquos a great teacher
Generic Small Talk
bull Several groups of researchers at the University of Nebraska-Lincoln looked at the frequency and types of generic small talk used by speakers of various ages without disabilities
bull 3 ndash 5 year olds - 48 of all utterances at both home and pre-schoolschool were generic small talk
bull 20 ndash 30 year olds - 39 of all utterances were generic small talk
bull 65 ndash 74 year olds ndash 31 of all utterances were generic small talk
bull 75 ndash 85 year olds ndash 26 of all utterances were generic small talk
Generic Small Talk
bull Most of the age groups used continuers as the most common form of small talk
bull Really Yeah Great Coolbull Go to aacunledu for more detailed
information
Differences in Small Talk Vocabularybull The small talk vocabulary lists showed that
some words were used more frequently than others eg OK
bull Some words were common across all age groups eg great
bull Some words were specific to certain age groups eg ldquobummerrdquo was used by the 25 ndash 35 year age group but not by the others
bull Small talk also differs based on your friendship groups your geographical location your interests and life experiences
Small Talk and Mealtimes
bull Balandin and Iacono (2000) found that it was nearly impossible to script the content-specific vocabulary needed for mealtimes for an adult in the workplace (although there was a good chance on Mondays and Fridays that footie would be the topic during the footie season)
bull In this situation the only predictable thing was small talk
Pre-school Generic Small Talk
Adult Generic Small Talk
Georgersquos Small Talk
bull 21 year old male with athetoid cerebral palsy
bull Attends a day centre for young adultsbull Uses a Dynavox 3100 but only uses the
spelling pagebull Controls communication device with a
head switch
Georgersquos Small Talk
bull Over 20 other people with disabilities and 6 staff attended Georgersquos centre most of whom talked
bull George rarely used his device during the daybull Staff requested a review of his device because
he didnrsquot ldquoeverrdquo use itbull George had previously had a setup with core
vocabulary on his device but found it frustrating to find words he wanted when he could just spell them
Georgersquos Small Talk
bull A speech pathology student observed him in two sessions He ldquousedrdquo his device constantly but only spoke with it twice
bull George was accessing his device with a head switch and blockrowcolumn scanning She observed that by the time he had formulated a message the conversation had moved on and he erased and moved onto a new message
bull A two pronged approach was used Firstly a conversational topic was established before each group eg ldquoWhat are your favourite filmsrdquo This allowed George to compose messages in advance
bull A small talk page was programmed and George practiced using this in one-to-one and then small group conversation
Georgersquos Small Talk
bull At the end of 8 weeks the same speech pathology student observed George in the same two sessions
bull George used his device 46 times Five of these were topic setters 41 were small talk continuers
bull Several other people in the centre commented spontaneously that ldquoGeorge was much cleverer than they thoughtrdquo or that ldquoThey enjoyed talking to George much morerdquo
bull Andhelliphersquos still using it
Michaelrsquos Small Talk
bull 14 year old with autistic spectrum disorderbull Attends a mainstream school with a full-time
integration aidebull Michael has a Dynavox MiniMo but has recently
developed quite a lot of speech which is only understood by familiar people
bull Michaelrsquos device has core vocabulary with lots of fringe vocabulary around his topics of particular interest eg SpongeBob Squarepants
Michaelrsquos Small Talk
bull Michael has been very keen to interact with his peers However as his peers have got older verbal skills have become more important to these interactions
bull Michael will often walk up to a group and simply stand there The other children do not try to include him in their conversations nor does Michael try to join in
bull Some of the children Michael was friendly with in primary years will occasionally sit down and talk with him but always on his terms These occasions are decreasing in frequency
Michaelrsquos Small Talk
bull Introduced Michael to Small Talkbull Each of his favourite topic areas had a
page built with partner directed questions and small talk continuers
bull His old friends are very impressed with this change in Michael They are more likely to have a chat with him and will sometimes call other people over to take part in the conversation
Sequenced Social Scripts
bull Sequenced social scripts can really help a user tobull Get a feel for the anatomy of a conversationbull Develop turntaking skillsbull Learn to interact with a variety of partners
What are Social Scripts
bull They support students in learning to claim start and maintain turns in a conversation
bull Much of the information in this section is taken from ldquoCan We Chat Co-Planned Sequenced Social Scripts A Make It Take It Book of Ideas and Adaptationsrdquo by Caroline Musselwhite and Linda Burkhart
bull Also called Participation Scripts
What are Social Scripts
bull Social Scripts are interactions such as joke-telling sharing life stories and general conversations
bull They help persons using augmentative and alternative communication (AAC) move beyond wants and needs to using real communication for conversational purposes
bull Often give developing communicators a sense of the power of communication
Anatomy of a social script
bull Attention gettersbull Startersbull Maintainers holders and interjectionsbull Turn transfersbull Closings
Communication Passports
bull Template available from CALL Centre Scotland
bull wwwcommunicationpassportsorgukbull iPhone App coming soonbull Also from SCOPE UK at
httpwwwscopeorgukhelp-and-informationpublicationsscope-communication-passport
Communication Passports
bull Useful for exchanging information about an AAC User between others
bull Often not a tool used by the AAC user directly
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Research
httpaac-rercpsueduindexphppagesshowid46
Accessories
Access
Other mobile devices
Resources
bull wwwspectronicsinozcomblogapple bull httpa4cwsncombull iTeach Special Education ndash iDevices in
Special Education (Facebook group)bull Assistive Technology (Facebook Group)
Expertise
Case Study
Additional AAC options to support good practicebull YesNo ++++bull Small Talkbull About Me Booksbull Storytellingbull Social Scriptsbull Partner Focused Questionsbull Introducing yourselfbull Taking non-obligatory turns
Social Communication
bull Social communication is a BIG part of our day
bull We use different forms of social communication ndash small talk storytelling greetings wrap ups and farewells
Social Communication
bull Social communication is more than 50 of our daily conversation
bull Light (1998) found that reasons for communication between adults were (in ranked order)bull Social closenessbull Social etiquettebull Information transferbull Wants and Needs
Small Talkbull A type of conversational exchange used for initiating and maintaining
conversational interactionbull Some conversation never progresses beyond small talk eg at a cocktail
party
Small Talk
bull Small talk is used as a transition between the greeting and information sharing stage especially when people donrsquot know each other well or donrsquot possess a lot of shared information
bull Small talk is often the first step towards social closenessbull A quick check at Amazon showed 16 books aimed at
helping people improve their small talk skills Including ldquoHow to get people to like you in 90 secondsrdquo
bull There are even websites to teach you how to small talk eg wwwehowcom wwwenglishclubcom wwwivillagecouk and many more
AAC Users and Small Talk
bull Many AAC users use little or no small talkbull This can be because
bull They donrsquot have access to small talk in their communication system
bull They donrsquot see the need for itbull They think it is a waste of time
bull Light and Binger (1998) found that AAC users were seen as more intelligent valued and competent communication partners if they used small talk
Generic Small Talkbull Generic small talk is small talk that people can use with a variety
of different conversational partners because it doesnrsquot refer to specific shared information
bull Particularly effective for many AAC users as it has many different uses
Generic Small Talk
Specific Small Talk
How is your family
How is your wife
Whatrsquos happening
What are you doing
Donrsquot you look nice
Nice haircut
Shersquos great Shersquos a great teacher
Generic Small Talk
bull Several groups of researchers at the University of Nebraska-Lincoln looked at the frequency and types of generic small talk used by speakers of various ages without disabilities
bull 3 ndash 5 year olds - 48 of all utterances at both home and pre-schoolschool were generic small talk
bull 20 ndash 30 year olds - 39 of all utterances were generic small talk
bull 65 ndash 74 year olds ndash 31 of all utterances were generic small talk
bull 75 ndash 85 year olds ndash 26 of all utterances were generic small talk
Generic Small Talk
bull Most of the age groups used continuers as the most common form of small talk
bull Really Yeah Great Coolbull Go to aacunledu for more detailed
information
Differences in Small Talk Vocabularybull The small talk vocabulary lists showed that
some words were used more frequently than others eg OK
bull Some words were common across all age groups eg great
bull Some words were specific to certain age groups eg ldquobummerrdquo was used by the 25 ndash 35 year age group but not by the others
bull Small talk also differs based on your friendship groups your geographical location your interests and life experiences
Small Talk and Mealtimes
bull Balandin and Iacono (2000) found that it was nearly impossible to script the content-specific vocabulary needed for mealtimes for an adult in the workplace (although there was a good chance on Mondays and Fridays that footie would be the topic during the footie season)
bull In this situation the only predictable thing was small talk
Pre-school Generic Small Talk
Adult Generic Small Talk
Georgersquos Small Talk
bull 21 year old male with athetoid cerebral palsy
bull Attends a day centre for young adultsbull Uses a Dynavox 3100 but only uses the
spelling pagebull Controls communication device with a
head switch
Georgersquos Small Talk
bull Over 20 other people with disabilities and 6 staff attended Georgersquos centre most of whom talked
bull George rarely used his device during the daybull Staff requested a review of his device because
he didnrsquot ldquoeverrdquo use itbull George had previously had a setup with core
vocabulary on his device but found it frustrating to find words he wanted when he could just spell them
Georgersquos Small Talk
bull A speech pathology student observed him in two sessions He ldquousedrdquo his device constantly but only spoke with it twice
bull George was accessing his device with a head switch and blockrowcolumn scanning She observed that by the time he had formulated a message the conversation had moved on and he erased and moved onto a new message
bull A two pronged approach was used Firstly a conversational topic was established before each group eg ldquoWhat are your favourite filmsrdquo This allowed George to compose messages in advance
bull A small talk page was programmed and George practiced using this in one-to-one and then small group conversation
Georgersquos Small Talk
bull At the end of 8 weeks the same speech pathology student observed George in the same two sessions
bull George used his device 46 times Five of these were topic setters 41 were small talk continuers
bull Several other people in the centre commented spontaneously that ldquoGeorge was much cleverer than they thoughtrdquo or that ldquoThey enjoyed talking to George much morerdquo
bull Andhelliphersquos still using it
Michaelrsquos Small Talk
bull 14 year old with autistic spectrum disorderbull Attends a mainstream school with a full-time
integration aidebull Michael has a Dynavox MiniMo but has recently
developed quite a lot of speech which is only understood by familiar people
bull Michaelrsquos device has core vocabulary with lots of fringe vocabulary around his topics of particular interest eg SpongeBob Squarepants
Michaelrsquos Small Talk
bull Michael has been very keen to interact with his peers However as his peers have got older verbal skills have become more important to these interactions
bull Michael will often walk up to a group and simply stand there The other children do not try to include him in their conversations nor does Michael try to join in
bull Some of the children Michael was friendly with in primary years will occasionally sit down and talk with him but always on his terms These occasions are decreasing in frequency
Michaelrsquos Small Talk
bull Introduced Michael to Small Talkbull Each of his favourite topic areas had a
page built with partner directed questions and small talk continuers
bull His old friends are very impressed with this change in Michael They are more likely to have a chat with him and will sometimes call other people over to take part in the conversation
Sequenced Social Scripts
bull Sequenced social scripts can really help a user tobull Get a feel for the anatomy of a conversationbull Develop turntaking skillsbull Learn to interact with a variety of partners
What are Social Scripts
bull They support students in learning to claim start and maintain turns in a conversation
bull Much of the information in this section is taken from ldquoCan We Chat Co-Planned Sequenced Social Scripts A Make It Take It Book of Ideas and Adaptationsrdquo by Caroline Musselwhite and Linda Burkhart
bull Also called Participation Scripts
What are Social Scripts
bull Social Scripts are interactions such as joke-telling sharing life stories and general conversations
bull They help persons using augmentative and alternative communication (AAC) move beyond wants and needs to using real communication for conversational purposes
bull Often give developing communicators a sense of the power of communication
Anatomy of a social script
bull Attention gettersbull Startersbull Maintainers holders and interjectionsbull Turn transfersbull Closings
Communication Passports
bull Template available from CALL Centre Scotland
bull wwwcommunicationpassportsorgukbull iPhone App coming soonbull Also from SCOPE UK at
httpwwwscopeorgukhelp-and-informationpublicationsscope-communication-passport
Communication Passports
bull Useful for exchanging information about an AAC User between others
bull Often not a tool used by the AAC user directly
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Accessories
Access
Other mobile devices
Resources
bull wwwspectronicsinozcomblogapple bull httpa4cwsncombull iTeach Special Education ndash iDevices in
Special Education (Facebook group)bull Assistive Technology (Facebook Group)
Expertise
Case Study
Additional AAC options to support good practicebull YesNo ++++bull Small Talkbull About Me Booksbull Storytellingbull Social Scriptsbull Partner Focused Questionsbull Introducing yourselfbull Taking non-obligatory turns
Social Communication
bull Social communication is a BIG part of our day
bull We use different forms of social communication ndash small talk storytelling greetings wrap ups and farewells
Social Communication
bull Social communication is more than 50 of our daily conversation
bull Light (1998) found that reasons for communication between adults were (in ranked order)bull Social closenessbull Social etiquettebull Information transferbull Wants and Needs
Small Talkbull A type of conversational exchange used for initiating and maintaining
conversational interactionbull Some conversation never progresses beyond small talk eg at a cocktail
party
Small Talk
bull Small talk is used as a transition between the greeting and information sharing stage especially when people donrsquot know each other well or donrsquot possess a lot of shared information
bull Small talk is often the first step towards social closenessbull A quick check at Amazon showed 16 books aimed at
helping people improve their small talk skills Including ldquoHow to get people to like you in 90 secondsrdquo
bull There are even websites to teach you how to small talk eg wwwehowcom wwwenglishclubcom wwwivillagecouk and many more
AAC Users and Small Talk
bull Many AAC users use little or no small talkbull This can be because
bull They donrsquot have access to small talk in their communication system
bull They donrsquot see the need for itbull They think it is a waste of time
bull Light and Binger (1998) found that AAC users were seen as more intelligent valued and competent communication partners if they used small talk
Generic Small Talkbull Generic small talk is small talk that people can use with a variety
of different conversational partners because it doesnrsquot refer to specific shared information
bull Particularly effective for many AAC users as it has many different uses
Generic Small Talk
Specific Small Talk
How is your family
How is your wife
Whatrsquos happening
What are you doing
Donrsquot you look nice
Nice haircut
Shersquos great Shersquos a great teacher
Generic Small Talk
bull Several groups of researchers at the University of Nebraska-Lincoln looked at the frequency and types of generic small talk used by speakers of various ages without disabilities
bull 3 ndash 5 year olds - 48 of all utterances at both home and pre-schoolschool were generic small talk
bull 20 ndash 30 year olds - 39 of all utterances were generic small talk
bull 65 ndash 74 year olds ndash 31 of all utterances were generic small talk
bull 75 ndash 85 year olds ndash 26 of all utterances were generic small talk
Generic Small Talk
bull Most of the age groups used continuers as the most common form of small talk
bull Really Yeah Great Coolbull Go to aacunledu for more detailed
information
Differences in Small Talk Vocabularybull The small talk vocabulary lists showed that
some words were used more frequently than others eg OK
bull Some words were common across all age groups eg great
bull Some words were specific to certain age groups eg ldquobummerrdquo was used by the 25 ndash 35 year age group but not by the others
bull Small talk also differs based on your friendship groups your geographical location your interests and life experiences
Small Talk and Mealtimes
bull Balandin and Iacono (2000) found that it was nearly impossible to script the content-specific vocabulary needed for mealtimes for an adult in the workplace (although there was a good chance on Mondays and Fridays that footie would be the topic during the footie season)
bull In this situation the only predictable thing was small talk
Pre-school Generic Small Talk
Adult Generic Small Talk
Georgersquos Small Talk
bull 21 year old male with athetoid cerebral palsy
bull Attends a day centre for young adultsbull Uses a Dynavox 3100 but only uses the
spelling pagebull Controls communication device with a
head switch
Georgersquos Small Talk
bull Over 20 other people with disabilities and 6 staff attended Georgersquos centre most of whom talked
bull George rarely used his device during the daybull Staff requested a review of his device because
he didnrsquot ldquoeverrdquo use itbull George had previously had a setup with core
vocabulary on his device but found it frustrating to find words he wanted when he could just spell them
Georgersquos Small Talk
bull A speech pathology student observed him in two sessions He ldquousedrdquo his device constantly but only spoke with it twice
bull George was accessing his device with a head switch and blockrowcolumn scanning She observed that by the time he had formulated a message the conversation had moved on and he erased and moved onto a new message
bull A two pronged approach was used Firstly a conversational topic was established before each group eg ldquoWhat are your favourite filmsrdquo This allowed George to compose messages in advance
bull A small talk page was programmed and George practiced using this in one-to-one and then small group conversation
Georgersquos Small Talk
bull At the end of 8 weeks the same speech pathology student observed George in the same two sessions
bull George used his device 46 times Five of these were topic setters 41 were small talk continuers
bull Several other people in the centre commented spontaneously that ldquoGeorge was much cleverer than they thoughtrdquo or that ldquoThey enjoyed talking to George much morerdquo
bull Andhelliphersquos still using it
Michaelrsquos Small Talk
bull 14 year old with autistic spectrum disorderbull Attends a mainstream school with a full-time
integration aidebull Michael has a Dynavox MiniMo but has recently
developed quite a lot of speech which is only understood by familiar people
bull Michaelrsquos device has core vocabulary with lots of fringe vocabulary around his topics of particular interest eg SpongeBob Squarepants
Michaelrsquos Small Talk
bull Michael has been very keen to interact with his peers However as his peers have got older verbal skills have become more important to these interactions
bull Michael will often walk up to a group and simply stand there The other children do not try to include him in their conversations nor does Michael try to join in
bull Some of the children Michael was friendly with in primary years will occasionally sit down and talk with him but always on his terms These occasions are decreasing in frequency
Michaelrsquos Small Talk
bull Introduced Michael to Small Talkbull Each of his favourite topic areas had a
page built with partner directed questions and small talk continuers
bull His old friends are very impressed with this change in Michael They are more likely to have a chat with him and will sometimes call other people over to take part in the conversation
Sequenced Social Scripts
bull Sequenced social scripts can really help a user tobull Get a feel for the anatomy of a conversationbull Develop turntaking skillsbull Learn to interact with a variety of partners
What are Social Scripts
bull They support students in learning to claim start and maintain turns in a conversation
bull Much of the information in this section is taken from ldquoCan We Chat Co-Planned Sequenced Social Scripts A Make It Take It Book of Ideas and Adaptationsrdquo by Caroline Musselwhite and Linda Burkhart
bull Also called Participation Scripts
What are Social Scripts
bull Social Scripts are interactions such as joke-telling sharing life stories and general conversations
bull They help persons using augmentative and alternative communication (AAC) move beyond wants and needs to using real communication for conversational purposes
bull Often give developing communicators a sense of the power of communication
Anatomy of a social script
bull Attention gettersbull Startersbull Maintainers holders and interjectionsbull Turn transfersbull Closings
Communication Passports
bull Template available from CALL Centre Scotland
bull wwwcommunicationpassportsorgukbull iPhone App coming soonbull Also from SCOPE UK at
httpwwwscopeorgukhelp-and-informationpublicationsscope-communication-passport
Communication Passports
bull Useful for exchanging information about an AAC User between others
bull Often not a tool used by the AAC user directly
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Access
Other mobile devices
Resources
bull wwwspectronicsinozcomblogapple bull httpa4cwsncombull iTeach Special Education ndash iDevices in
Special Education (Facebook group)bull Assistive Technology (Facebook Group)
Expertise
Case Study
Additional AAC options to support good practicebull YesNo ++++bull Small Talkbull About Me Booksbull Storytellingbull Social Scriptsbull Partner Focused Questionsbull Introducing yourselfbull Taking non-obligatory turns
Social Communication
bull Social communication is a BIG part of our day
bull We use different forms of social communication ndash small talk storytelling greetings wrap ups and farewells
Social Communication
bull Social communication is more than 50 of our daily conversation
bull Light (1998) found that reasons for communication between adults were (in ranked order)bull Social closenessbull Social etiquettebull Information transferbull Wants and Needs
Small Talkbull A type of conversational exchange used for initiating and maintaining
conversational interactionbull Some conversation never progresses beyond small talk eg at a cocktail
party
Small Talk
bull Small talk is used as a transition between the greeting and information sharing stage especially when people donrsquot know each other well or donrsquot possess a lot of shared information
bull Small talk is often the first step towards social closenessbull A quick check at Amazon showed 16 books aimed at
helping people improve their small talk skills Including ldquoHow to get people to like you in 90 secondsrdquo
bull There are even websites to teach you how to small talk eg wwwehowcom wwwenglishclubcom wwwivillagecouk and many more
AAC Users and Small Talk
bull Many AAC users use little or no small talkbull This can be because
bull They donrsquot have access to small talk in their communication system
bull They donrsquot see the need for itbull They think it is a waste of time
bull Light and Binger (1998) found that AAC users were seen as more intelligent valued and competent communication partners if they used small talk
Generic Small Talkbull Generic small talk is small talk that people can use with a variety
of different conversational partners because it doesnrsquot refer to specific shared information
bull Particularly effective for many AAC users as it has many different uses
Generic Small Talk
Specific Small Talk
How is your family
How is your wife
Whatrsquos happening
What are you doing
Donrsquot you look nice
Nice haircut
Shersquos great Shersquos a great teacher
Generic Small Talk
bull Several groups of researchers at the University of Nebraska-Lincoln looked at the frequency and types of generic small talk used by speakers of various ages without disabilities
bull 3 ndash 5 year olds - 48 of all utterances at both home and pre-schoolschool were generic small talk
bull 20 ndash 30 year olds - 39 of all utterances were generic small talk
bull 65 ndash 74 year olds ndash 31 of all utterances were generic small talk
bull 75 ndash 85 year olds ndash 26 of all utterances were generic small talk
Generic Small Talk
bull Most of the age groups used continuers as the most common form of small talk
bull Really Yeah Great Coolbull Go to aacunledu for more detailed
information
Differences in Small Talk Vocabularybull The small talk vocabulary lists showed that
some words were used more frequently than others eg OK
bull Some words were common across all age groups eg great
bull Some words were specific to certain age groups eg ldquobummerrdquo was used by the 25 ndash 35 year age group but not by the others
bull Small talk also differs based on your friendship groups your geographical location your interests and life experiences
Small Talk and Mealtimes
bull Balandin and Iacono (2000) found that it was nearly impossible to script the content-specific vocabulary needed for mealtimes for an adult in the workplace (although there was a good chance on Mondays and Fridays that footie would be the topic during the footie season)
bull In this situation the only predictable thing was small talk
Pre-school Generic Small Talk
Adult Generic Small Talk
Georgersquos Small Talk
bull 21 year old male with athetoid cerebral palsy
bull Attends a day centre for young adultsbull Uses a Dynavox 3100 but only uses the
spelling pagebull Controls communication device with a
head switch
Georgersquos Small Talk
bull Over 20 other people with disabilities and 6 staff attended Georgersquos centre most of whom talked
bull George rarely used his device during the daybull Staff requested a review of his device because
he didnrsquot ldquoeverrdquo use itbull George had previously had a setup with core
vocabulary on his device but found it frustrating to find words he wanted when he could just spell them
Georgersquos Small Talk
bull A speech pathology student observed him in two sessions He ldquousedrdquo his device constantly but only spoke with it twice
bull George was accessing his device with a head switch and blockrowcolumn scanning She observed that by the time he had formulated a message the conversation had moved on and he erased and moved onto a new message
bull A two pronged approach was used Firstly a conversational topic was established before each group eg ldquoWhat are your favourite filmsrdquo This allowed George to compose messages in advance
bull A small talk page was programmed and George practiced using this in one-to-one and then small group conversation
Georgersquos Small Talk
bull At the end of 8 weeks the same speech pathology student observed George in the same two sessions
bull George used his device 46 times Five of these were topic setters 41 were small talk continuers
bull Several other people in the centre commented spontaneously that ldquoGeorge was much cleverer than they thoughtrdquo or that ldquoThey enjoyed talking to George much morerdquo
bull Andhelliphersquos still using it
Michaelrsquos Small Talk
bull 14 year old with autistic spectrum disorderbull Attends a mainstream school with a full-time
integration aidebull Michael has a Dynavox MiniMo but has recently
developed quite a lot of speech which is only understood by familiar people
bull Michaelrsquos device has core vocabulary with lots of fringe vocabulary around his topics of particular interest eg SpongeBob Squarepants
Michaelrsquos Small Talk
bull Michael has been very keen to interact with his peers However as his peers have got older verbal skills have become more important to these interactions
bull Michael will often walk up to a group and simply stand there The other children do not try to include him in their conversations nor does Michael try to join in
bull Some of the children Michael was friendly with in primary years will occasionally sit down and talk with him but always on his terms These occasions are decreasing in frequency
Michaelrsquos Small Talk
bull Introduced Michael to Small Talkbull Each of his favourite topic areas had a
page built with partner directed questions and small talk continuers
bull His old friends are very impressed with this change in Michael They are more likely to have a chat with him and will sometimes call other people over to take part in the conversation
Sequenced Social Scripts
bull Sequenced social scripts can really help a user tobull Get a feel for the anatomy of a conversationbull Develop turntaking skillsbull Learn to interact with a variety of partners
What are Social Scripts
bull They support students in learning to claim start and maintain turns in a conversation
bull Much of the information in this section is taken from ldquoCan We Chat Co-Planned Sequenced Social Scripts A Make It Take It Book of Ideas and Adaptationsrdquo by Caroline Musselwhite and Linda Burkhart
bull Also called Participation Scripts
What are Social Scripts
bull Social Scripts are interactions such as joke-telling sharing life stories and general conversations
bull They help persons using augmentative and alternative communication (AAC) move beyond wants and needs to using real communication for conversational purposes
bull Often give developing communicators a sense of the power of communication
Anatomy of a social script
bull Attention gettersbull Startersbull Maintainers holders and interjectionsbull Turn transfersbull Closings
Communication Passports
bull Template available from CALL Centre Scotland
bull wwwcommunicationpassportsorgukbull iPhone App coming soonbull Also from SCOPE UK at
httpwwwscopeorgukhelp-and-informationpublicationsscope-communication-passport
Communication Passports
bull Useful for exchanging information about an AAC User between others
bull Often not a tool used by the AAC user directly
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Other mobile devices
Resources
bull wwwspectronicsinozcomblogapple bull httpa4cwsncombull iTeach Special Education ndash iDevices in
Special Education (Facebook group)bull Assistive Technology (Facebook Group)
Expertise
Case Study
Additional AAC options to support good practicebull YesNo ++++bull Small Talkbull About Me Booksbull Storytellingbull Social Scriptsbull Partner Focused Questionsbull Introducing yourselfbull Taking non-obligatory turns
Social Communication
bull Social communication is a BIG part of our day
bull We use different forms of social communication ndash small talk storytelling greetings wrap ups and farewells
Social Communication
bull Social communication is more than 50 of our daily conversation
bull Light (1998) found that reasons for communication between adults were (in ranked order)bull Social closenessbull Social etiquettebull Information transferbull Wants and Needs
Small Talkbull A type of conversational exchange used for initiating and maintaining
conversational interactionbull Some conversation never progresses beyond small talk eg at a cocktail
party
Small Talk
bull Small talk is used as a transition between the greeting and information sharing stage especially when people donrsquot know each other well or donrsquot possess a lot of shared information
bull Small talk is often the first step towards social closenessbull A quick check at Amazon showed 16 books aimed at
helping people improve their small talk skills Including ldquoHow to get people to like you in 90 secondsrdquo
bull There are even websites to teach you how to small talk eg wwwehowcom wwwenglishclubcom wwwivillagecouk and many more
AAC Users and Small Talk
bull Many AAC users use little or no small talkbull This can be because
bull They donrsquot have access to small talk in their communication system
bull They donrsquot see the need for itbull They think it is a waste of time
bull Light and Binger (1998) found that AAC users were seen as more intelligent valued and competent communication partners if they used small talk
Generic Small Talkbull Generic small talk is small talk that people can use with a variety
of different conversational partners because it doesnrsquot refer to specific shared information
bull Particularly effective for many AAC users as it has many different uses
Generic Small Talk
Specific Small Talk
How is your family
How is your wife
Whatrsquos happening
What are you doing
Donrsquot you look nice
Nice haircut
Shersquos great Shersquos a great teacher
Generic Small Talk
bull Several groups of researchers at the University of Nebraska-Lincoln looked at the frequency and types of generic small talk used by speakers of various ages without disabilities
bull 3 ndash 5 year olds - 48 of all utterances at both home and pre-schoolschool were generic small talk
bull 20 ndash 30 year olds - 39 of all utterances were generic small talk
bull 65 ndash 74 year olds ndash 31 of all utterances were generic small talk
bull 75 ndash 85 year olds ndash 26 of all utterances were generic small talk
Generic Small Talk
bull Most of the age groups used continuers as the most common form of small talk
bull Really Yeah Great Coolbull Go to aacunledu for more detailed
information
Differences in Small Talk Vocabularybull The small talk vocabulary lists showed that
some words were used more frequently than others eg OK
bull Some words were common across all age groups eg great
bull Some words were specific to certain age groups eg ldquobummerrdquo was used by the 25 ndash 35 year age group but not by the others
bull Small talk also differs based on your friendship groups your geographical location your interests and life experiences
Small Talk and Mealtimes
bull Balandin and Iacono (2000) found that it was nearly impossible to script the content-specific vocabulary needed for mealtimes for an adult in the workplace (although there was a good chance on Mondays and Fridays that footie would be the topic during the footie season)
bull In this situation the only predictable thing was small talk
Pre-school Generic Small Talk
Adult Generic Small Talk
Georgersquos Small Talk
bull 21 year old male with athetoid cerebral palsy
bull Attends a day centre for young adultsbull Uses a Dynavox 3100 but only uses the
spelling pagebull Controls communication device with a
head switch
Georgersquos Small Talk
bull Over 20 other people with disabilities and 6 staff attended Georgersquos centre most of whom talked
bull George rarely used his device during the daybull Staff requested a review of his device because
he didnrsquot ldquoeverrdquo use itbull George had previously had a setup with core
vocabulary on his device but found it frustrating to find words he wanted when he could just spell them
Georgersquos Small Talk
bull A speech pathology student observed him in two sessions He ldquousedrdquo his device constantly but only spoke with it twice
bull George was accessing his device with a head switch and blockrowcolumn scanning She observed that by the time he had formulated a message the conversation had moved on and he erased and moved onto a new message
bull A two pronged approach was used Firstly a conversational topic was established before each group eg ldquoWhat are your favourite filmsrdquo This allowed George to compose messages in advance
bull A small talk page was programmed and George practiced using this in one-to-one and then small group conversation
Georgersquos Small Talk
bull At the end of 8 weeks the same speech pathology student observed George in the same two sessions
bull George used his device 46 times Five of these were topic setters 41 were small talk continuers
bull Several other people in the centre commented spontaneously that ldquoGeorge was much cleverer than they thoughtrdquo or that ldquoThey enjoyed talking to George much morerdquo
bull Andhelliphersquos still using it
Michaelrsquos Small Talk
bull 14 year old with autistic spectrum disorderbull Attends a mainstream school with a full-time
integration aidebull Michael has a Dynavox MiniMo but has recently
developed quite a lot of speech which is only understood by familiar people
bull Michaelrsquos device has core vocabulary with lots of fringe vocabulary around his topics of particular interest eg SpongeBob Squarepants
Michaelrsquos Small Talk
bull Michael has been very keen to interact with his peers However as his peers have got older verbal skills have become more important to these interactions
bull Michael will often walk up to a group and simply stand there The other children do not try to include him in their conversations nor does Michael try to join in
bull Some of the children Michael was friendly with in primary years will occasionally sit down and talk with him but always on his terms These occasions are decreasing in frequency
Michaelrsquos Small Talk
bull Introduced Michael to Small Talkbull Each of his favourite topic areas had a
page built with partner directed questions and small talk continuers
bull His old friends are very impressed with this change in Michael They are more likely to have a chat with him and will sometimes call other people over to take part in the conversation
Sequenced Social Scripts
bull Sequenced social scripts can really help a user tobull Get a feel for the anatomy of a conversationbull Develop turntaking skillsbull Learn to interact with a variety of partners
What are Social Scripts
bull They support students in learning to claim start and maintain turns in a conversation
bull Much of the information in this section is taken from ldquoCan We Chat Co-Planned Sequenced Social Scripts A Make It Take It Book of Ideas and Adaptationsrdquo by Caroline Musselwhite and Linda Burkhart
bull Also called Participation Scripts
What are Social Scripts
bull Social Scripts are interactions such as joke-telling sharing life stories and general conversations
bull They help persons using augmentative and alternative communication (AAC) move beyond wants and needs to using real communication for conversational purposes
bull Often give developing communicators a sense of the power of communication
Anatomy of a social script
bull Attention gettersbull Startersbull Maintainers holders and interjectionsbull Turn transfersbull Closings
Communication Passports
bull Template available from CALL Centre Scotland
bull wwwcommunicationpassportsorgukbull iPhone App coming soonbull Also from SCOPE UK at
httpwwwscopeorgukhelp-and-informationpublicationsscope-communication-passport
Communication Passports
bull Useful for exchanging information about an AAC User between others
bull Often not a tool used by the AAC user directly
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Resources
bull wwwspectronicsinozcomblogapple bull httpa4cwsncombull iTeach Special Education ndash iDevices in
Special Education (Facebook group)bull Assistive Technology (Facebook Group)
Expertise
Case Study
Additional AAC options to support good practicebull YesNo ++++bull Small Talkbull About Me Booksbull Storytellingbull Social Scriptsbull Partner Focused Questionsbull Introducing yourselfbull Taking non-obligatory turns
Social Communication
bull Social communication is a BIG part of our day
bull We use different forms of social communication ndash small talk storytelling greetings wrap ups and farewells
Social Communication
bull Social communication is more than 50 of our daily conversation
bull Light (1998) found that reasons for communication between adults were (in ranked order)bull Social closenessbull Social etiquettebull Information transferbull Wants and Needs
Small Talkbull A type of conversational exchange used for initiating and maintaining
conversational interactionbull Some conversation never progresses beyond small talk eg at a cocktail
party
Small Talk
bull Small talk is used as a transition between the greeting and information sharing stage especially when people donrsquot know each other well or donrsquot possess a lot of shared information
bull Small talk is often the first step towards social closenessbull A quick check at Amazon showed 16 books aimed at
helping people improve their small talk skills Including ldquoHow to get people to like you in 90 secondsrdquo
bull There are even websites to teach you how to small talk eg wwwehowcom wwwenglishclubcom wwwivillagecouk and many more
AAC Users and Small Talk
bull Many AAC users use little or no small talkbull This can be because
bull They donrsquot have access to small talk in their communication system
bull They donrsquot see the need for itbull They think it is a waste of time
bull Light and Binger (1998) found that AAC users were seen as more intelligent valued and competent communication partners if they used small talk
Generic Small Talkbull Generic small talk is small talk that people can use with a variety
of different conversational partners because it doesnrsquot refer to specific shared information
bull Particularly effective for many AAC users as it has many different uses
Generic Small Talk
Specific Small Talk
How is your family
How is your wife
Whatrsquos happening
What are you doing
Donrsquot you look nice
Nice haircut
Shersquos great Shersquos a great teacher
Generic Small Talk
bull Several groups of researchers at the University of Nebraska-Lincoln looked at the frequency and types of generic small talk used by speakers of various ages without disabilities
bull 3 ndash 5 year olds - 48 of all utterances at both home and pre-schoolschool were generic small talk
bull 20 ndash 30 year olds - 39 of all utterances were generic small talk
bull 65 ndash 74 year olds ndash 31 of all utterances were generic small talk
bull 75 ndash 85 year olds ndash 26 of all utterances were generic small talk
Generic Small Talk
bull Most of the age groups used continuers as the most common form of small talk
bull Really Yeah Great Coolbull Go to aacunledu for more detailed
information
Differences in Small Talk Vocabularybull The small talk vocabulary lists showed that
some words were used more frequently than others eg OK
bull Some words were common across all age groups eg great
bull Some words were specific to certain age groups eg ldquobummerrdquo was used by the 25 ndash 35 year age group but not by the others
bull Small talk also differs based on your friendship groups your geographical location your interests and life experiences
Small Talk and Mealtimes
bull Balandin and Iacono (2000) found that it was nearly impossible to script the content-specific vocabulary needed for mealtimes for an adult in the workplace (although there was a good chance on Mondays and Fridays that footie would be the topic during the footie season)
bull In this situation the only predictable thing was small talk
Pre-school Generic Small Talk
Adult Generic Small Talk
Georgersquos Small Talk
bull 21 year old male with athetoid cerebral palsy
bull Attends a day centre for young adultsbull Uses a Dynavox 3100 but only uses the
spelling pagebull Controls communication device with a
head switch
Georgersquos Small Talk
bull Over 20 other people with disabilities and 6 staff attended Georgersquos centre most of whom talked
bull George rarely used his device during the daybull Staff requested a review of his device because
he didnrsquot ldquoeverrdquo use itbull George had previously had a setup with core
vocabulary on his device but found it frustrating to find words he wanted when he could just spell them
Georgersquos Small Talk
bull A speech pathology student observed him in two sessions He ldquousedrdquo his device constantly but only spoke with it twice
bull George was accessing his device with a head switch and blockrowcolumn scanning She observed that by the time he had formulated a message the conversation had moved on and he erased and moved onto a new message
bull A two pronged approach was used Firstly a conversational topic was established before each group eg ldquoWhat are your favourite filmsrdquo This allowed George to compose messages in advance
bull A small talk page was programmed and George practiced using this in one-to-one and then small group conversation
Georgersquos Small Talk
bull At the end of 8 weeks the same speech pathology student observed George in the same two sessions
bull George used his device 46 times Five of these were topic setters 41 were small talk continuers
bull Several other people in the centre commented spontaneously that ldquoGeorge was much cleverer than they thoughtrdquo or that ldquoThey enjoyed talking to George much morerdquo
bull Andhelliphersquos still using it
Michaelrsquos Small Talk
bull 14 year old with autistic spectrum disorderbull Attends a mainstream school with a full-time
integration aidebull Michael has a Dynavox MiniMo but has recently
developed quite a lot of speech which is only understood by familiar people
bull Michaelrsquos device has core vocabulary with lots of fringe vocabulary around his topics of particular interest eg SpongeBob Squarepants
Michaelrsquos Small Talk
bull Michael has been very keen to interact with his peers However as his peers have got older verbal skills have become more important to these interactions
bull Michael will often walk up to a group and simply stand there The other children do not try to include him in their conversations nor does Michael try to join in
bull Some of the children Michael was friendly with in primary years will occasionally sit down and talk with him but always on his terms These occasions are decreasing in frequency
Michaelrsquos Small Talk
bull Introduced Michael to Small Talkbull Each of his favourite topic areas had a
page built with partner directed questions and small talk continuers
bull His old friends are very impressed with this change in Michael They are more likely to have a chat with him and will sometimes call other people over to take part in the conversation
Sequenced Social Scripts
bull Sequenced social scripts can really help a user tobull Get a feel for the anatomy of a conversationbull Develop turntaking skillsbull Learn to interact with a variety of partners
What are Social Scripts
bull They support students in learning to claim start and maintain turns in a conversation
bull Much of the information in this section is taken from ldquoCan We Chat Co-Planned Sequenced Social Scripts A Make It Take It Book of Ideas and Adaptationsrdquo by Caroline Musselwhite and Linda Burkhart
bull Also called Participation Scripts
What are Social Scripts
bull Social Scripts are interactions such as joke-telling sharing life stories and general conversations
bull They help persons using augmentative and alternative communication (AAC) move beyond wants and needs to using real communication for conversational purposes
bull Often give developing communicators a sense of the power of communication
Anatomy of a social script
bull Attention gettersbull Startersbull Maintainers holders and interjectionsbull Turn transfersbull Closings
Communication Passports
bull Template available from CALL Centre Scotland
bull wwwcommunicationpassportsorgukbull iPhone App coming soonbull Also from SCOPE UK at
httpwwwscopeorgukhelp-and-informationpublicationsscope-communication-passport
Communication Passports
bull Useful for exchanging information about an AAC User between others
bull Often not a tool used by the AAC user directly
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Expertise
Case Study
Additional AAC options to support good practicebull YesNo ++++bull Small Talkbull About Me Booksbull Storytellingbull Social Scriptsbull Partner Focused Questionsbull Introducing yourselfbull Taking non-obligatory turns
Social Communication
bull Social communication is a BIG part of our day
bull We use different forms of social communication ndash small talk storytelling greetings wrap ups and farewells
Social Communication
bull Social communication is more than 50 of our daily conversation
bull Light (1998) found that reasons for communication between adults were (in ranked order)bull Social closenessbull Social etiquettebull Information transferbull Wants and Needs
Small Talkbull A type of conversational exchange used for initiating and maintaining
conversational interactionbull Some conversation never progresses beyond small talk eg at a cocktail
party
Small Talk
bull Small talk is used as a transition between the greeting and information sharing stage especially when people donrsquot know each other well or donrsquot possess a lot of shared information
bull Small talk is often the first step towards social closenessbull A quick check at Amazon showed 16 books aimed at
helping people improve their small talk skills Including ldquoHow to get people to like you in 90 secondsrdquo
bull There are even websites to teach you how to small talk eg wwwehowcom wwwenglishclubcom wwwivillagecouk and many more
AAC Users and Small Talk
bull Many AAC users use little or no small talkbull This can be because
bull They donrsquot have access to small talk in their communication system
bull They donrsquot see the need for itbull They think it is a waste of time
bull Light and Binger (1998) found that AAC users were seen as more intelligent valued and competent communication partners if they used small talk
Generic Small Talkbull Generic small talk is small talk that people can use with a variety
of different conversational partners because it doesnrsquot refer to specific shared information
bull Particularly effective for many AAC users as it has many different uses
Generic Small Talk
Specific Small Talk
How is your family
How is your wife
Whatrsquos happening
What are you doing
Donrsquot you look nice
Nice haircut
Shersquos great Shersquos a great teacher
Generic Small Talk
bull Several groups of researchers at the University of Nebraska-Lincoln looked at the frequency and types of generic small talk used by speakers of various ages without disabilities
bull 3 ndash 5 year olds - 48 of all utterances at both home and pre-schoolschool were generic small talk
bull 20 ndash 30 year olds - 39 of all utterances were generic small talk
bull 65 ndash 74 year olds ndash 31 of all utterances were generic small talk
bull 75 ndash 85 year olds ndash 26 of all utterances were generic small talk
Generic Small Talk
bull Most of the age groups used continuers as the most common form of small talk
bull Really Yeah Great Coolbull Go to aacunledu for more detailed
information
Differences in Small Talk Vocabularybull The small talk vocabulary lists showed that
some words were used more frequently than others eg OK
bull Some words were common across all age groups eg great
bull Some words were specific to certain age groups eg ldquobummerrdquo was used by the 25 ndash 35 year age group but not by the others
bull Small talk also differs based on your friendship groups your geographical location your interests and life experiences
Small Talk and Mealtimes
bull Balandin and Iacono (2000) found that it was nearly impossible to script the content-specific vocabulary needed for mealtimes for an adult in the workplace (although there was a good chance on Mondays and Fridays that footie would be the topic during the footie season)
bull In this situation the only predictable thing was small talk
Pre-school Generic Small Talk
Adult Generic Small Talk
Georgersquos Small Talk
bull 21 year old male with athetoid cerebral palsy
bull Attends a day centre for young adultsbull Uses a Dynavox 3100 but only uses the
spelling pagebull Controls communication device with a
head switch
Georgersquos Small Talk
bull Over 20 other people with disabilities and 6 staff attended Georgersquos centre most of whom talked
bull George rarely used his device during the daybull Staff requested a review of his device because
he didnrsquot ldquoeverrdquo use itbull George had previously had a setup with core
vocabulary on his device but found it frustrating to find words he wanted when he could just spell them
Georgersquos Small Talk
bull A speech pathology student observed him in two sessions He ldquousedrdquo his device constantly but only spoke with it twice
bull George was accessing his device with a head switch and blockrowcolumn scanning She observed that by the time he had formulated a message the conversation had moved on and he erased and moved onto a new message
bull A two pronged approach was used Firstly a conversational topic was established before each group eg ldquoWhat are your favourite filmsrdquo This allowed George to compose messages in advance
bull A small talk page was programmed and George practiced using this in one-to-one and then small group conversation
Georgersquos Small Talk
bull At the end of 8 weeks the same speech pathology student observed George in the same two sessions
bull George used his device 46 times Five of these were topic setters 41 were small talk continuers
bull Several other people in the centre commented spontaneously that ldquoGeorge was much cleverer than they thoughtrdquo or that ldquoThey enjoyed talking to George much morerdquo
bull Andhelliphersquos still using it
Michaelrsquos Small Talk
bull 14 year old with autistic spectrum disorderbull Attends a mainstream school with a full-time
integration aidebull Michael has a Dynavox MiniMo but has recently
developed quite a lot of speech which is only understood by familiar people
bull Michaelrsquos device has core vocabulary with lots of fringe vocabulary around his topics of particular interest eg SpongeBob Squarepants
Michaelrsquos Small Talk
bull Michael has been very keen to interact with his peers However as his peers have got older verbal skills have become more important to these interactions
bull Michael will often walk up to a group and simply stand there The other children do not try to include him in their conversations nor does Michael try to join in
bull Some of the children Michael was friendly with in primary years will occasionally sit down and talk with him but always on his terms These occasions are decreasing in frequency
Michaelrsquos Small Talk
bull Introduced Michael to Small Talkbull Each of his favourite topic areas had a
page built with partner directed questions and small talk continuers
bull His old friends are very impressed with this change in Michael They are more likely to have a chat with him and will sometimes call other people over to take part in the conversation
Sequenced Social Scripts
bull Sequenced social scripts can really help a user tobull Get a feel for the anatomy of a conversationbull Develop turntaking skillsbull Learn to interact with a variety of partners
What are Social Scripts
bull They support students in learning to claim start and maintain turns in a conversation
bull Much of the information in this section is taken from ldquoCan We Chat Co-Planned Sequenced Social Scripts A Make It Take It Book of Ideas and Adaptationsrdquo by Caroline Musselwhite and Linda Burkhart
bull Also called Participation Scripts
What are Social Scripts
bull Social Scripts are interactions such as joke-telling sharing life stories and general conversations
bull They help persons using augmentative and alternative communication (AAC) move beyond wants and needs to using real communication for conversational purposes
bull Often give developing communicators a sense of the power of communication
Anatomy of a social script
bull Attention gettersbull Startersbull Maintainers holders and interjectionsbull Turn transfersbull Closings
Communication Passports
bull Template available from CALL Centre Scotland
bull wwwcommunicationpassportsorgukbull iPhone App coming soonbull Also from SCOPE UK at
httpwwwscopeorgukhelp-and-informationpublicationsscope-communication-passport
Communication Passports
bull Useful for exchanging information about an AAC User between others
bull Often not a tool used by the AAC user directly
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Case Study
Additional AAC options to support good practicebull YesNo ++++bull Small Talkbull About Me Booksbull Storytellingbull Social Scriptsbull Partner Focused Questionsbull Introducing yourselfbull Taking non-obligatory turns
Social Communication
bull Social communication is a BIG part of our day
bull We use different forms of social communication ndash small talk storytelling greetings wrap ups and farewells
Social Communication
bull Social communication is more than 50 of our daily conversation
bull Light (1998) found that reasons for communication between adults were (in ranked order)bull Social closenessbull Social etiquettebull Information transferbull Wants and Needs
Small Talkbull A type of conversational exchange used for initiating and maintaining
conversational interactionbull Some conversation never progresses beyond small talk eg at a cocktail
party
Small Talk
bull Small talk is used as a transition between the greeting and information sharing stage especially when people donrsquot know each other well or donrsquot possess a lot of shared information
bull Small talk is often the first step towards social closenessbull A quick check at Amazon showed 16 books aimed at
helping people improve their small talk skills Including ldquoHow to get people to like you in 90 secondsrdquo
bull There are even websites to teach you how to small talk eg wwwehowcom wwwenglishclubcom wwwivillagecouk and many more
AAC Users and Small Talk
bull Many AAC users use little or no small talkbull This can be because
bull They donrsquot have access to small talk in their communication system
bull They donrsquot see the need for itbull They think it is a waste of time
bull Light and Binger (1998) found that AAC users were seen as more intelligent valued and competent communication partners if they used small talk
Generic Small Talkbull Generic small talk is small talk that people can use with a variety
of different conversational partners because it doesnrsquot refer to specific shared information
bull Particularly effective for many AAC users as it has many different uses
Generic Small Talk
Specific Small Talk
How is your family
How is your wife
Whatrsquos happening
What are you doing
Donrsquot you look nice
Nice haircut
Shersquos great Shersquos a great teacher
Generic Small Talk
bull Several groups of researchers at the University of Nebraska-Lincoln looked at the frequency and types of generic small talk used by speakers of various ages without disabilities
bull 3 ndash 5 year olds - 48 of all utterances at both home and pre-schoolschool were generic small talk
bull 20 ndash 30 year olds - 39 of all utterances were generic small talk
bull 65 ndash 74 year olds ndash 31 of all utterances were generic small talk
bull 75 ndash 85 year olds ndash 26 of all utterances were generic small talk
Generic Small Talk
bull Most of the age groups used continuers as the most common form of small talk
bull Really Yeah Great Coolbull Go to aacunledu for more detailed
information
Differences in Small Talk Vocabularybull The small talk vocabulary lists showed that
some words were used more frequently than others eg OK
bull Some words were common across all age groups eg great
bull Some words were specific to certain age groups eg ldquobummerrdquo was used by the 25 ndash 35 year age group but not by the others
bull Small talk also differs based on your friendship groups your geographical location your interests and life experiences
Small Talk and Mealtimes
bull Balandin and Iacono (2000) found that it was nearly impossible to script the content-specific vocabulary needed for mealtimes for an adult in the workplace (although there was a good chance on Mondays and Fridays that footie would be the topic during the footie season)
bull In this situation the only predictable thing was small talk
Pre-school Generic Small Talk
Adult Generic Small Talk
Georgersquos Small Talk
bull 21 year old male with athetoid cerebral palsy
bull Attends a day centre for young adultsbull Uses a Dynavox 3100 but only uses the
spelling pagebull Controls communication device with a
head switch
Georgersquos Small Talk
bull Over 20 other people with disabilities and 6 staff attended Georgersquos centre most of whom talked
bull George rarely used his device during the daybull Staff requested a review of his device because
he didnrsquot ldquoeverrdquo use itbull George had previously had a setup with core
vocabulary on his device but found it frustrating to find words he wanted when he could just spell them
Georgersquos Small Talk
bull A speech pathology student observed him in two sessions He ldquousedrdquo his device constantly but only spoke with it twice
bull George was accessing his device with a head switch and blockrowcolumn scanning She observed that by the time he had formulated a message the conversation had moved on and he erased and moved onto a new message
bull A two pronged approach was used Firstly a conversational topic was established before each group eg ldquoWhat are your favourite filmsrdquo This allowed George to compose messages in advance
bull A small talk page was programmed and George practiced using this in one-to-one and then small group conversation
Georgersquos Small Talk
bull At the end of 8 weeks the same speech pathology student observed George in the same two sessions
bull George used his device 46 times Five of these were topic setters 41 were small talk continuers
bull Several other people in the centre commented spontaneously that ldquoGeorge was much cleverer than they thoughtrdquo or that ldquoThey enjoyed talking to George much morerdquo
bull Andhelliphersquos still using it
Michaelrsquos Small Talk
bull 14 year old with autistic spectrum disorderbull Attends a mainstream school with a full-time
integration aidebull Michael has a Dynavox MiniMo but has recently
developed quite a lot of speech which is only understood by familiar people
bull Michaelrsquos device has core vocabulary with lots of fringe vocabulary around his topics of particular interest eg SpongeBob Squarepants
Michaelrsquos Small Talk
bull Michael has been very keen to interact with his peers However as his peers have got older verbal skills have become more important to these interactions
bull Michael will often walk up to a group and simply stand there The other children do not try to include him in their conversations nor does Michael try to join in
bull Some of the children Michael was friendly with in primary years will occasionally sit down and talk with him but always on his terms These occasions are decreasing in frequency
Michaelrsquos Small Talk
bull Introduced Michael to Small Talkbull Each of his favourite topic areas had a
page built with partner directed questions and small talk continuers
bull His old friends are very impressed with this change in Michael They are more likely to have a chat with him and will sometimes call other people over to take part in the conversation
Sequenced Social Scripts
bull Sequenced social scripts can really help a user tobull Get a feel for the anatomy of a conversationbull Develop turntaking skillsbull Learn to interact with a variety of partners
What are Social Scripts
bull They support students in learning to claim start and maintain turns in a conversation
bull Much of the information in this section is taken from ldquoCan We Chat Co-Planned Sequenced Social Scripts A Make It Take It Book of Ideas and Adaptationsrdquo by Caroline Musselwhite and Linda Burkhart
bull Also called Participation Scripts
What are Social Scripts
bull Social Scripts are interactions such as joke-telling sharing life stories and general conversations
bull They help persons using augmentative and alternative communication (AAC) move beyond wants and needs to using real communication for conversational purposes
bull Often give developing communicators a sense of the power of communication
Anatomy of a social script
bull Attention gettersbull Startersbull Maintainers holders and interjectionsbull Turn transfersbull Closings
Communication Passports
bull Template available from CALL Centre Scotland
bull wwwcommunicationpassportsorgukbull iPhone App coming soonbull Also from SCOPE UK at
httpwwwscopeorgukhelp-and-informationpublicationsscope-communication-passport
Communication Passports
bull Useful for exchanging information about an AAC User between others
bull Often not a tool used by the AAC user directly
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Additional AAC options to support good practicebull YesNo ++++bull Small Talkbull About Me Booksbull Storytellingbull Social Scriptsbull Partner Focused Questionsbull Introducing yourselfbull Taking non-obligatory turns
Social Communication
bull Social communication is a BIG part of our day
bull We use different forms of social communication ndash small talk storytelling greetings wrap ups and farewells
Social Communication
bull Social communication is more than 50 of our daily conversation
bull Light (1998) found that reasons for communication between adults were (in ranked order)bull Social closenessbull Social etiquettebull Information transferbull Wants and Needs
Small Talkbull A type of conversational exchange used for initiating and maintaining
conversational interactionbull Some conversation never progresses beyond small talk eg at a cocktail
party
Small Talk
bull Small talk is used as a transition between the greeting and information sharing stage especially when people donrsquot know each other well or donrsquot possess a lot of shared information
bull Small talk is often the first step towards social closenessbull A quick check at Amazon showed 16 books aimed at
helping people improve their small talk skills Including ldquoHow to get people to like you in 90 secondsrdquo
bull There are even websites to teach you how to small talk eg wwwehowcom wwwenglishclubcom wwwivillagecouk and many more
AAC Users and Small Talk
bull Many AAC users use little or no small talkbull This can be because
bull They donrsquot have access to small talk in their communication system
bull They donrsquot see the need for itbull They think it is a waste of time
bull Light and Binger (1998) found that AAC users were seen as more intelligent valued and competent communication partners if they used small talk
Generic Small Talkbull Generic small talk is small talk that people can use with a variety
of different conversational partners because it doesnrsquot refer to specific shared information
bull Particularly effective for many AAC users as it has many different uses
Generic Small Talk
Specific Small Talk
How is your family
How is your wife
Whatrsquos happening
What are you doing
Donrsquot you look nice
Nice haircut
Shersquos great Shersquos a great teacher
Generic Small Talk
bull Several groups of researchers at the University of Nebraska-Lincoln looked at the frequency and types of generic small talk used by speakers of various ages without disabilities
bull 3 ndash 5 year olds - 48 of all utterances at both home and pre-schoolschool were generic small talk
bull 20 ndash 30 year olds - 39 of all utterances were generic small talk
bull 65 ndash 74 year olds ndash 31 of all utterances were generic small talk
bull 75 ndash 85 year olds ndash 26 of all utterances were generic small talk
Generic Small Talk
bull Most of the age groups used continuers as the most common form of small talk
bull Really Yeah Great Coolbull Go to aacunledu for more detailed
information
Differences in Small Talk Vocabularybull The small talk vocabulary lists showed that
some words were used more frequently than others eg OK
bull Some words were common across all age groups eg great
bull Some words were specific to certain age groups eg ldquobummerrdquo was used by the 25 ndash 35 year age group but not by the others
bull Small talk also differs based on your friendship groups your geographical location your interests and life experiences
Small Talk and Mealtimes
bull Balandin and Iacono (2000) found that it was nearly impossible to script the content-specific vocabulary needed for mealtimes for an adult in the workplace (although there was a good chance on Mondays and Fridays that footie would be the topic during the footie season)
bull In this situation the only predictable thing was small talk
Pre-school Generic Small Talk
Adult Generic Small Talk
Georgersquos Small Talk
bull 21 year old male with athetoid cerebral palsy
bull Attends a day centre for young adultsbull Uses a Dynavox 3100 but only uses the
spelling pagebull Controls communication device with a
head switch
Georgersquos Small Talk
bull Over 20 other people with disabilities and 6 staff attended Georgersquos centre most of whom talked
bull George rarely used his device during the daybull Staff requested a review of his device because
he didnrsquot ldquoeverrdquo use itbull George had previously had a setup with core
vocabulary on his device but found it frustrating to find words he wanted when he could just spell them
Georgersquos Small Talk
bull A speech pathology student observed him in two sessions He ldquousedrdquo his device constantly but only spoke with it twice
bull George was accessing his device with a head switch and blockrowcolumn scanning She observed that by the time he had formulated a message the conversation had moved on and he erased and moved onto a new message
bull A two pronged approach was used Firstly a conversational topic was established before each group eg ldquoWhat are your favourite filmsrdquo This allowed George to compose messages in advance
bull A small talk page was programmed and George practiced using this in one-to-one and then small group conversation
Georgersquos Small Talk
bull At the end of 8 weeks the same speech pathology student observed George in the same two sessions
bull George used his device 46 times Five of these were topic setters 41 were small talk continuers
bull Several other people in the centre commented spontaneously that ldquoGeorge was much cleverer than they thoughtrdquo or that ldquoThey enjoyed talking to George much morerdquo
bull Andhelliphersquos still using it
Michaelrsquos Small Talk
bull 14 year old with autistic spectrum disorderbull Attends a mainstream school with a full-time
integration aidebull Michael has a Dynavox MiniMo but has recently
developed quite a lot of speech which is only understood by familiar people
bull Michaelrsquos device has core vocabulary with lots of fringe vocabulary around his topics of particular interest eg SpongeBob Squarepants
Michaelrsquos Small Talk
bull Michael has been very keen to interact with his peers However as his peers have got older verbal skills have become more important to these interactions
bull Michael will often walk up to a group and simply stand there The other children do not try to include him in their conversations nor does Michael try to join in
bull Some of the children Michael was friendly with in primary years will occasionally sit down and talk with him but always on his terms These occasions are decreasing in frequency
Michaelrsquos Small Talk
bull Introduced Michael to Small Talkbull Each of his favourite topic areas had a
page built with partner directed questions and small talk continuers
bull His old friends are very impressed with this change in Michael They are more likely to have a chat with him and will sometimes call other people over to take part in the conversation
Sequenced Social Scripts
bull Sequenced social scripts can really help a user tobull Get a feel for the anatomy of a conversationbull Develop turntaking skillsbull Learn to interact with a variety of partners
What are Social Scripts
bull They support students in learning to claim start and maintain turns in a conversation
bull Much of the information in this section is taken from ldquoCan We Chat Co-Planned Sequenced Social Scripts A Make It Take It Book of Ideas and Adaptationsrdquo by Caroline Musselwhite and Linda Burkhart
bull Also called Participation Scripts
What are Social Scripts
bull Social Scripts are interactions such as joke-telling sharing life stories and general conversations
bull They help persons using augmentative and alternative communication (AAC) move beyond wants and needs to using real communication for conversational purposes
bull Often give developing communicators a sense of the power of communication
Anatomy of a social script
bull Attention gettersbull Startersbull Maintainers holders and interjectionsbull Turn transfersbull Closings
Communication Passports
bull Template available from CALL Centre Scotland
bull wwwcommunicationpassportsorgukbull iPhone App coming soonbull Also from SCOPE UK at
httpwwwscopeorgukhelp-and-informationpublicationsscope-communication-passport
Communication Passports
bull Useful for exchanging information about an AAC User between others
bull Often not a tool used by the AAC user directly
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Social Communication
bull Social communication is a BIG part of our day
bull We use different forms of social communication ndash small talk storytelling greetings wrap ups and farewells
Social Communication
bull Social communication is more than 50 of our daily conversation
bull Light (1998) found that reasons for communication between adults were (in ranked order)bull Social closenessbull Social etiquettebull Information transferbull Wants and Needs
Small Talkbull A type of conversational exchange used for initiating and maintaining
conversational interactionbull Some conversation never progresses beyond small talk eg at a cocktail
party
Small Talk
bull Small talk is used as a transition between the greeting and information sharing stage especially when people donrsquot know each other well or donrsquot possess a lot of shared information
bull Small talk is often the first step towards social closenessbull A quick check at Amazon showed 16 books aimed at
helping people improve their small talk skills Including ldquoHow to get people to like you in 90 secondsrdquo
bull There are even websites to teach you how to small talk eg wwwehowcom wwwenglishclubcom wwwivillagecouk and many more
AAC Users and Small Talk
bull Many AAC users use little or no small talkbull This can be because
bull They donrsquot have access to small talk in their communication system
bull They donrsquot see the need for itbull They think it is a waste of time
bull Light and Binger (1998) found that AAC users were seen as more intelligent valued and competent communication partners if they used small talk
Generic Small Talkbull Generic small talk is small talk that people can use with a variety
of different conversational partners because it doesnrsquot refer to specific shared information
bull Particularly effective for many AAC users as it has many different uses
Generic Small Talk
Specific Small Talk
How is your family
How is your wife
Whatrsquos happening
What are you doing
Donrsquot you look nice
Nice haircut
Shersquos great Shersquos a great teacher
Generic Small Talk
bull Several groups of researchers at the University of Nebraska-Lincoln looked at the frequency and types of generic small talk used by speakers of various ages without disabilities
bull 3 ndash 5 year olds - 48 of all utterances at both home and pre-schoolschool were generic small talk
bull 20 ndash 30 year olds - 39 of all utterances were generic small talk
bull 65 ndash 74 year olds ndash 31 of all utterances were generic small talk
bull 75 ndash 85 year olds ndash 26 of all utterances were generic small talk
Generic Small Talk
bull Most of the age groups used continuers as the most common form of small talk
bull Really Yeah Great Coolbull Go to aacunledu for more detailed
information
Differences in Small Talk Vocabularybull The small talk vocabulary lists showed that
some words were used more frequently than others eg OK
bull Some words were common across all age groups eg great
bull Some words were specific to certain age groups eg ldquobummerrdquo was used by the 25 ndash 35 year age group but not by the others
bull Small talk also differs based on your friendship groups your geographical location your interests and life experiences
Small Talk and Mealtimes
bull Balandin and Iacono (2000) found that it was nearly impossible to script the content-specific vocabulary needed for mealtimes for an adult in the workplace (although there was a good chance on Mondays and Fridays that footie would be the topic during the footie season)
bull In this situation the only predictable thing was small talk
Pre-school Generic Small Talk
Adult Generic Small Talk
Georgersquos Small Talk
bull 21 year old male with athetoid cerebral palsy
bull Attends a day centre for young adultsbull Uses a Dynavox 3100 but only uses the
spelling pagebull Controls communication device with a
head switch
Georgersquos Small Talk
bull Over 20 other people with disabilities and 6 staff attended Georgersquos centre most of whom talked
bull George rarely used his device during the daybull Staff requested a review of his device because
he didnrsquot ldquoeverrdquo use itbull George had previously had a setup with core
vocabulary on his device but found it frustrating to find words he wanted when he could just spell them
Georgersquos Small Talk
bull A speech pathology student observed him in two sessions He ldquousedrdquo his device constantly but only spoke with it twice
bull George was accessing his device with a head switch and blockrowcolumn scanning She observed that by the time he had formulated a message the conversation had moved on and he erased and moved onto a new message
bull A two pronged approach was used Firstly a conversational topic was established before each group eg ldquoWhat are your favourite filmsrdquo This allowed George to compose messages in advance
bull A small talk page was programmed and George practiced using this in one-to-one and then small group conversation
Georgersquos Small Talk
bull At the end of 8 weeks the same speech pathology student observed George in the same two sessions
bull George used his device 46 times Five of these were topic setters 41 were small talk continuers
bull Several other people in the centre commented spontaneously that ldquoGeorge was much cleverer than they thoughtrdquo or that ldquoThey enjoyed talking to George much morerdquo
bull Andhelliphersquos still using it
Michaelrsquos Small Talk
bull 14 year old with autistic spectrum disorderbull Attends a mainstream school with a full-time
integration aidebull Michael has a Dynavox MiniMo but has recently
developed quite a lot of speech which is only understood by familiar people
bull Michaelrsquos device has core vocabulary with lots of fringe vocabulary around his topics of particular interest eg SpongeBob Squarepants
Michaelrsquos Small Talk
bull Michael has been very keen to interact with his peers However as his peers have got older verbal skills have become more important to these interactions
bull Michael will often walk up to a group and simply stand there The other children do not try to include him in their conversations nor does Michael try to join in
bull Some of the children Michael was friendly with in primary years will occasionally sit down and talk with him but always on his terms These occasions are decreasing in frequency
Michaelrsquos Small Talk
bull Introduced Michael to Small Talkbull Each of his favourite topic areas had a
page built with partner directed questions and small talk continuers
bull His old friends are very impressed with this change in Michael They are more likely to have a chat with him and will sometimes call other people over to take part in the conversation
Sequenced Social Scripts
bull Sequenced social scripts can really help a user tobull Get a feel for the anatomy of a conversationbull Develop turntaking skillsbull Learn to interact with a variety of partners
What are Social Scripts
bull They support students in learning to claim start and maintain turns in a conversation
bull Much of the information in this section is taken from ldquoCan We Chat Co-Planned Sequenced Social Scripts A Make It Take It Book of Ideas and Adaptationsrdquo by Caroline Musselwhite and Linda Burkhart
bull Also called Participation Scripts
What are Social Scripts
bull Social Scripts are interactions such as joke-telling sharing life stories and general conversations
bull They help persons using augmentative and alternative communication (AAC) move beyond wants and needs to using real communication for conversational purposes
bull Often give developing communicators a sense of the power of communication
Anatomy of a social script
bull Attention gettersbull Startersbull Maintainers holders and interjectionsbull Turn transfersbull Closings
Communication Passports
bull Template available from CALL Centre Scotland
bull wwwcommunicationpassportsorgukbull iPhone App coming soonbull Also from SCOPE UK at
httpwwwscopeorgukhelp-and-informationpublicationsscope-communication-passport
Communication Passports
bull Useful for exchanging information about an AAC User between others
bull Often not a tool used by the AAC user directly
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Social Communication
bull Social communication is more than 50 of our daily conversation
bull Light (1998) found that reasons for communication between adults were (in ranked order)bull Social closenessbull Social etiquettebull Information transferbull Wants and Needs
Small Talkbull A type of conversational exchange used for initiating and maintaining
conversational interactionbull Some conversation never progresses beyond small talk eg at a cocktail
party
Small Talk
bull Small talk is used as a transition between the greeting and information sharing stage especially when people donrsquot know each other well or donrsquot possess a lot of shared information
bull Small talk is often the first step towards social closenessbull A quick check at Amazon showed 16 books aimed at
helping people improve their small talk skills Including ldquoHow to get people to like you in 90 secondsrdquo
bull There are even websites to teach you how to small talk eg wwwehowcom wwwenglishclubcom wwwivillagecouk and many more
AAC Users and Small Talk
bull Many AAC users use little or no small talkbull This can be because
bull They donrsquot have access to small talk in their communication system
bull They donrsquot see the need for itbull They think it is a waste of time
bull Light and Binger (1998) found that AAC users were seen as more intelligent valued and competent communication partners if they used small talk
Generic Small Talkbull Generic small talk is small talk that people can use with a variety
of different conversational partners because it doesnrsquot refer to specific shared information
bull Particularly effective for many AAC users as it has many different uses
Generic Small Talk
Specific Small Talk
How is your family
How is your wife
Whatrsquos happening
What are you doing
Donrsquot you look nice
Nice haircut
Shersquos great Shersquos a great teacher
Generic Small Talk
bull Several groups of researchers at the University of Nebraska-Lincoln looked at the frequency and types of generic small talk used by speakers of various ages without disabilities
bull 3 ndash 5 year olds - 48 of all utterances at both home and pre-schoolschool were generic small talk
bull 20 ndash 30 year olds - 39 of all utterances were generic small talk
bull 65 ndash 74 year olds ndash 31 of all utterances were generic small talk
bull 75 ndash 85 year olds ndash 26 of all utterances were generic small talk
Generic Small Talk
bull Most of the age groups used continuers as the most common form of small talk
bull Really Yeah Great Coolbull Go to aacunledu for more detailed
information
Differences in Small Talk Vocabularybull The small talk vocabulary lists showed that
some words were used more frequently than others eg OK
bull Some words were common across all age groups eg great
bull Some words were specific to certain age groups eg ldquobummerrdquo was used by the 25 ndash 35 year age group but not by the others
bull Small talk also differs based on your friendship groups your geographical location your interests and life experiences
Small Talk and Mealtimes
bull Balandin and Iacono (2000) found that it was nearly impossible to script the content-specific vocabulary needed for mealtimes for an adult in the workplace (although there was a good chance on Mondays and Fridays that footie would be the topic during the footie season)
bull In this situation the only predictable thing was small talk
Pre-school Generic Small Talk
Adult Generic Small Talk
Georgersquos Small Talk
bull 21 year old male with athetoid cerebral palsy
bull Attends a day centre for young adultsbull Uses a Dynavox 3100 but only uses the
spelling pagebull Controls communication device with a
head switch
Georgersquos Small Talk
bull Over 20 other people with disabilities and 6 staff attended Georgersquos centre most of whom talked
bull George rarely used his device during the daybull Staff requested a review of his device because
he didnrsquot ldquoeverrdquo use itbull George had previously had a setup with core
vocabulary on his device but found it frustrating to find words he wanted when he could just spell them
Georgersquos Small Talk
bull A speech pathology student observed him in two sessions He ldquousedrdquo his device constantly but only spoke with it twice
bull George was accessing his device with a head switch and blockrowcolumn scanning She observed that by the time he had formulated a message the conversation had moved on and he erased and moved onto a new message
bull A two pronged approach was used Firstly a conversational topic was established before each group eg ldquoWhat are your favourite filmsrdquo This allowed George to compose messages in advance
bull A small talk page was programmed and George practiced using this in one-to-one and then small group conversation
Georgersquos Small Talk
bull At the end of 8 weeks the same speech pathology student observed George in the same two sessions
bull George used his device 46 times Five of these were topic setters 41 were small talk continuers
bull Several other people in the centre commented spontaneously that ldquoGeorge was much cleverer than they thoughtrdquo or that ldquoThey enjoyed talking to George much morerdquo
bull Andhelliphersquos still using it
Michaelrsquos Small Talk
bull 14 year old with autistic spectrum disorderbull Attends a mainstream school with a full-time
integration aidebull Michael has a Dynavox MiniMo but has recently
developed quite a lot of speech which is only understood by familiar people
bull Michaelrsquos device has core vocabulary with lots of fringe vocabulary around his topics of particular interest eg SpongeBob Squarepants
Michaelrsquos Small Talk
bull Michael has been very keen to interact with his peers However as his peers have got older verbal skills have become more important to these interactions
bull Michael will often walk up to a group and simply stand there The other children do not try to include him in their conversations nor does Michael try to join in
bull Some of the children Michael was friendly with in primary years will occasionally sit down and talk with him but always on his terms These occasions are decreasing in frequency
Michaelrsquos Small Talk
bull Introduced Michael to Small Talkbull Each of his favourite topic areas had a
page built with partner directed questions and small talk continuers
bull His old friends are very impressed with this change in Michael They are more likely to have a chat with him and will sometimes call other people over to take part in the conversation
Sequenced Social Scripts
bull Sequenced social scripts can really help a user tobull Get a feel for the anatomy of a conversationbull Develop turntaking skillsbull Learn to interact with a variety of partners
What are Social Scripts
bull They support students in learning to claim start and maintain turns in a conversation
bull Much of the information in this section is taken from ldquoCan We Chat Co-Planned Sequenced Social Scripts A Make It Take It Book of Ideas and Adaptationsrdquo by Caroline Musselwhite and Linda Burkhart
bull Also called Participation Scripts
What are Social Scripts
bull Social Scripts are interactions such as joke-telling sharing life stories and general conversations
bull They help persons using augmentative and alternative communication (AAC) move beyond wants and needs to using real communication for conversational purposes
bull Often give developing communicators a sense of the power of communication
Anatomy of a social script
bull Attention gettersbull Startersbull Maintainers holders and interjectionsbull Turn transfersbull Closings
Communication Passports
bull Template available from CALL Centre Scotland
bull wwwcommunicationpassportsorgukbull iPhone App coming soonbull Also from SCOPE UK at
httpwwwscopeorgukhelp-and-informationpublicationsscope-communication-passport
Communication Passports
bull Useful for exchanging information about an AAC User between others
bull Often not a tool used by the AAC user directly
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Small Talkbull A type of conversational exchange used for initiating and maintaining
conversational interactionbull Some conversation never progresses beyond small talk eg at a cocktail
party
Small Talk
bull Small talk is used as a transition between the greeting and information sharing stage especially when people donrsquot know each other well or donrsquot possess a lot of shared information
bull Small talk is often the first step towards social closenessbull A quick check at Amazon showed 16 books aimed at
helping people improve their small talk skills Including ldquoHow to get people to like you in 90 secondsrdquo
bull There are even websites to teach you how to small talk eg wwwehowcom wwwenglishclubcom wwwivillagecouk and many more
AAC Users and Small Talk
bull Many AAC users use little or no small talkbull This can be because
bull They donrsquot have access to small talk in their communication system
bull They donrsquot see the need for itbull They think it is a waste of time
bull Light and Binger (1998) found that AAC users were seen as more intelligent valued and competent communication partners if they used small talk
Generic Small Talkbull Generic small talk is small talk that people can use with a variety
of different conversational partners because it doesnrsquot refer to specific shared information
bull Particularly effective for many AAC users as it has many different uses
Generic Small Talk
Specific Small Talk
How is your family
How is your wife
Whatrsquos happening
What are you doing
Donrsquot you look nice
Nice haircut
Shersquos great Shersquos a great teacher
Generic Small Talk
bull Several groups of researchers at the University of Nebraska-Lincoln looked at the frequency and types of generic small talk used by speakers of various ages without disabilities
bull 3 ndash 5 year olds - 48 of all utterances at both home and pre-schoolschool were generic small talk
bull 20 ndash 30 year olds - 39 of all utterances were generic small talk
bull 65 ndash 74 year olds ndash 31 of all utterances were generic small talk
bull 75 ndash 85 year olds ndash 26 of all utterances were generic small talk
Generic Small Talk
bull Most of the age groups used continuers as the most common form of small talk
bull Really Yeah Great Coolbull Go to aacunledu for more detailed
information
Differences in Small Talk Vocabularybull The small talk vocabulary lists showed that
some words were used more frequently than others eg OK
bull Some words were common across all age groups eg great
bull Some words were specific to certain age groups eg ldquobummerrdquo was used by the 25 ndash 35 year age group but not by the others
bull Small talk also differs based on your friendship groups your geographical location your interests and life experiences
Small Talk and Mealtimes
bull Balandin and Iacono (2000) found that it was nearly impossible to script the content-specific vocabulary needed for mealtimes for an adult in the workplace (although there was a good chance on Mondays and Fridays that footie would be the topic during the footie season)
bull In this situation the only predictable thing was small talk
Pre-school Generic Small Talk
Adult Generic Small Talk
Georgersquos Small Talk
bull 21 year old male with athetoid cerebral palsy
bull Attends a day centre for young adultsbull Uses a Dynavox 3100 but only uses the
spelling pagebull Controls communication device with a
head switch
Georgersquos Small Talk
bull Over 20 other people with disabilities and 6 staff attended Georgersquos centre most of whom talked
bull George rarely used his device during the daybull Staff requested a review of his device because
he didnrsquot ldquoeverrdquo use itbull George had previously had a setup with core
vocabulary on his device but found it frustrating to find words he wanted when he could just spell them
Georgersquos Small Talk
bull A speech pathology student observed him in two sessions He ldquousedrdquo his device constantly but only spoke with it twice
bull George was accessing his device with a head switch and blockrowcolumn scanning She observed that by the time he had formulated a message the conversation had moved on and he erased and moved onto a new message
bull A two pronged approach was used Firstly a conversational topic was established before each group eg ldquoWhat are your favourite filmsrdquo This allowed George to compose messages in advance
bull A small talk page was programmed and George practiced using this in one-to-one and then small group conversation
Georgersquos Small Talk
bull At the end of 8 weeks the same speech pathology student observed George in the same two sessions
bull George used his device 46 times Five of these were topic setters 41 were small talk continuers
bull Several other people in the centre commented spontaneously that ldquoGeorge was much cleverer than they thoughtrdquo or that ldquoThey enjoyed talking to George much morerdquo
bull Andhelliphersquos still using it
Michaelrsquos Small Talk
bull 14 year old with autistic spectrum disorderbull Attends a mainstream school with a full-time
integration aidebull Michael has a Dynavox MiniMo but has recently
developed quite a lot of speech which is only understood by familiar people
bull Michaelrsquos device has core vocabulary with lots of fringe vocabulary around his topics of particular interest eg SpongeBob Squarepants
Michaelrsquos Small Talk
bull Michael has been very keen to interact with his peers However as his peers have got older verbal skills have become more important to these interactions
bull Michael will often walk up to a group and simply stand there The other children do not try to include him in their conversations nor does Michael try to join in
bull Some of the children Michael was friendly with in primary years will occasionally sit down and talk with him but always on his terms These occasions are decreasing in frequency
Michaelrsquos Small Talk
bull Introduced Michael to Small Talkbull Each of his favourite topic areas had a
page built with partner directed questions and small talk continuers
bull His old friends are very impressed with this change in Michael They are more likely to have a chat with him and will sometimes call other people over to take part in the conversation
Sequenced Social Scripts
bull Sequenced social scripts can really help a user tobull Get a feel for the anatomy of a conversationbull Develop turntaking skillsbull Learn to interact with a variety of partners
What are Social Scripts
bull They support students in learning to claim start and maintain turns in a conversation
bull Much of the information in this section is taken from ldquoCan We Chat Co-Planned Sequenced Social Scripts A Make It Take It Book of Ideas and Adaptationsrdquo by Caroline Musselwhite and Linda Burkhart
bull Also called Participation Scripts
What are Social Scripts
bull Social Scripts are interactions such as joke-telling sharing life stories and general conversations
bull They help persons using augmentative and alternative communication (AAC) move beyond wants and needs to using real communication for conversational purposes
bull Often give developing communicators a sense of the power of communication
Anatomy of a social script
bull Attention gettersbull Startersbull Maintainers holders and interjectionsbull Turn transfersbull Closings
Communication Passports
bull Template available from CALL Centre Scotland
bull wwwcommunicationpassportsorgukbull iPhone App coming soonbull Also from SCOPE UK at
httpwwwscopeorgukhelp-and-informationpublicationsscope-communication-passport
Communication Passports
bull Useful for exchanging information about an AAC User between others
bull Often not a tool used by the AAC user directly
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Small Talk
bull Small talk is used as a transition between the greeting and information sharing stage especially when people donrsquot know each other well or donrsquot possess a lot of shared information
bull Small talk is often the first step towards social closenessbull A quick check at Amazon showed 16 books aimed at
helping people improve their small talk skills Including ldquoHow to get people to like you in 90 secondsrdquo
bull There are even websites to teach you how to small talk eg wwwehowcom wwwenglishclubcom wwwivillagecouk and many more
AAC Users and Small Talk
bull Many AAC users use little or no small talkbull This can be because
bull They donrsquot have access to small talk in their communication system
bull They donrsquot see the need for itbull They think it is a waste of time
bull Light and Binger (1998) found that AAC users were seen as more intelligent valued and competent communication partners if they used small talk
Generic Small Talkbull Generic small talk is small talk that people can use with a variety
of different conversational partners because it doesnrsquot refer to specific shared information
bull Particularly effective for many AAC users as it has many different uses
Generic Small Talk
Specific Small Talk
How is your family
How is your wife
Whatrsquos happening
What are you doing
Donrsquot you look nice
Nice haircut
Shersquos great Shersquos a great teacher
Generic Small Talk
bull Several groups of researchers at the University of Nebraska-Lincoln looked at the frequency and types of generic small talk used by speakers of various ages without disabilities
bull 3 ndash 5 year olds - 48 of all utterances at both home and pre-schoolschool were generic small talk
bull 20 ndash 30 year olds - 39 of all utterances were generic small talk
bull 65 ndash 74 year olds ndash 31 of all utterances were generic small talk
bull 75 ndash 85 year olds ndash 26 of all utterances were generic small talk
Generic Small Talk
bull Most of the age groups used continuers as the most common form of small talk
bull Really Yeah Great Coolbull Go to aacunledu for more detailed
information
Differences in Small Talk Vocabularybull The small talk vocabulary lists showed that
some words were used more frequently than others eg OK
bull Some words were common across all age groups eg great
bull Some words were specific to certain age groups eg ldquobummerrdquo was used by the 25 ndash 35 year age group but not by the others
bull Small talk also differs based on your friendship groups your geographical location your interests and life experiences
Small Talk and Mealtimes
bull Balandin and Iacono (2000) found that it was nearly impossible to script the content-specific vocabulary needed for mealtimes for an adult in the workplace (although there was a good chance on Mondays and Fridays that footie would be the topic during the footie season)
bull In this situation the only predictable thing was small talk
Pre-school Generic Small Talk
Adult Generic Small Talk
Georgersquos Small Talk
bull 21 year old male with athetoid cerebral palsy
bull Attends a day centre for young adultsbull Uses a Dynavox 3100 but only uses the
spelling pagebull Controls communication device with a
head switch
Georgersquos Small Talk
bull Over 20 other people with disabilities and 6 staff attended Georgersquos centre most of whom talked
bull George rarely used his device during the daybull Staff requested a review of his device because
he didnrsquot ldquoeverrdquo use itbull George had previously had a setup with core
vocabulary on his device but found it frustrating to find words he wanted when he could just spell them
Georgersquos Small Talk
bull A speech pathology student observed him in two sessions He ldquousedrdquo his device constantly but only spoke with it twice
bull George was accessing his device with a head switch and blockrowcolumn scanning She observed that by the time he had formulated a message the conversation had moved on and he erased and moved onto a new message
bull A two pronged approach was used Firstly a conversational topic was established before each group eg ldquoWhat are your favourite filmsrdquo This allowed George to compose messages in advance
bull A small talk page was programmed and George practiced using this in one-to-one and then small group conversation
Georgersquos Small Talk
bull At the end of 8 weeks the same speech pathology student observed George in the same two sessions
bull George used his device 46 times Five of these were topic setters 41 were small talk continuers
bull Several other people in the centre commented spontaneously that ldquoGeorge was much cleverer than they thoughtrdquo or that ldquoThey enjoyed talking to George much morerdquo
bull Andhelliphersquos still using it
Michaelrsquos Small Talk
bull 14 year old with autistic spectrum disorderbull Attends a mainstream school with a full-time
integration aidebull Michael has a Dynavox MiniMo but has recently
developed quite a lot of speech which is only understood by familiar people
bull Michaelrsquos device has core vocabulary with lots of fringe vocabulary around his topics of particular interest eg SpongeBob Squarepants
Michaelrsquos Small Talk
bull Michael has been very keen to interact with his peers However as his peers have got older verbal skills have become more important to these interactions
bull Michael will often walk up to a group and simply stand there The other children do not try to include him in their conversations nor does Michael try to join in
bull Some of the children Michael was friendly with in primary years will occasionally sit down and talk with him but always on his terms These occasions are decreasing in frequency
Michaelrsquos Small Talk
bull Introduced Michael to Small Talkbull Each of his favourite topic areas had a
page built with partner directed questions and small talk continuers
bull His old friends are very impressed with this change in Michael They are more likely to have a chat with him and will sometimes call other people over to take part in the conversation
Sequenced Social Scripts
bull Sequenced social scripts can really help a user tobull Get a feel for the anatomy of a conversationbull Develop turntaking skillsbull Learn to interact with a variety of partners
What are Social Scripts
bull They support students in learning to claim start and maintain turns in a conversation
bull Much of the information in this section is taken from ldquoCan We Chat Co-Planned Sequenced Social Scripts A Make It Take It Book of Ideas and Adaptationsrdquo by Caroline Musselwhite and Linda Burkhart
bull Also called Participation Scripts
What are Social Scripts
bull Social Scripts are interactions such as joke-telling sharing life stories and general conversations
bull They help persons using augmentative and alternative communication (AAC) move beyond wants and needs to using real communication for conversational purposes
bull Often give developing communicators a sense of the power of communication
Anatomy of a social script
bull Attention gettersbull Startersbull Maintainers holders and interjectionsbull Turn transfersbull Closings
Communication Passports
bull Template available from CALL Centre Scotland
bull wwwcommunicationpassportsorgukbull iPhone App coming soonbull Also from SCOPE UK at
httpwwwscopeorgukhelp-and-informationpublicationsscope-communication-passport
Communication Passports
bull Useful for exchanging information about an AAC User between others
bull Often not a tool used by the AAC user directly
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
AAC Users and Small Talk
bull Many AAC users use little or no small talkbull This can be because
bull They donrsquot have access to small talk in their communication system
bull They donrsquot see the need for itbull They think it is a waste of time
bull Light and Binger (1998) found that AAC users were seen as more intelligent valued and competent communication partners if they used small talk
Generic Small Talkbull Generic small talk is small talk that people can use with a variety
of different conversational partners because it doesnrsquot refer to specific shared information
bull Particularly effective for many AAC users as it has many different uses
Generic Small Talk
Specific Small Talk
How is your family
How is your wife
Whatrsquos happening
What are you doing
Donrsquot you look nice
Nice haircut
Shersquos great Shersquos a great teacher
Generic Small Talk
bull Several groups of researchers at the University of Nebraska-Lincoln looked at the frequency and types of generic small talk used by speakers of various ages without disabilities
bull 3 ndash 5 year olds - 48 of all utterances at both home and pre-schoolschool were generic small talk
bull 20 ndash 30 year olds - 39 of all utterances were generic small talk
bull 65 ndash 74 year olds ndash 31 of all utterances were generic small talk
bull 75 ndash 85 year olds ndash 26 of all utterances were generic small talk
Generic Small Talk
bull Most of the age groups used continuers as the most common form of small talk
bull Really Yeah Great Coolbull Go to aacunledu for more detailed
information
Differences in Small Talk Vocabularybull The small talk vocabulary lists showed that
some words were used more frequently than others eg OK
bull Some words were common across all age groups eg great
bull Some words were specific to certain age groups eg ldquobummerrdquo was used by the 25 ndash 35 year age group but not by the others
bull Small talk also differs based on your friendship groups your geographical location your interests and life experiences
Small Talk and Mealtimes
bull Balandin and Iacono (2000) found that it was nearly impossible to script the content-specific vocabulary needed for mealtimes for an adult in the workplace (although there was a good chance on Mondays and Fridays that footie would be the topic during the footie season)
bull In this situation the only predictable thing was small talk
Pre-school Generic Small Talk
Adult Generic Small Talk
Georgersquos Small Talk
bull 21 year old male with athetoid cerebral palsy
bull Attends a day centre for young adultsbull Uses a Dynavox 3100 but only uses the
spelling pagebull Controls communication device with a
head switch
Georgersquos Small Talk
bull Over 20 other people with disabilities and 6 staff attended Georgersquos centre most of whom talked
bull George rarely used his device during the daybull Staff requested a review of his device because
he didnrsquot ldquoeverrdquo use itbull George had previously had a setup with core
vocabulary on his device but found it frustrating to find words he wanted when he could just spell them
Georgersquos Small Talk
bull A speech pathology student observed him in two sessions He ldquousedrdquo his device constantly but only spoke with it twice
bull George was accessing his device with a head switch and blockrowcolumn scanning She observed that by the time he had formulated a message the conversation had moved on and he erased and moved onto a new message
bull A two pronged approach was used Firstly a conversational topic was established before each group eg ldquoWhat are your favourite filmsrdquo This allowed George to compose messages in advance
bull A small talk page was programmed and George practiced using this in one-to-one and then small group conversation
Georgersquos Small Talk
bull At the end of 8 weeks the same speech pathology student observed George in the same two sessions
bull George used his device 46 times Five of these were topic setters 41 were small talk continuers
bull Several other people in the centre commented spontaneously that ldquoGeorge was much cleverer than they thoughtrdquo or that ldquoThey enjoyed talking to George much morerdquo
bull Andhelliphersquos still using it
Michaelrsquos Small Talk
bull 14 year old with autistic spectrum disorderbull Attends a mainstream school with a full-time
integration aidebull Michael has a Dynavox MiniMo but has recently
developed quite a lot of speech which is only understood by familiar people
bull Michaelrsquos device has core vocabulary with lots of fringe vocabulary around his topics of particular interest eg SpongeBob Squarepants
Michaelrsquos Small Talk
bull Michael has been very keen to interact with his peers However as his peers have got older verbal skills have become more important to these interactions
bull Michael will often walk up to a group and simply stand there The other children do not try to include him in their conversations nor does Michael try to join in
bull Some of the children Michael was friendly with in primary years will occasionally sit down and talk with him but always on his terms These occasions are decreasing in frequency
Michaelrsquos Small Talk
bull Introduced Michael to Small Talkbull Each of his favourite topic areas had a
page built with partner directed questions and small talk continuers
bull His old friends are very impressed with this change in Michael They are more likely to have a chat with him and will sometimes call other people over to take part in the conversation
Sequenced Social Scripts
bull Sequenced social scripts can really help a user tobull Get a feel for the anatomy of a conversationbull Develop turntaking skillsbull Learn to interact with a variety of partners
What are Social Scripts
bull They support students in learning to claim start and maintain turns in a conversation
bull Much of the information in this section is taken from ldquoCan We Chat Co-Planned Sequenced Social Scripts A Make It Take It Book of Ideas and Adaptationsrdquo by Caroline Musselwhite and Linda Burkhart
bull Also called Participation Scripts
What are Social Scripts
bull Social Scripts are interactions such as joke-telling sharing life stories and general conversations
bull They help persons using augmentative and alternative communication (AAC) move beyond wants and needs to using real communication for conversational purposes
bull Often give developing communicators a sense of the power of communication
Anatomy of a social script
bull Attention gettersbull Startersbull Maintainers holders and interjectionsbull Turn transfersbull Closings
Communication Passports
bull Template available from CALL Centre Scotland
bull wwwcommunicationpassportsorgukbull iPhone App coming soonbull Also from SCOPE UK at
httpwwwscopeorgukhelp-and-informationpublicationsscope-communication-passport
Communication Passports
bull Useful for exchanging information about an AAC User between others
bull Often not a tool used by the AAC user directly
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Generic Small Talkbull Generic small talk is small talk that people can use with a variety
of different conversational partners because it doesnrsquot refer to specific shared information
bull Particularly effective for many AAC users as it has many different uses
Generic Small Talk
Specific Small Talk
How is your family
How is your wife
Whatrsquos happening
What are you doing
Donrsquot you look nice
Nice haircut
Shersquos great Shersquos a great teacher
Generic Small Talk
bull Several groups of researchers at the University of Nebraska-Lincoln looked at the frequency and types of generic small talk used by speakers of various ages without disabilities
bull 3 ndash 5 year olds - 48 of all utterances at both home and pre-schoolschool were generic small talk
bull 20 ndash 30 year olds - 39 of all utterances were generic small talk
bull 65 ndash 74 year olds ndash 31 of all utterances were generic small talk
bull 75 ndash 85 year olds ndash 26 of all utterances were generic small talk
Generic Small Talk
bull Most of the age groups used continuers as the most common form of small talk
bull Really Yeah Great Coolbull Go to aacunledu for more detailed
information
Differences in Small Talk Vocabularybull The small talk vocabulary lists showed that
some words were used more frequently than others eg OK
bull Some words were common across all age groups eg great
bull Some words were specific to certain age groups eg ldquobummerrdquo was used by the 25 ndash 35 year age group but not by the others
bull Small talk also differs based on your friendship groups your geographical location your interests and life experiences
Small Talk and Mealtimes
bull Balandin and Iacono (2000) found that it was nearly impossible to script the content-specific vocabulary needed for mealtimes for an adult in the workplace (although there was a good chance on Mondays and Fridays that footie would be the topic during the footie season)
bull In this situation the only predictable thing was small talk
Pre-school Generic Small Talk
Adult Generic Small Talk
Georgersquos Small Talk
bull 21 year old male with athetoid cerebral palsy
bull Attends a day centre for young adultsbull Uses a Dynavox 3100 but only uses the
spelling pagebull Controls communication device with a
head switch
Georgersquos Small Talk
bull Over 20 other people with disabilities and 6 staff attended Georgersquos centre most of whom talked
bull George rarely used his device during the daybull Staff requested a review of his device because
he didnrsquot ldquoeverrdquo use itbull George had previously had a setup with core
vocabulary on his device but found it frustrating to find words he wanted when he could just spell them
Georgersquos Small Talk
bull A speech pathology student observed him in two sessions He ldquousedrdquo his device constantly but only spoke with it twice
bull George was accessing his device with a head switch and blockrowcolumn scanning She observed that by the time he had formulated a message the conversation had moved on and he erased and moved onto a new message
bull A two pronged approach was used Firstly a conversational topic was established before each group eg ldquoWhat are your favourite filmsrdquo This allowed George to compose messages in advance
bull A small talk page was programmed and George practiced using this in one-to-one and then small group conversation
Georgersquos Small Talk
bull At the end of 8 weeks the same speech pathology student observed George in the same two sessions
bull George used his device 46 times Five of these were topic setters 41 were small talk continuers
bull Several other people in the centre commented spontaneously that ldquoGeorge was much cleverer than they thoughtrdquo or that ldquoThey enjoyed talking to George much morerdquo
bull Andhelliphersquos still using it
Michaelrsquos Small Talk
bull 14 year old with autistic spectrum disorderbull Attends a mainstream school with a full-time
integration aidebull Michael has a Dynavox MiniMo but has recently
developed quite a lot of speech which is only understood by familiar people
bull Michaelrsquos device has core vocabulary with lots of fringe vocabulary around his topics of particular interest eg SpongeBob Squarepants
Michaelrsquos Small Talk
bull Michael has been very keen to interact with his peers However as his peers have got older verbal skills have become more important to these interactions
bull Michael will often walk up to a group and simply stand there The other children do not try to include him in their conversations nor does Michael try to join in
bull Some of the children Michael was friendly with in primary years will occasionally sit down and talk with him but always on his terms These occasions are decreasing in frequency
Michaelrsquos Small Talk
bull Introduced Michael to Small Talkbull Each of his favourite topic areas had a
page built with partner directed questions and small talk continuers
bull His old friends are very impressed with this change in Michael They are more likely to have a chat with him and will sometimes call other people over to take part in the conversation
Sequenced Social Scripts
bull Sequenced social scripts can really help a user tobull Get a feel for the anatomy of a conversationbull Develop turntaking skillsbull Learn to interact with a variety of partners
What are Social Scripts
bull They support students in learning to claim start and maintain turns in a conversation
bull Much of the information in this section is taken from ldquoCan We Chat Co-Planned Sequenced Social Scripts A Make It Take It Book of Ideas and Adaptationsrdquo by Caroline Musselwhite and Linda Burkhart
bull Also called Participation Scripts
What are Social Scripts
bull Social Scripts are interactions such as joke-telling sharing life stories and general conversations
bull They help persons using augmentative and alternative communication (AAC) move beyond wants and needs to using real communication for conversational purposes
bull Often give developing communicators a sense of the power of communication
Anatomy of a social script
bull Attention gettersbull Startersbull Maintainers holders and interjectionsbull Turn transfersbull Closings
Communication Passports
bull Template available from CALL Centre Scotland
bull wwwcommunicationpassportsorgukbull iPhone App coming soonbull Also from SCOPE UK at
httpwwwscopeorgukhelp-and-informationpublicationsscope-communication-passport
Communication Passports
bull Useful for exchanging information about an AAC User between others
bull Often not a tool used by the AAC user directly
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Generic Small Talk
bull Several groups of researchers at the University of Nebraska-Lincoln looked at the frequency and types of generic small talk used by speakers of various ages without disabilities
bull 3 ndash 5 year olds - 48 of all utterances at both home and pre-schoolschool were generic small talk
bull 20 ndash 30 year olds - 39 of all utterances were generic small talk
bull 65 ndash 74 year olds ndash 31 of all utterances were generic small talk
bull 75 ndash 85 year olds ndash 26 of all utterances were generic small talk
Generic Small Talk
bull Most of the age groups used continuers as the most common form of small talk
bull Really Yeah Great Coolbull Go to aacunledu for more detailed
information
Differences in Small Talk Vocabularybull The small talk vocabulary lists showed that
some words were used more frequently than others eg OK
bull Some words were common across all age groups eg great
bull Some words were specific to certain age groups eg ldquobummerrdquo was used by the 25 ndash 35 year age group but not by the others
bull Small talk also differs based on your friendship groups your geographical location your interests and life experiences
Small Talk and Mealtimes
bull Balandin and Iacono (2000) found that it was nearly impossible to script the content-specific vocabulary needed for mealtimes for an adult in the workplace (although there was a good chance on Mondays and Fridays that footie would be the topic during the footie season)
bull In this situation the only predictable thing was small talk
Pre-school Generic Small Talk
Adult Generic Small Talk
Georgersquos Small Talk
bull 21 year old male with athetoid cerebral palsy
bull Attends a day centre for young adultsbull Uses a Dynavox 3100 but only uses the
spelling pagebull Controls communication device with a
head switch
Georgersquos Small Talk
bull Over 20 other people with disabilities and 6 staff attended Georgersquos centre most of whom talked
bull George rarely used his device during the daybull Staff requested a review of his device because
he didnrsquot ldquoeverrdquo use itbull George had previously had a setup with core
vocabulary on his device but found it frustrating to find words he wanted when he could just spell them
Georgersquos Small Talk
bull A speech pathology student observed him in two sessions He ldquousedrdquo his device constantly but only spoke with it twice
bull George was accessing his device with a head switch and blockrowcolumn scanning She observed that by the time he had formulated a message the conversation had moved on and he erased and moved onto a new message
bull A two pronged approach was used Firstly a conversational topic was established before each group eg ldquoWhat are your favourite filmsrdquo This allowed George to compose messages in advance
bull A small talk page was programmed and George practiced using this in one-to-one and then small group conversation
Georgersquos Small Talk
bull At the end of 8 weeks the same speech pathology student observed George in the same two sessions
bull George used his device 46 times Five of these were topic setters 41 were small talk continuers
bull Several other people in the centre commented spontaneously that ldquoGeorge was much cleverer than they thoughtrdquo or that ldquoThey enjoyed talking to George much morerdquo
bull Andhelliphersquos still using it
Michaelrsquos Small Talk
bull 14 year old with autistic spectrum disorderbull Attends a mainstream school with a full-time
integration aidebull Michael has a Dynavox MiniMo but has recently
developed quite a lot of speech which is only understood by familiar people
bull Michaelrsquos device has core vocabulary with lots of fringe vocabulary around his topics of particular interest eg SpongeBob Squarepants
Michaelrsquos Small Talk
bull Michael has been very keen to interact with his peers However as his peers have got older verbal skills have become more important to these interactions
bull Michael will often walk up to a group and simply stand there The other children do not try to include him in their conversations nor does Michael try to join in
bull Some of the children Michael was friendly with in primary years will occasionally sit down and talk with him but always on his terms These occasions are decreasing in frequency
Michaelrsquos Small Talk
bull Introduced Michael to Small Talkbull Each of his favourite topic areas had a
page built with partner directed questions and small talk continuers
bull His old friends are very impressed with this change in Michael They are more likely to have a chat with him and will sometimes call other people over to take part in the conversation
Sequenced Social Scripts
bull Sequenced social scripts can really help a user tobull Get a feel for the anatomy of a conversationbull Develop turntaking skillsbull Learn to interact with a variety of partners
What are Social Scripts
bull They support students in learning to claim start and maintain turns in a conversation
bull Much of the information in this section is taken from ldquoCan We Chat Co-Planned Sequenced Social Scripts A Make It Take It Book of Ideas and Adaptationsrdquo by Caroline Musselwhite and Linda Burkhart
bull Also called Participation Scripts
What are Social Scripts
bull Social Scripts are interactions such as joke-telling sharing life stories and general conversations
bull They help persons using augmentative and alternative communication (AAC) move beyond wants and needs to using real communication for conversational purposes
bull Often give developing communicators a sense of the power of communication
Anatomy of a social script
bull Attention gettersbull Startersbull Maintainers holders and interjectionsbull Turn transfersbull Closings
Communication Passports
bull Template available from CALL Centre Scotland
bull wwwcommunicationpassportsorgukbull iPhone App coming soonbull Also from SCOPE UK at
httpwwwscopeorgukhelp-and-informationpublicationsscope-communication-passport
Communication Passports
bull Useful for exchanging information about an AAC User between others
bull Often not a tool used by the AAC user directly
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Generic Small Talk
bull Most of the age groups used continuers as the most common form of small talk
bull Really Yeah Great Coolbull Go to aacunledu for more detailed
information
Differences in Small Talk Vocabularybull The small talk vocabulary lists showed that
some words were used more frequently than others eg OK
bull Some words were common across all age groups eg great
bull Some words were specific to certain age groups eg ldquobummerrdquo was used by the 25 ndash 35 year age group but not by the others
bull Small talk also differs based on your friendship groups your geographical location your interests and life experiences
Small Talk and Mealtimes
bull Balandin and Iacono (2000) found that it was nearly impossible to script the content-specific vocabulary needed for mealtimes for an adult in the workplace (although there was a good chance on Mondays and Fridays that footie would be the topic during the footie season)
bull In this situation the only predictable thing was small talk
Pre-school Generic Small Talk
Adult Generic Small Talk
Georgersquos Small Talk
bull 21 year old male with athetoid cerebral palsy
bull Attends a day centre for young adultsbull Uses a Dynavox 3100 but only uses the
spelling pagebull Controls communication device with a
head switch
Georgersquos Small Talk
bull Over 20 other people with disabilities and 6 staff attended Georgersquos centre most of whom talked
bull George rarely used his device during the daybull Staff requested a review of his device because
he didnrsquot ldquoeverrdquo use itbull George had previously had a setup with core
vocabulary on his device but found it frustrating to find words he wanted when he could just spell them
Georgersquos Small Talk
bull A speech pathology student observed him in two sessions He ldquousedrdquo his device constantly but only spoke with it twice
bull George was accessing his device with a head switch and blockrowcolumn scanning She observed that by the time he had formulated a message the conversation had moved on and he erased and moved onto a new message
bull A two pronged approach was used Firstly a conversational topic was established before each group eg ldquoWhat are your favourite filmsrdquo This allowed George to compose messages in advance
bull A small talk page was programmed and George practiced using this in one-to-one and then small group conversation
Georgersquos Small Talk
bull At the end of 8 weeks the same speech pathology student observed George in the same two sessions
bull George used his device 46 times Five of these were topic setters 41 were small talk continuers
bull Several other people in the centre commented spontaneously that ldquoGeorge was much cleverer than they thoughtrdquo or that ldquoThey enjoyed talking to George much morerdquo
bull Andhelliphersquos still using it
Michaelrsquos Small Talk
bull 14 year old with autistic spectrum disorderbull Attends a mainstream school with a full-time
integration aidebull Michael has a Dynavox MiniMo but has recently
developed quite a lot of speech which is only understood by familiar people
bull Michaelrsquos device has core vocabulary with lots of fringe vocabulary around his topics of particular interest eg SpongeBob Squarepants
Michaelrsquos Small Talk
bull Michael has been very keen to interact with his peers However as his peers have got older verbal skills have become more important to these interactions
bull Michael will often walk up to a group and simply stand there The other children do not try to include him in their conversations nor does Michael try to join in
bull Some of the children Michael was friendly with in primary years will occasionally sit down and talk with him but always on his terms These occasions are decreasing in frequency
Michaelrsquos Small Talk
bull Introduced Michael to Small Talkbull Each of his favourite topic areas had a
page built with partner directed questions and small talk continuers
bull His old friends are very impressed with this change in Michael They are more likely to have a chat with him and will sometimes call other people over to take part in the conversation
Sequenced Social Scripts
bull Sequenced social scripts can really help a user tobull Get a feel for the anatomy of a conversationbull Develop turntaking skillsbull Learn to interact with a variety of partners
What are Social Scripts
bull They support students in learning to claim start and maintain turns in a conversation
bull Much of the information in this section is taken from ldquoCan We Chat Co-Planned Sequenced Social Scripts A Make It Take It Book of Ideas and Adaptationsrdquo by Caroline Musselwhite and Linda Burkhart
bull Also called Participation Scripts
What are Social Scripts
bull Social Scripts are interactions such as joke-telling sharing life stories and general conversations
bull They help persons using augmentative and alternative communication (AAC) move beyond wants and needs to using real communication for conversational purposes
bull Often give developing communicators a sense of the power of communication
Anatomy of a social script
bull Attention gettersbull Startersbull Maintainers holders and interjectionsbull Turn transfersbull Closings
Communication Passports
bull Template available from CALL Centre Scotland
bull wwwcommunicationpassportsorgukbull iPhone App coming soonbull Also from SCOPE UK at
httpwwwscopeorgukhelp-and-informationpublicationsscope-communication-passport
Communication Passports
bull Useful for exchanging information about an AAC User between others
bull Often not a tool used by the AAC user directly
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Differences in Small Talk Vocabularybull The small talk vocabulary lists showed that
some words were used more frequently than others eg OK
bull Some words were common across all age groups eg great
bull Some words were specific to certain age groups eg ldquobummerrdquo was used by the 25 ndash 35 year age group but not by the others
bull Small talk also differs based on your friendship groups your geographical location your interests and life experiences
Small Talk and Mealtimes
bull Balandin and Iacono (2000) found that it was nearly impossible to script the content-specific vocabulary needed for mealtimes for an adult in the workplace (although there was a good chance on Mondays and Fridays that footie would be the topic during the footie season)
bull In this situation the only predictable thing was small talk
Pre-school Generic Small Talk
Adult Generic Small Talk
Georgersquos Small Talk
bull 21 year old male with athetoid cerebral palsy
bull Attends a day centre for young adultsbull Uses a Dynavox 3100 but only uses the
spelling pagebull Controls communication device with a
head switch
Georgersquos Small Talk
bull Over 20 other people with disabilities and 6 staff attended Georgersquos centre most of whom talked
bull George rarely used his device during the daybull Staff requested a review of his device because
he didnrsquot ldquoeverrdquo use itbull George had previously had a setup with core
vocabulary on his device but found it frustrating to find words he wanted when he could just spell them
Georgersquos Small Talk
bull A speech pathology student observed him in two sessions He ldquousedrdquo his device constantly but only spoke with it twice
bull George was accessing his device with a head switch and blockrowcolumn scanning She observed that by the time he had formulated a message the conversation had moved on and he erased and moved onto a new message
bull A two pronged approach was used Firstly a conversational topic was established before each group eg ldquoWhat are your favourite filmsrdquo This allowed George to compose messages in advance
bull A small talk page was programmed and George practiced using this in one-to-one and then small group conversation
Georgersquos Small Talk
bull At the end of 8 weeks the same speech pathology student observed George in the same two sessions
bull George used his device 46 times Five of these were topic setters 41 were small talk continuers
bull Several other people in the centre commented spontaneously that ldquoGeorge was much cleverer than they thoughtrdquo or that ldquoThey enjoyed talking to George much morerdquo
bull Andhelliphersquos still using it
Michaelrsquos Small Talk
bull 14 year old with autistic spectrum disorderbull Attends a mainstream school with a full-time
integration aidebull Michael has a Dynavox MiniMo but has recently
developed quite a lot of speech which is only understood by familiar people
bull Michaelrsquos device has core vocabulary with lots of fringe vocabulary around his topics of particular interest eg SpongeBob Squarepants
Michaelrsquos Small Talk
bull Michael has been very keen to interact with his peers However as his peers have got older verbal skills have become more important to these interactions
bull Michael will often walk up to a group and simply stand there The other children do not try to include him in their conversations nor does Michael try to join in
bull Some of the children Michael was friendly with in primary years will occasionally sit down and talk with him but always on his terms These occasions are decreasing in frequency
Michaelrsquos Small Talk
bull Introduced Michael to Small Talkbull Each of his favourite topic areas had a
page built with partner directed questions and small talk continuers
bull His old friends are very impressed with this change in Michael They are more likely to have a chat with him and will sometimes call other people over to take part in the conversation
Sequenced Social Scripts
bull Sequenced social scripts can really help a user tobull Get a feel for the anatomy of a conversationbull Develop turntaking skillsbull Learn to interact with a variety of partners
What are Social Scripts
bull They support students in learning to claim start and maintain turns in a conversation
bull Much of the information in this section is taken from ldquoCan We Chat Co-Planned Sequenced Social Scripts A Make It Take It Book of Ideas and Adaptationsrdquo by Caroline Musselwhite and Linda Burkhart
bull Also called Participation Scripts
What are Social Scripts
bull Social Scripts are interactions such as joke-telling sharing life stories and general conversations
bull They help persons using augmentative and alternative communication (AAC) move beyond wants and needs to using real communication for conversational purposes
bull Often give developing communicators a sense of the power of communication
Anatomy of a social script
bull Attention gettersbull Startersbull Maintainers holders and interjectionsbull Turn transfersbull Closings
Communication Passports
bull Template available from CALL Centre Scotland
bull wwwcommunicationpassportsorgukbull iPhone App coming soonbull Also from SCOPE UK at
httpwwwscopeorgukhelp-and-informationpublicationsscope-communication-passport
Communication Passports
bull Useful for exchanging information about an AAC User between others
bull Often not a tool used by the AAC user directly
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Small Talk and Mealtimes
bull Balandin and Iacono (2000) found that it was nearly impossible to script the content-specific vocabulary needed for mealtimes for an adult in the workplace (although there was a good chance on Mondays and Fridays that footie would be the topic during the footie season)
bull In this situation the only predictable thing was small talk
Pre-school Generic Small Talk
Adult Generic Small Talk
Georgersquos Small Talk
bull 21 year old male with athetoid cerebral palsy
bull Attends a day centre for young adultsbull Uses a Dynavox 3100 but only uses the
spelling pagebull Controls communication device with a
head switch
Georgersquos Small Talk
bull Over 20 other people with disabilities and 6 staff attended Georgersquos centre most of whom talked
bull George rarely used his device during the daybull Staff requested a review of his device because
he didnrsquot ldquoeverrdquo use itbull George had previously had a setup with core
vocabulary on his device but found it frustrating to find words he wanted when he could just spell them
Georgersquos Small Talk
bull A speech pathology student observed him in two sessions He ldquousedrdquo his device constantly but only spoke with it twice
bull George was accessing his device with a head switch and blockrowcolumn scanning She observed that by the time he had formulated a message the conversation had moved on and he erased and moved onto a new message
bull A two pronged approach was used Firstly a conversational topic was established before each group eg ldquoWhat are your favourite filmsrdquo This allowed George to compose messages in advance
bull A small talk page was programmed and George practiced using this in one-to-one and then small group conversation
Georgersquos Small Talk
bull At the end of 8 weeks the same speech pathology student observed George in the same two sessions
bull George used his device 46 times Five of these were topic setters 41 were small talk continuers
bull Several other people in the centre commented spontaneously that ldquoGeorge was much cleverer than they thoughtrdquo or that ldquoThey enjoyed talking to George much morerdquo
bull Andhelliphersquos still using it
Michaelrsquos Small Talk
bull 14 year old with autistic spectrum disorderbull Attends a mainstream school with a full-time
integration aidebull Michael has a Dynavox MiniMo but has recently
developed quite a lot of speech which is only understood by familiar people
bull Michaelrsquos device has core vocabulary with lots of fringe vocabulary around his topics of particular interest eg SpongeBob Squarepants
Michaelrsquos Small Talk
bull Michael has been very keen to interact with his peers However as his peers have got older verbal skills have become more important to these interactions
bull Michael will often walk up to a group and simply stand there The other children do not try to include him in their conversations nor does Michael try to join in
bull Some of the children Michael was friendly with in primary years will occasionally sit down and talk with him but always on his terms These occasions are decreasing in frequency
Michaelrsquos Small Talk
bull Introduced Michael to Small Talkbull Each of his favourite topic areas had a
page built with partner directed questions and small talk continuers
bull His old friends are very impressed with this change in Michael They are more likely to have a chat with him and will sometimes call other people over to take part in the conversation
Sequenced Social Scripts
bull Sequenced social scripts can really help a user tobull Get a feel for the anatomy of a conversationbull Develop turntaking skillsbull Learn to interact with a variety of partners
What are Social Scripts
bull They support students in learning to claim start and maintain turns in a conversation
bull Much of the information in this section is taken from ldquoCan We Chat Co-Planned Sequenced Social Scripts A Make It Take It Book of Ideas and Adaptationsrdquo by Caroline Musselwhite and Linda Burkhart
bull Also called Participation Scripts
What are Social Scripts
bull Social Scripts are interactions such as joke-telling sharing life stories and general conversations
bull They help persons using augmentative and alternative communication (AAC) move beyond wants and needs to using real communication for conversational purposes
bull Often give developing communicators a sense of the power of communication
Anatomy of a social script
bull Attention gettersbull Startersbull Maintainers holders and interjectionsbull Turn transfersbull Closings
Communication Passports
bull Template available from CALL Centre Scotland
bull wwwcommunicationpassportsorgukbull iPhone App coming soonbull Also from SCOPE UK at
httpwwwscopeorgukhelp-and-informationpublicationsscope-communication-passport
Communication Passports
bull Useful for exchanging information about an AAC User between others
bull Often not a tool used by the AAC user directly
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Pre-school Generic Small Talk
Adult Generic Small Talk
Georgersquos Small Talk
bull 21 year old male with athetoid cerebral palsy
bull Attends a day centre for young adultsbull Uses a Dynavox 3100 but only uses the
spelling pagebull Controls communication device with a
head switch
Georgersquos Small Talk
bull Over 20 other people with disabilities and 6 staff attended Georgersquos centre most of whom talked
bull George rarely used his device during the daybull Staff requested a review of his device because
he didnrsquot ldquoeverrdquo use itbull George had previously had a setup with core
vocabulary on his device but found it frustrating to find words he wanted when he could just spell them
Georgersquos Small Talk
bull A speech pathology student observed him in two sessions He ldquousedrdquo his device constantly but only spoke with it twice
bull George was accessing his device with a head switch and blockrowcolumn scanning She observed that by the time he had formulated a message the conversation had moved on and he erased and moved onto a new message
bull A two pronged approach was used Firstly a conversational topic was established before each group eg ldquoWhat are your favourite filmsrdquo This allowed George to compose messages in advance
bull A small talk page was programmed and George practiced using this in one-to-one and then small group conversation
Georgersquos Small Talk
bull At the end of 8 weeks the same speech pathology student observed George in the same two sessions
bull George used his device 46 times Five of these were topic setters 41 were small talk continuers
bull Several other people in the centre commented spontaneously that ldquoGeorge was much cleverer than they thoughtrdquo or that ldquoThey enjoyed talking to George much morerdquo
bull Andhelliphersquos still using it
Michaelrsquos Small Talk
bull 14 year old with autistic spectrum disorderbull Attends a mainstream school with a full-time
integration aidebull Michael has a Dynavox MiniMo but has recently
developed quite a lot of speech which is only understood by familiar people
bull Michaelrsquos device has core vocabulary with lots of fringe vocabulary around his topics of particular interest eg SpongeBob Squarepants
Michaelrsquos Small Talk
bull Michael has been very keen to interact with his peers However as his peers have got older verbal skills have become more important to these interactions
bull Michael will often walk up to a group and simply stand there The other children do not try to include him in their conversations nor does Michael try to join in
bull Some of the children Michael was friendly with in primary years will occasionally sit down and talk with him but always on his terms These occasions are decreasing in frequency
Michaelrsquos Small Talk
bull Introduced Michael to Small Talkbull Each of his favourite topic areas had a
page built with partner directed questions and small talk continuers
bull His old friends are very impressed with this change in Michael They are more likely to have a chat with him and will sometimes call other people over to take part in the conversation
Sequenced Social Scripts
bull Sequenced social scripts can really help a user tobull Get a feel for the anatomy of a conversationbull Develop turntaking skillsbull Learn to interact with a variety of partners
What are Social Scripts
bull They support students in learning to claim start and maintain turns in a conversation
bull Much of the information in this section is taken from ldquoCan We Chat Co-Planned Sequenced Social Scripts A Make It Take It Book of Ideas and Adaptationsrdquo by Caroline Musselwhite and Linda Burkhart
bull Also called Participation Scripts
What are Social Scripts
bull Social Scripts are interactions such as joke-telling sharing life stories and general conversations
bull They help persons using augmentative and alternative communication (AAC) move beyond wants and needs to using real communication for conversational purposes
bull Often give developing communicators a sense of the power of communication
Anatomy of a social script
bull Attention gettersbull Startersbull Maintainers holders and interjectionsbull Turn transfersbull Closings
Communication Passports
bull Template available from CALL Centre Scotland
bull wwwcommunicationpassportsorgukbull iPhone App coming soonbull Also from SCOPE UK at
httpwwwscopeorgukhelp-and-informationpublicationsscope-communication-passport
Communication Passports
bull Useful for exchanging information about an AAC User between others
bull Often not a tool used by the AAC user directly
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Adult Generic Small Talk
Georgersquos Small Talk
bull 21 year old male with athetoid cerebral palsy
bull Attends a day centre for young adultsbull Uses a Dynavox 3100 but only uses the
spelling pagebull Controls communication device with a
head switch
Georgersquos Small Talk
bull Over 20 other people with disabilities and 6 staff attended Georgersquos centre most of whom talked
bull George rarely used his device during the daybull Staff requested a review of his device because
he didnrsquot ldquoeverrdquo use itbull George had previously had a setup with core
vocabulary on his device but found it frustrating to find words he wanted when he could just spell them
Georgersquos Small Talk
bull A speech pathology student observed him in two sessions He ldquousedrdquo his device constantly but only spoke with it twice
bull George was accessing his device with a head switch and blockrowcolumn scanning She observed that by the time he had formulated a message the conversation had moved on and he erased and moved onto a new message
bull A two pronged approach was used Firstly a conversational topic was established before each group eg ldquoWhat are your favourite filmsrdquo This allowed George to compose messages in advance
bull A small talk page was programmed and George practiced using this in one-to-one and then small group conversation
Georgersquos Small Talk
bull At the end of 8 weeks the same speech pathology student observed George in the same two sessions
bull George used his device 46 times Five of these were topic setters 41 were small talk continuers
bull Several other people in the centre commented spontaneously that ldquoGeorge was much cleverer than they thoughtrdquo or that ldquoThey enjoyed talking to George much morerdquo
bull Andhelliphersquos still using it
Michaelrsquos Small Talk
bull 14 year old with autistic spectrum disorderbull Attends a mainstream school with a full-time
integration aidebull Michael has a Dynavox MiniMo but has recently
developed quite a lot of speech which is only understood by familiar people
bull Michaelrsquos device has core vocabulary with lots of fringe vocabulary around his topics of particular interest eg SpongeBob Squarepants
Michaelrsquos Small Talk
bull Michael has been very keen to interact with his peers However as his peers have got older verbal skills have become more important to these interactions
bull Michael will often walk up to a group and simply stand there The other children do not try to include him in their conversations nor does Michael try to join in
bull Some of the children Michael was friendly with in primary years will occasionally sit down and talk with him but always on his terms These occasions are decreasing in frequency
Michaelrsquos Small Talk
bull Introduced Michael to Small Talkbull Each of his favourite topic areas had a
page built with partner directed questions and small talk continuers
bull His old friends are very impressed with this change in Michael They are more likely to have a chat with him and will sometimes call other people over to take part in the conversation
Sequenced Social Scripts
bull Sequenced social scripts can really help a user tobull Get a feel for the anatomy of a conversationbull Develop turntaking skillsbull Learn to interact with a variety of partners
What are Social Scripts
bull They support students in learning to claim start and maintain turns in a conversation
bull Much of the information in this section is taken from ldquoCan We Chat Co-Planned Sequenced Social Scripts A Make It Take It Book of Ideas and Adaptationsrdquo by Caroline Musselwhite and Linda Burkhart
bull Also called Participation Scripts
What are Social Scripts
bull Social Scripts are interactions such as joke-telling sharing life stories and general conversations
bull They help persons using augmentative and alternative communication (AAC) move beyond wants and needs to using real communication for conversational purposes
bull Often give developing communicators a sense of the power of communication
Anatomy of a social script
bull Attention gettersbull Startersbull Maintainers holders and interjectionsbull Turn transfersbull Closings
Communication Passports
bull Template available from CALL Centre Scotland
bull wwwcommunicationpassportsorgukbull iPhone App coming soonbull Also from SCOPE UK at
httpwwwscopeorgukhelp-and-informationpublicationsscope-communication-passport
Communication Passports
bull Useful for exchanging information about an AAC User between others
bull Often not a tool used by the AAC user directly
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Georgersquos Small Talk
bull 21 year old male with athetoid cerebral palsy
bull Attends a day centre for young adultsbull Uses a Dynavox 3100 but only uses the
spelling pagebull Controls communication device with a
head switch
Georgersquos Small Talk
bull Over 20 other people with disabilities and 6 staff attended Georgersquos centre most of whom talked
bull George rarely used his device during the daybull Staff requested a review of his device because
he didnrsquot ldquoeverrdquo use itbull George had previously had a setup with core
vocabulary on his device but found it frustrating to find words he wanted when he could just spell them
Georgersquos Small Talk
bull A speech pathology student observed him in two sessions He ldquousedrdquo his device constantly but only spoke with it twice
bull George was accessing his device with a head switch and blockrowcolumn scanning She observed that by the time he had formulated a message the conversation had moved on and he erased and moved onto a new message
bull A two pronged approach was used Firstly a conversational topic was established before each group eg ldquoWhat are your favourite filmsrdquo This allowed George to compose messages in advance
bull A small talk page was programmed and George practiced using this in one-to-one and then small group conversation
Georgersquos Small Talk
bull At the end of 8 weeks the same speech pathology student observed George in the same two sessions
bull George used his device 46 times Five of these were topic setters 41 were small talk continuers
bull Several other people in the centre commented spontaneously that ldquoGeorge was much cleverer than they thoughtrdquo or that ldquoThey enjoyed talking to George much morerdquo
bull Andhelliphersquos still using it
Michaelrsquos Small Talk
bull 14 year old with autistic spectrum disorderbull Attends a mainstream school with a full-time
integration aidebull Michael has a Dynavox MiniMo but has recently
developed quite a lot of speech which is only understood by familiar people
bull Michaelrsquos device has core vocabulary with lots of fringe vocabulary around his topics of particular interest eg SpongeBob Squarepants
Michaelrsquos Small Talk
bull Michael has been very keen to interact with his peers However as his peers have got older verbal skills have become more important to these interactions
bull Michael will often walk up to a group and simply stand there The other children do not try to include him in their conversations nor does Michael try to join in
bull Some of the children Michael was friendly with in primary years will occasionally sit down and talk with him but always on his terms These occasions are decreasing in frequency
Michaelrsquos Small Talk
bull Introduced Michael to Small Talkbull Each of his favourite topic areas had a
page built with partner directed questions and small talk continuers
bull His old friends are very impressed with this change in Michael They are more likely to have a chat with him and will sometimes call other people over to take part in the conversation
Sequenced Social Scripts
bull Sequenced social scripts can really help a user tobull Get a feel for the anatomy of a conversationbull Develop turntaking skillsbull Learn to interact with a variety of partners
What are Social Scripts
bull They support students in learning to claim start and maintain turns in a conversation
bull Much of the information in this section is taken from ldquoCan We Chat Co-Planned Sequenced Social Scripts A Make It Take It Book of Ideas and Adaptationsrdquo by Caroline Musselwhite and Linda Burkhart
bull Also called Participation Scripts
What are Social Scripts
bull Social Scripts are interactions such as joke-telling sharing life stories and general conversations
bull They help persons using augmentative and alternative communication (AAC) move beyond wants and needs to using real communication for conversational purposes
bull Often give developing communicators a sense of the power of communication
Anatomy of a social script
bull Attention gettersbull Startersbull Maintainers holders and interjectionsbull Turn transfersbull Closings
Communication Passports
bull Template available from CALL Centre Scotland
bull wwwcommunicationpassportsorgukbull iPhone App coming soonbull Also from SCOPE UK at
httpwwwscopeorgukhelp-and-informationpublicationsscope-communication-passport
Communication Passports
bull Useful for exchanging information about an AAC User between others
bull Often not a tool used by the AAC user directly
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Georgersquos Small Talk
bull Over 20 other people with disabilities and 6 staff attended Georgersquos centre most of whom talked
bull George rarely used his device during the daybull Staff requested a review of his device because
he didnrsquot ldquoeverrdquo use itbull George had previously had a setup with core
vocabulary on his device but found it frustrating to find words he wanted when he could just spell them
Georgersquos Small Talk
bull A speech pathology student observed him in two sessions He ldquousedrdquo his device constantly but only spoke with it twice
bull George was accessing his device with a head switch and blockrowcolumn scanning She observed that by the time he had formulated a message the conversation had moved on and he erased and moved onto a new message
bull A two pronged approach was used Firstly a conversational topic was established before each group eg ldquoWhat are your favourite filmsrdquo This allowed George to compose messages in advance
bull A small talk page was programmed and George practiced using this in one-to-one and then small group conversation
Georgersquos Small Talk
bull At the end of 8 weeks the same speech pathology student observed George in the same two sessions
bull George used his device 46 times Five of these were topic setters 41 were small talk continuers
bull Several other people in the centre commented spontaneously that ldquoGeorge was much cleverer than they thoughtrdquo or that ldquoThey enjoyed talking to George much morerdquo
bull Andhelliphersquos still using it
Michaelrsquos Small Talk
bull 14 year old with autistic spectrum disorderbull Attends a mainstream school with a full-time
integration aidebull Michael has a Dynavox MiniMo but has recently
developed quite a lot of speech which is only understood by familiar people
bull Michaelrsquos device has core vocabulary with lots of fringe vocabulary around his topics of particular interest eg SpongeBob Squarepants
Michaelrsquos Small Talk
bull Michael has been very keen to interact with his peers However as his peers have got older verbal skills have become more important to these interactions
bull Michael will often walk up to a group and simply stand there The other children do not try to include him in their conversations nor does Michael try to join in
bull Some of the children Michael was friendly with in primary years will occasionally sit down and talk with him but always on his terms These occasions are decreasing in frequency
Michaelrsquos Small Talk
bull Introduced Michael to Small Talkbull Each of his favourite topic areas had a
page built with partner directed questions and small talk continuers
bull His old friends are very impressed with this change in Michael They are more likely to have a chat with him and will sometimes call other people over to take part in the conversation
Sequenced Social Scripts
bull Sequenced social scripts can really help a user tobull Get a feel for the anatomy of a conversationbull Develop turntaking skillsbull Learn to interact with a variety of partners
What are Social Scripts
bull They support students in learning to claim start and maintain turns in a conversation
bull Much of the information in this section is taken from ldquoCan We Chat Co-Planned Sequenced Social Scripts A Make It Take It Book of Ideas and Adaptationsrdquo by Caroline Musselwhite and Linda Burkhart
bull Also called Participation Scripts
What are Social Scripts
bull Social Scripts are interactions such as joke-telling sharing life stories and general conversations
bull They help persons using augmentative and alternative communication (AAC) move beyond wants and needs to using real communication for conversational purposes
bull Often give developing communicators a sense of the power of communication
Anatomy of a social script
bull Attention gettersbull Startersbull Maintainers holders and interjectionsbull Turn transfersbull Closings
Communication Passports
bull Template available from CALL Centre Scotland
bull wwwcommunicationpassportsorgukbull iPhone App coming soonbull Also from SCOPE UK at
httpwwwscopeorgukhelp-and-informationpublicationsscope-communication-passport
Communication Passports
bull Useful for exchanging information about an AAC User between others
bull Often not a tool used by the AAC user directly
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Georgersquos Small Talk
bull A speech pathology student observed him in two sessions He ldquousedrdquo his device constantly but only spoke with it twice
bull George was accessing his device with a head switch and blockrowcolumn scanning She observed that by the time he had formulated a message the conversation had moved on and he erased and moved onto a new message
bull A two pronged approach was used Firstly a conversational topic was established before each group eg ldquoWhat are your favourite filmsrdquo This allowed George to compose messages in advance
bull A small talk page was programmed and George practiced using this in one-to-one and then small group conversation
Georgersquos Small Talk
bull At the end of 8 weeks the same speech pathology student observed George in the same two sessions
bull George used his device 46 times Five of these were topic setters 41 were small talk continuers
bull Several other people in the centre commented spontaneously that ldquoGeorge was much cleverer than they thoughtrdquo or that ldquoThey enjoyed talking to George much morerdquo
bull Andhelliphersquos still using it
Michaelrsquos Small Talk
bull 14 year old with autistic spectrum disorderbull Attends a mainstream school with a full-time
integration aidebull Michael has a Dynavox MiniMo but has recently
developed quite a lot of speech which is only understood by familiar people
bull Michaelrsquos device has core vocabulary with lots of fringe vocabulary around his topics of particular interest eg SpongeBob Squarepants
Michaelrsquos Small Talk
bull Michael has been very keen to interact with his peers However as his peers have got older verbal skills have become more important to these interactions
bull Michael will often walk up to a group and simply stand there The other children do not try to include him in their conversations nor does Michael try to join in
bull Some of the children Michael was friendly with in primary years will occasionally sit down and talk with him but always on his terms These occasions are decreasing in frequency
Michaelrsquos Small Talk
bull Introduced Michael to Small Talkbull Each of his favourite topic areas had a
page built with partner directed questions and small talk continuers
bull His old friends are very impressed with this change in Michael They are more likely to have a chat with him and will sometimes call other people over to take part in the conversation
Sequenced Social Scripts
bull Sequenced social scripts can really help a user tobull Get a feel for the anatomy of a conversationbull Develop turntaking skillsbull Learn to interact with a variety of partners
What are Social Scripts
bull They support students in learning to claim start and maintain turns in a conversation
bull Much of the information in this section is taken from ldquoCan We Chat Co-Planned Sequenced Social Scripts A Make It Take It Book of Ideas and Adaptationsrdquo by Caroline Musselwhite and Linda Burkhart
bull Also called Participation Scripts
What are Social Scripts
bull Social Scripts are interactions such as joke-telling sharing life stories and general conversations
bull They help persons using augmentative and alternative communication (AAC) move beyond wants and needs to using real communication for conversational purposes
bull Often give developing communicators a sense of the power of communication
Anatomy of a social script
bull Attention gettersbull Startersbull Maintainers holders and interjectionsbull Turn transfersbull Closings
Communication Passports
bull Template available from CALL Centre Scotland
bull wwwcommunicationpassportsorgukbull iPhone App coming soonbull Also from SCOPE UK at
httpwwwscopeorgukhelp-and-informationpublicationsscope-communication-passport
Communication Passports
bull Useful for exchanging information about an AAC User between others
bull Often not a tool used by the AAC user directly
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Georgersquos Small Talk
bull At the end of 8 weeks the same speech pathology student observed George in the same two sessions
bull George used his device 46 times Five of these were topic setters 41 were small talk continuers
bull Several other people in the centre commented spontaneously that ldquoGeorge was much cleverer than they thoughtrdquo or that ldquoThey enjoyed talking to George much morerdquo
bull Andhelliphersquos still using it
Michaelrsquos Small Talk
bull 14 year old with autistic spectrum disorderbull Attends a mainstream school with a full-time
integration aidebull Michael has a Dynavox MiniMo but has recently
developed quite a lot of speech which is only understood by familiar people
bull Michaelrsquos device has core vocabulary with lots of fringe vocabulary around his topics of particular interest eg SpongeBob Squarepants
Michaelrsquos Small Talk
bull Michael has been very keen to interact with his peers However as his peers have got older verbal skills have become more important to these interactions
bull Michael will often walk up to a group and simply stand there The other children do not try to include him in their conversations nor does Michael try to join in
bull Some of the children Michael was friendly with in primary years will occasionally sit down and talk with him but always on his terms These occasions are decreasing in frequency
Michaelrsquos Small Talk
bull Introduced Michael to Small Talkbull Each of his favourite topic areas had a
page built with partner directed questions and small talk continuers
bull His old friends are very impressed with this change in Michael They are more likely to have a chat with him and will sometimes call other people over to take part in the conversation
Sequenced Social Scripts
bull Sequenced social scripts can really help a user tobull Get a feel for the anatomy of a conversationbull Develop turntaking skillsbull Learn to interact with a variety of partners
What are Social Scripts
bull They support students in learning to claim start and maintain turns in a conversation
bull Much of the information in this section is taken from ldquoCan We Chat Co-Planned Sequenced Social Scripts A Make It Take It Book of Ideas and Adaptationsrdquo by Caroline Musselwhite and Linda Burkhart
bull Also called Participation Scripts
What are Social Scripts
bull Social Scripts are interactions such as joke-telling sharing life stories and general conversations
bull They help persons using augmentative and alternative communication (AAC) move beyond wants and needs to using real communication for conversational purposes
bull Often give developing communicators a sense of the power of communication
Anatomy of a social script
bull Attention gettersbull Startersbull Maintainers holders and interjectionsbull Turn transfersbull Closings
Communication Passports
bull Template available from CALL Centre Scotland
bull wwwcommunicationpassportsorgukbull iPhone App coming soonbull Also from SCOPE UK at
httpwwwscopeorgukhelp-and-informationpublicationsscope-communication-passport
Communication Passports
bull Useful for exchanging information about an AAC User between others
bull Often not a tool used by the AAC user directly
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Michaelrsquos Small Talk
bull 14 year old with autistic spectrum disorderbull Attends a mainstream school with a full-time
integration aidebull Michael has a Dynavox MiniMo but has recently
developed quite a lot of speech which is only understood by familiar people
bull Michaelrsquos device has core vocabulary with lots of fringe vocabulary around his topics of particular interest eg SpongeBob Squarepants
Michaelrsquos Small Talk
bull Michael has been very keen to interact with his peers However as his peers have got older verbal skills have become more important to these interactions
bull Michael will often walk up to a group and simply stand there The other children do not try to include him in their conversations nor does Michael try to join in
bull Some of the children Michael was friendly with in primary years will occasionally sit down and talk with him but always on his terms These occasions are decreasing in frequency
Michaelrsquos Small Talk
bull Introduced Michael to Small Talkbull Each of his favourite topic areas had a
page built with partner directed questions and small talk continuers
bull His old friends are very impressed with this change in Michael They are more likely to have a chat with him and will sometimes call other people over to take part in the conversation
Sequenced Social Scripts
bull Sequenced social scripts can really help a user tobull Get a feel for the anatomy of a conversationbull Develop turntaking skillsbull Learn to interact with a variety of partners
What are Social Scripts
bull They support students in learning to claim start and maintain turns in a conversation
bull Much of the information in this section is taken from ldquoCan We Chat Co-Planned Sequenced Social Scripts A Make It Take It Book of Ideas and Adaptationsrdquo by Caroline Musselwhite and Linda Burkhart
bull Also called Participation Scripts
What are Social Scripts
bull Social Scripts are interactions such as joke-telling sharing life stories and general conversations
bull They help persons using augmentative and alternative communication (AAC) move beyond wants and needs to using real communication for conversational purposes
bull Often give developing communicators a sense of the power of communication
Anatomy of a social script
bull Attention gettersbull Startersbull Maintainers holders and interjectionsbull Turn transfersbull Closings
Communication Passports
bull Template available from CALL Centre Scotland
bull wwwcommunicationpassportsorgukbull iPhone App coming soonbull Also from SCOPE UK at
httpwwwscopeorgukhelp-and-informationpublicationsscope-communication-passport
Communication Passports
bull Useful for exchanging information about an AAC User between others
bull Often not a tool used by the AAC user directly
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Michaelrsquos Small Talk
bull Michael has been very keen to interact with his peers However as his peers have got older verbal skills have become more important to these interactions
bull Michael will often walk up to a group and simply stand there The other children do not try to include him in their conversations nor does Michael try to join in
bull Some of the children Michael was friendly with in primary years will occasionally sit down and talk with him but always on his terms These occasions are decreasing in frequency
Michaelrsquos Small Talk
bull Introduced Michael to Small Talkbull Each of his favourite topic areas had a
page built with partner directed questions and small talk continuers
bull His old friends are very impressed with this change in Michael They are more likely to have a chat with him and will sometimes call other people over to take part in the conversation
Sequenced Social Scripts
bull Sequenced social scripts can really help a user tobull Get a feel for the anatomy of a conversationbull Develop turntaking skillsbull Learn to interact with a variety of partners
What are Social Scripts
bull They support students in learning to claim start and maintain turns in a conversation
bull Much of the information in this section is taken from ldquoCan We Chat Co-Planned Sequenced Social Scripts A Make It Take It Book of Ideas and Adaptationsrdquo by Caroline Musselwhite and Linda Burkhart
bull Also called Participation Scripts
What are Social Scripts
bull Social Scripts are interactions such as joke-telling sharing life stories and general conversations
bull They help persons using augmentative and alternative communication (AAC) move beyond wants and needs to using real communication for conversational purposes
bull Often give developing communicators a sense of the power of communication
Anatomy of a social script
bull Attention gettersbull Startersbull Maintainers holders and interjectionsbull Turn transfersbull Closings
Communication Passports
bull Template available from CALL Centre Scotland
bull wwwcommunicationpassportsorgukbull iPhone App coming soonbull Also from SCOPE UK at
httpwwwscopeorgukhelp-and-informationpublicationsscope-communication-passport
Communication Passports
bull Useful for exchanging information about an AAC User between others
bull Often not a tool used by the AAC user directly
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Michaelrsquos Small Talk
bull Introduced Michael to Small Talkbull Each of his favourite topic areas had a
page built with partner directed questions and small talk continuers
bull His old friends are very impressed with this change in Michael They are more likely to have a chat with him and will sometimes call other people over to take part in the conversation
Sequenced Social Scripts
bull Sequenced social scripts can really help a user tobull Get a feel for the anatomy of a conversationbull Develop turntaking skillsbull Learn to interact with a variety of partners
What are Social Scripts
bull They support students in learning to claim start and maintain turns in a conversation
bull Much of the information in this section is taken from ldquoCan We Chat Co-Planned Sequenced Social Scripts A Make It Take It Book of Ideas and Adaptationsrdquo by Caroline Musselwhite and Linda Burkhart
bull Also called Participation Scripts
What are Social Scripts
bull Social Scripts are interactions such as joke-telling sharing life stories and general conversations
bull They help persons using augmentative and alternative communication (AAC) move beyond wants and needs to using real communication for conversational purposes
bull Often give developing communicators a sense of the power of communication
Anatomy of a social script
bull Attention gettersbull Startersbull Maintainers holders and interjectionsbull Turn transfersbull Closings
Communication Passports
bull Template available from CALL Centre Scotland
bull wwwcommunicationpassportsorgukbull iPhone App coming soonbull Also from SCOPE UK at
httpwwwscopeorgukhelp-and-informationpublicationsscope-communication-passport
Communication Passports
bull Useful for exchanging information about an AAC User between others
bull Often not a tool used by the AAC user directly
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Sequenced Social Scripts
bull Sequenced social scripts can really help a user tobull Get a feel for the anatomy of a conversationbull Develop turntaking skillsbull Learn to interact with a variety of partners
What are Social Scripts
bull They support students in learning to claim start and maintain turns in a conversation
bull Much of the information in this section is taken from ldquoCan We Chat Co-Planned Sequenced Social Scripts A Make It Take It Book of Ideas and Adaptationsrdquo by Caroline Musselwhite and Linda Burkhart
bull Also called Participation Scripts
What are Social Scripts
bull Social Scripts are interactions such as joke-telling sharing life stories and general conversations
bull They help persons using augmentative and alternative communication (AAC) move beyond wants and needs to using real communication for conversational purposes
bull Often give developing communicators a sense of the power of communication
Anatomy of a social script
bull Attention gettersbull Startersbull Maintainers holders and interjectionsbull Turn transfersbull Closings
Communication Passports
bull Template available from CALL Centre Scotland
bull wwwcommunicationpassportsorgukbull iPhone App coming soonbull Also from SCOPE UK at
httpwwwscopeorgukhelp-and-informationpublicationsscope-communication-passport
Communication Passports
bull Useful for exchanging information about an AAC User between others
bull Often not a tool used by the AAC user directly
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
What are Social Scripts
bull They support students in learning to claim start and maintain turns in a conversation
bull Much of the information in this section is taken from ldquoCan We Chat Co-Planned Sequenced Social Scripts A Make It Take It Book of Ideas and Adaptationsrdquo by Caroline Musselwhite and Linda Burkhart
bull Also called Participation Scripts
What are Social Scripts
bull Social Scripts are interactions such as joke-telling sharing life stories and general conversations
bull They help persons using augmentative and alternative communication (AAC) move beyond wants and needs to using real communication for conversational purposes
bull Often give developing communicators a sense of the power of communication
Anatomy of a social script
bull Attention gettersbull Startersbull Maintainers holders and interjectionsbull Turn transfersbull Closings
Communication Passports
bull Template available from CALL Centre Scotland
bull wwwcommunicationpassportsorgukbull iPhone App coming soonbull Also from SCOPE UK at
httpwwwscopeorgukhelp-and-informationpublicationsscope-communication-passport
Communication Passports
bull Useful for exchanging information about an AAC User between others
bull Often not a tool used by the AAC user directly
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
What are Social Scripts
bull Social Scripts are interactions such as joke-telling sharing life stories and general conversations
bull They help persons using augmentative and alternative communication (AAC) move beyond wants and needs to using real communication for conversational purposes
bull Often give developing communicators a sense of the power of communication
Anatomy of a social script
bull Attention gettersbull Startersbull Maintainers holders and interjectionsbull Turn transfersbull Closings
Communication Passports
bull Template available from CALL Centre Scotland
bull wwwcommunicationpassportsorgukbull iPhone App coming soonbull Also from SCOPE UK at
httpwwwscopeorgukhelp-and-informationpublicationsscope-communication-passport
Communication Passports
bull Useful for exchanging information about an AAC User between others
bull Often not a tool used by the AAC user directly
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Anatomy of a social script
bull Attention gettersbull Startersbull Maintainers holders and interjectionsbull Turn transfersbull Closings
Communication Passports
bull Template available from CALL Centre Scotland
bull wwwcommunicationpassportsorgukbull iPhone App coming soonbull Also from SCOPE UK at
httpwwwscopeorgukhelp-and-informationpublicationsscope-communication-passport
Communication Passports
bull Useful for exchanging information about an AAC User between others
bull Often not a tool used by the AAC user directly
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Communication Passports
bull Template available from CALL Centre Scotland
bull wwwcommunicationpassportsorgukbull iPhone App coming soonbull Also from SCOPE UK at
httpwwwscopeorgukhelp-and-informationpublicationsscope-communication-passport
Communication Passports
bull Useful for exchanging information about an AAC User between others
bull Often not a tool used by the AAC user directly
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Communication Passports
bull Useful for exchanging information about an AAC User between others
bull Often not a tool used by the AAC user directly
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
This book is about me
My name is Mike
Please read
This book will help you to get to know me and how I communicate
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Page Index1 All about me 2 You need to know3 My Family4 My Friends 5 Special people special things6 Things I like to talk about7 How I communicate8 How I communicate (2)9 You can help me communicate10 Fun things I like to do11 Places I like going12 Things I donrsquot like 13 Irsquom working on this14 Help15 Eating and Drinking16 Whatrsquos my eyesight like
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
All About Me
CALL Centre page 1
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
You need to know1 I have epileptic seizures They donrsquot last for long
please just make me comfortable and let me have a snooze afterwards
2 I am allergic to penicillin
CALL Centre page 2
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
CALL Centre page 3
bull I love my FamilyI like to talk about them so you need to
know who everybody is
This is my Mum and Dad
And my sister Larissa
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
My Friends
CALL Centre page 4
This are my friends John Mike
Peter Sally and Sue
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
CALL Centre page 5
bullSpecial People Special Things
I love having a weighted blanket on my
lap ndash it helps me concentrate
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
You can help me to communicate
Please DObull give me plenty time
Please DONrsquoTbull ask me more than one
question at a time
CALL Centre page 9
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Personal Storytelling
bull As we get older the percentage of small talk decreases and the percentage of storytelling increases
bull Older adults in particular use stories to entertain teach and establish social closeness with their peers
bull As individuals lose their spouses and move to retirement and care facilities the need to socially connect with individuals their own age becomes important and storytelling becomes a vehicle for this
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Personal Storytelling
bull Schank (1990) discussed story formulation refinement and storage in detail He found a few different ldquotypesrdquo of stories in common usebull First person storiesbull Second person storiesbull Official storiesbull Fantasy stories
bull Marven et al (1994) found that for preschoolers 9 of their communication at home and 11 at preschool involves fantasy of some sort
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
AAC and Storytelling
bull Storytelling with AAC systems has become practical and possible with improved technology
bull However we must be careful that the stories are ones which the person would choose to tell
bull Storytelling is very personal and must be individualised
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Johnrsquos ldquochatrdquo cards
bull John is an 11 year old with autism spectrum disorder
bull John uses words (which are mostly intelligible to familiar people) signs and a multi-page communication book
bull John also has some challenging behaviour
bull Five years ago John had challenging behaviour every night when he got home from school
bull His mum felt that this was due to his frustration over trying to tell her about his day
bull His team decided that ldquochatrdquo cards about his day would help
bull They setup a process to write a sentence about each day
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Johnrsquos ldquochatrdquo cards
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Johnrsquos ldquochatrdquo cards
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Johnrsquos storytelling
bull Many of Johnrsquos old chat cards are in a milk crate in his room
bull John began spontaneously using them with new people a couple of years ago
bull He selects a few cards and then brings them to the new person They read them with him and if they show particular interest in one topic eg playing basketball he will go and get more things around this topic
bull He brings out fewer chat cards as people become more familiar with him and understand more of his speech
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Tedrsquos Storytelling
bull Ted is a 78 year old who had a CVA when he was 72
bull Following the CVA he regained some spontaneous speech mostly small talk He can understand everything that is said and can read the paper and magazines He cannot speak (apart from small talk) and he cannot write
bull Prior to the stroke he was president of his local RSL Club His wife and his friends miss his storytelling
bull His wife was able to work with him and write out many of his stories These have now been stored in a Macaw with one of his friends doing the recording
bull He and his wife are delighted as he is once again able to tell stories and delight his family and friends
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Personal Photo Stories
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Sarahrsquos Storytelling
bull Sarah is a woman in her sixties who lives in her own house
bull In her forties she was in a motor vehicle accident and is now a quadriplegic
bull She has a good understanding of spoken English but very limited expressive communication including very little facial expression
bull She has control of a single switch with her left thumb but tends to fatigue quickly although her stamina is increasing
bull She has a multi-level communication book which she accesses with eye pointing
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Sarahrsquos Storytelling
bull She has a range of in-house care staff who tend to stay around for between 5 months and 3 years
bull Many of these staff assume she doesnrsquot understand what is said to her because she doesnrsquot give body language feedback
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Sarahrsquos Chat BookInside this book are some of my photos The writing tells
you about them The questions are things I am interested in about you Please read out the writing and the questions and we can find out about each other together - but be
warned - it might take more than one visit
Sarah
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Sarahrsquos Chat Book
bull Sarahrsquos chat book has completely changed the way staff see her
bull Each new staff member sits down and goes through the book with her over a few different sessions
bull They realise how interested Sarah is in them and they gossip with her more
bull It also gives them topics to talk about that they think will interest her
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Maggiersquos Storytelling
bull A series of photos about a person to give the ldquolistenerrdquo a sense of who the person is
bull Can be used to let them have a ldquoconversationrdquo with their ldquolistenerrdquo
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
httpsheldonhickeycommaggieAll20about20meindexhtml
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Just how important is social communicationbull In Building Communicative Competence with
individuals who use Augmentative and Alternative Communication Light and Binger (1998) looked at just three different social communication skillsbull 1 Use of an introductory strategy when meeting new
peoplebull 2 Use of nonobligatory turns to increase participation
in social interactionsbull 3 Use of partner-focused questions to demonstrate
an interest in the partner
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Use of an introductory strategy when meeting new peoplebull Teaching a 35 year old with a closed head injury to use
an introductory strategy to explain his use of AAC and his communication resulted in much more positive interactions with unfamiliar people with fewer breakdowns and made the new partners more at ease
bull Teaching a 44 year old with cerebral palsy to use an introductory strategy allowed her to be more confident and assertive with new people Twenty adults with no previous experience of AAC viewed tapes of Maureen meeting new people pre and post 100 of them reported she was a more competent communicator when she used an introductory strategy
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Use of nonobligatory turn taking
bull Teaching a young (4frac12 year old) child with cerebral palsy to use non-obligatory turn taking via AAC meant that the child was initiating more frequently and was more eager to participate in group activities One of her peers said she was more fun to play with Her speech improved and she acquired 30 new words
bull Teaching a 14 year old with autism to take non-obligatory turns also resulted in a increase in initiating and turn taking There was a decrease in his inappropriate behaviours and he was less disruptive in class 20 adults who were not familiar with AAC rated his pre and post videotapes and rated him as a much more competent communicator in the post tapes (although they didnrsquot know which were pre or post)
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Use of partner focused questionsbull Teaching a 13 year old child with developmental
disability to use partner focused questions produced a change in the focus of his interactions His partners began to see his communication as more appropriate
bull Teaching a 24 year old with athetoid cerebral palsy to use partner focused questions meant that he became a more valued communication partner with those he regularly communicated with
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
So how do I decide whatrsquos important in an AAC systembull Beukelman (2004) wrote that
ldquovocabulary selection in AAC can be viewed as the process of choosing a small list of words or items from a pool of all possibilitiesrdquo
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Choosing vocabulary for pre-literate individualsbull For people who are pre-literate those designing
an AAC system face a hard task Generally we consider there are two forms of vocabulary for this group ndash vocabulary that is needed to communicate essential messages and vocabulary to develop language (which includes small talk and narratives)
bull Many people like to make this decision around core vocabulary ie words and messages which are commonly used and occur frequently Small talk vocabulary fits well within these criteria
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Choosing vocabulary for non-literate individualsbull Aim to meet their daily ongoing
communication needs in a variety of environments
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Choosing vocabulary for literate individuals
bull For literate individuals they may need some phrases or words which need to be pre-stored for quick access either so they can participate in the conversation in a timely way or so they can reduce fatigue
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
What do we know about aided AAC use
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Many people who use AAC
bull (Kraat 1985 Light 1989 Muller and Soto 2002)
bull Play a passive rolebull Rarely initiate interactionbull Express a limited number of speech actsbull Use restricted linguistic formsbull Limited opportunities to interact with
other people
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Communication board use is frequently less than one might expect
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
When the communication board is used it is often used primarily to provide information requested by the facilitator
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
The range of communicative functions produced is typically restricted
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Functionally non-speaking partners tend to assume a respondent role using primarily yesno answers and other short provisions of information
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Patterns of turntaking initiation and conversational control tend to be asymmetrical in nature ie the speaking partner dominates the conversational exchange
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Speaking partners are frequently observed a) to ask closed-ended questions and specific Wh-questions and b) to repeat and rephrase previous turns often initiating topics without expecting a response from the child
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
In the classroom setting AAC users tend to communicate predominantly with the adults in the class not their classmates
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
AAC should behellip
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Used frequently interactively and generatively to express a wide
range of communicative intents
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Occurring during at least 80 of ongoing classroom programming
(as speech or manual sign use is)
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Being used to mediate communication with classmates as
well as personnel (ie teachers aides therapists clinicians)
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Being designed and implemented in as time and cost effective a
manner as possible
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
What we know
bull Communication displays and devices are often not used
bull AAC users are typically responders not initiators
bull Interaction patterns focus on ldquoclosedrdquo questions such as ldquoWhat do you wantrdquo
bull Conversational partners control interactions (turn taking is unequal)
bull Peer interaction is minimal
(Kraat 1985)
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
Four main issues
bull Lack of Modellingbull Lack of Access to Vocabularybull Communicative Competencebull PassivityLearned Helplessness
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-
We know how to fix this
bull We just need to do it
bull And model model model
- AAC All Day Every Day
- Slide 2
- What is AAC
- AAC System
- Unaided and Aided AAC
- AAC Myths and Legends
- AAC Myths and Legends - Resources
- Good Practice Approaches to AAC
- Additional AAC options to support good practice
- High Tech AAC
- Communicative Competence
- Aided Language Displays
- Aided Language Displays (2)
- Slide 14
- Slide 15
- Aided Language Displays (3)
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Aided Language Displays (4)
- Aided Language Displays (5)
- Aided Language Display Design
- Aided Language Display Design (2)
- Aided Language Display Design (3)
- wwwboardmakersharecom
- Engineering the Environment
- CHAT-Now
- CHAT-Now ndash Book
- CHAT-Now General Interactive
- CHAT-Now (2)
- Special School Project
- Key Caddies
- Special School Project (2)
- Term 1 2011
- Week 1
- Week 2
- Week 3
- Week 4
- Week 5
- Weeks 6 - 10
- Special School Project (3)
- CHAT-Now (3)
- YesNo
- Pragmatics
- Pragmatics (2)
- PODD
- PODD (2)
- PODD (3)
- PODD (4)
- Core Vocabulary
- Core Vocabulary (2)
- Core Vocabulary (3)
- Core Vocabulary (4)
- Pixon
- Core Vocab to supplement ALDS
- Technology
- High Tech and Light Tech
- Speech Generating Devices
- Static Display
- Dynamic Display
- Access Options
- Scanning and Eye Gaze
- High Tech Scanning
- Low Tech Scanning and Eye Gaze
- Slide 66
- Eye Gaze
- Mainstream Mobile Devices for AAC
- wwwspectronicsinozcomarticleiphoneipad-apps-for-aac
- Slide 70
- Media Stories Opinion
- Media Stories Opinion (2)
- Media Stories Opinion
- Media Stories Opinion (3)
- Media Stories and Opinions
- Apps with SymbolsPictures
- Apps with Symbols and Text-to-speech
- Apps with text only
- Traditional SGDs
- Research
- Accessories
- Access
- Other mobile devices
- Resources
- Expertise
- Case Study
- Additional AAC options to support good practice (2)
- Social Communication
- Social Communication (2)
- Small Talk
- Small Talk (2)
- AAC Users and Small Talk
- Generic Small Talk
- Generic Small Talk (2)
- Generic Small Talk (3)
- Differences in Small Talk Vocabulary
- Small Talk and Mealtimes
- Pre-school Generic Small Talk
- Adult Generic Small Talk
- Georgersquos Small Talk
- Georgersquos Small Talk (2)
- Georgersquos Small Talk (3)
- Georgersquos Small Talk (4)
- Michaelrsquos Small Talk
- Michaelrsquos Small Talk (2)
- Michaelrsquos Small Talk (3)
- Sequenced Social Scripts
- What are Social Scripts
- What are Social Scripts (2)
- Anatomy of a social script
- Communication Passports
- Communication Passports (2)
- This book is about me My name is Mike
- Page Index
- All About Me
- You need to know
- Slide 117
- My Friends
- Slide 119
- You can help me to communicate
- Personal Storytelling
- Personal Storytelling (2)
- AAC and Storytelling
- Johnrsquos ldquochatrdquo cards
- Johnrsquos ldquochatrdquo cards (2)
- Johnrsquos ldquochatrdquo cards (3)
- Johnrsquos ldquochatrdquo cards (4)
- Johnrsquos storytelling
- Tedrsquos Storytelling
- Slide 130
- Personal Photo Stories
- Sarahrsquos Storytelling
- Sarahrsquos Storytelling (2)
- Sarahrsquos Chat Book
- Sarahrsquos Chat Book (2)
- Maggiersquos Storytelling
- Slide 137
- Just how important is social communication
- Use of an introductory strategy when meeting new people
- Use of nonobligatory turn taking
- Use of partner focused questions
- So how do I decide whatrsquos important in an AAC system
- Choosing vocabulary for pre-literate individuals
- Choosing vocabulary for non-literate individuals
- Choosing vocabulary for literate individuals
- What do we know about aided AAC use
- Many people who use AAC
- Communication board use is frequently less than one might expec
- When the communication board is used it is often used primaril
- The range of communicative functions produced is typically rest
- Functionally non-speaking partners tend to assume a respondent
- Patterns of turntaking initiation and conversational control t
- Speaking partners are frequently observed a) to ask closed-ende
- In the classroom setting AAC users tend to communicate predomi
- AAC should behellip
- Used frequently interactively and generatively to express a wi
- Occurring during at least 80 of ongoing classroom programming
- Being used to mediate communication with classmates as well as
- Being designed and implemented in as time and cost effective a
- What we know
- Four main issues
- We know how to fix this
-