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AAC BOOTCAMP (ALDINE ISD)
angela standridge@esc4 net
AAC BOOTCAMP (ALDINE ISD)HTTP://AAC101.WIKISPACES.COM/
20131REGION 4 ESC
ASHA2 ASHA
Financial disclosure: Region 4 and associated presenters are employed by Region 4
R i 4 d i d h fi i l Region 4 and associated presenters have no financial or non‐financial relationships to disclose
Participants must sign in each day and initial when Participants must sign in each day and initial when returning from lunch to receive ASHA CEUs
Participants must stay for the entire session to Participants must stay for the entire session to receive CEUs
2013REGION 4 ESC
AGENDA3 AGENDA
What is AAC?
AAC Assessment
AAC and Literacy Assessment
Core Vocabulary Core Vocabulary
A little bit on intervention and implementation
Low Tech AAC
Mid Tech AAC
High Tech AAC
2013REGION 4 ESC
WHAT’S IN A NAME?5 WHAT S IN A NAME?
AAC‐ augmentative and alternative communication
CCN‐ complex communication needs
VOCA i t t i ti id VOCA‐ voice output communication aids
SGD‐ speech generating devices
Low, mid and high tech
2013REGION 4 ESC
WHAT DO YOU ALREADY KNOWAT/AAC A ?
7
ABOUT AT/AAC ASSESSMENT?
Involves a team
Reps‐ training
positioning
why kind of students, NV, word finding, au
cognitive ability
trials with tools
low tech back up
different environments
2013REGION 4 ESC
AAC ASSESSMENT ISSUES8 AAC ASSESSMENT ISSUES
W t We assess to:
Select, develop, modify AT systems
Create or adjust instructional plans Create or adjust instructional plans
Measure progress
Assessment plan (if you write it down you will do it) DATE Assessment plan (if you write it down, you will do it), DATE
The Law:
Highly qualified Highly qualified
Completed in a timely manner
Connection to IEP goals/TEKS/STAARg / /
Timely acquisition of tools2013REGION 4 ESC
AAC ASSESSMENT ISSUES9 AAC ASSESSMENT ISSUES
Effective trials
Follow‐up (data driven)
Have and follow procedures and policies
Seating and Positioning Seating and Positioning
Access of system(s)
Vi i d h i Vision and hearing
Cognitive/linguistic skills
2013REGION 4 ESC
AAC ASSESSMENT ISSUES10 AAC ASSESSMENT ISSUES
Existing natural speech skills
Communication context and partners Communication context and partners
Current and past use of AAC
Transition
Changes in environments,
partners,
vocabulary,
support personnel/team 2013REGION 4 ESC
AAC ASSESSMENT “HOW TO”11 AAC ASSESSMENT HOW TO
Develop an Evaluation Plan (DATE)
Standardized and Norm Referenced‐ usually not ffi i b hsufficient but use what you can
Establish receptive language skills, establish expressive language skills, fill in the gap
Collect data in multiple environments with input from multiple team members
Explore total communication: voice, oral speech, low tech, high tech, sign, written language, etc.
Trial tools collect data adjust as needed Trial tools, collect data, adjust as needed
2013REGION 4 ESC
FREE ASSESSMENT TOOLS12
DATE: http://www texasat net DATE: http://www.texasat.net
Communication Matrix http://www.communicationmatrix.org/
Pre‐verbal Communication Schedule http://www.education.gov.uk/complexneeds/modules/Module‐2 4‐Assessment‐monitoring‐and‐les/Module‐2.4‐Assessment‐monitoring‐and‐evaluation/All/m08p030b.html
Pragmatics Profile of Everyday Communication Skills http://wwwedit.wmin.ac.uk/psychology/pp/
WATI ASNAT (Chapter 3) http://www.wati.org
Choose one to explore2013REGION 4 ESC
FOR PURCHASE AAC A T
13
ASSESSMENT TOOLS
Communication and Symbolic Behavior Scales Communication and Symbolic Behavior Scales
Triple C: Checklist of Communication Competencies
Every Move Countsyhttp://www.youtube.com/watch?v=OV35UNwlZUU
AAC Profile
Social Networks Inventory
Communication Sampling and Analysis
SCERTS (Barry Prizant)
Test of Aided‐Communication Symbol Performance
S AAC d i h i i li i i d Some AAC devices have cognitive, linguistic and access assessment tools built into the software
2013REGION 4 ESC
DEVICE CONSIDERATION14 DEVICE CONSIDERATION
Effectiveness and efficiency
Technical Support options
Portability and access
Programming/vocabulary/languageg g/ y/ g g
“Features”: SETT Framework
D d bilit / t i d Dependability/support required
Growth potential
2013REGION 4 ESC
SOMETHING FUN TO WATCH15 SOMETHING FUN TO WATCH
http://www.youtube.com/watch?v=KJi_Si_jTHk&feature=related
2013REGION 4 ESC
ASSESSING LITERACY17 ASSESSING LITERACY
Many non oral speakers do not have access to literacy instruction Many non‐oral speakers do not have access to literacy instruction
70% are behind their peers in literacy skills http://aac.unl.edu/csl/litdev.html
90% of AAC users will enter adulthood functionally illiterate
Literacy Assessment
http://aacliteracy.psu.edu/AdditionalResources.html
http://www.med.unc.edu/ahs/clds/
Successful access to the curriculum is very dependent on literacy Successful access to the curriculum is very dependent on literacy skills
Lack of strong literacy skills is the main obstacle for AAC users to obtain employment and independenceobtain employment and independence
2013REGION 4 ESC
ASSESSING LITERACY18 ASSESSING LITERACY
Contextual factors: expectations, opportunity, quantity and quality of literacy instruction
Literacy skills: criterion referenced tools, standardized tests, observations adapted materialsobservations, adapted materials
Qualitative Reading Inventory
The Bridge Assessment The Bridge Assessment
Dr. Janice Light’s website http://aacliteracy.psu.edu
Tools: materials/devices/software/equipment enabling AAC users to read and write
Use non‐verbal motor responses to assess (i.e. pointing, eye gaze) with text and/or pictures
If a phonics approach does not work, try a visual approach2013REGION 4 ESC
ACCESSIBLE INSTRUCTIONALM SLP
19
MATERIALS AND THE SLP
Universal Design for Learning
http://www.cast.org
htt // t b / t h? bD K Y0 6 4 http://www.youtube.com/watch?v=bDvKnY0g6e4
AIM‐ http://aim.cast.org/ and http://www.texasat.net/default.aspx?name=resources.aim
TEA
http://www.tea.state.tx.us/index2.aspx?id=2147487109
Bookshare https://www.bookshare.org/
Learning Ally http://www.learningally.org/
Learning materials can be anything
2013REGION 4 ESC
BEST AAC AND LITERACY: C E
20
CHOOSE ONE TO EXPLORE
Dr. Janice Light http://aacliteracy.psu.edu
Center for Literacy and Disability Studies y yhttps://www.med.unc.edu/ahs/clds/
Alternate Pencil
Reading Assessment and AT
Route 66
Bridge Assessment
Tarheel Reader Tarheel Reader
2013REGION 4 ESC
JUST THE FACTS22 JUST THE FACTS
Core vocabulary consists of the most frequently used words we speak and write
About 80 % of what we say is comprised of about the same 300 words‐ across age levels, gender, culture, etc.
In order to communicate, access to core vocabulary in single word units is required
If intervention time is invested in teaching, modeling and reinforcing core vocabulary, communicators will be able to say most of what they need to say
VanTatenhove and Normal Language Development
2013REGION 4 ESC
SO WHAT ARE THE CORE?
23
VOCABULARY WORDS?
Most of those words are pronouns, prepositions, demonstratives, common verbs, common , ,adjectives, common adverbs and a few common nouns
2013REGION 4 ESC
26 Core Words: Toddler24
Words Percentage Words PercentageWords Percentage Words PercentageI 9.5 you 3.2no 8.5 what 3.1yes/yeah 7.6 on 2.8yes/yeah 7.6 on 2.8the 5.2 in 2.7want 5.0 here 2.7is 4.9 more 2.6it 4.9 out 2.4that 4.9 off 2.3a 4.6 some 2.3go 4 4 help 2 1go 4.4 help 2.1my 3.8 all done/finished 1.0mine 3.8 TOTAL 96.30%
Banajee, M., Dicarlo, C., & Stricklin, S. B. (2003). Core vocabulary determination for toddlers. Augmentative and Alternative Communication, 19, 67‐73.
2013REGION 4 ESC
25 Most Frequent Core 25
Words: College Texting( ) ( d) ’yo (u) are my want(ed) I’m
to(2 too) ye (yep ya) and with itto(2 too) ye (yep ya) and with it
I we is a likeI we is a like
o (okay k) be just at me( y ) j
that(s) good no have y (why)
2013REGION 4 ESC From http://aac.unl.edu
that(s) good no have y (why)
THE LANGUAGE STEALERS26 THE LANGUAGE STEALERS
http://www.youtube.com/watch?v=Vib2__BDCXc
2013REGION 4 ESC
FRINGE, CONTENT/CONTEXTS A V
28
SPECIFIC, ACADEMIC VOCABULARY
Vocabulary that is less frequently used, but is often germane to the interaction
Often consists of nouns
May or may not need to be utilized again: May or may not need to be utilized again:
Naming the capitals of the 50 states
I Th D d h k d I saw The Descendents over the weekend
We are playing a Dungeons and Dragons game this weekendweekend
2013REGION 4 ESC
SHOULD WE WORRY ABOUTF V ?
29
FRINGE VOCABULARY?
Often, the fringe vocabulary conveys relevant meaning‐in fact it may be the most important part of the message
Many times, the meaning can be gleaned from context:
I want it I want it
I need help
I go I go
But, not always…
2013REGION 4 ESC
SO…WHAT SHOULD WE DO?
30
ABOUT THAT?
Absolutely teach/model core vocabulary first and often
The communicator gets a huge benefit from being able to say 80% of what they intend
Concurrently enable/teach/model access to fringe/context specific vocabulary
2013REGION 4 ESC
SO HOW DO YOU DO THAT?31 SO HOW DO YOU DO THAT?
Reliable assessment to determine receptive and expressive language levelsp g g
Expect communicators to use core and fringe to their receptive level
Provide access in a variety of modalities to core and fringe‐ PROBABLY LOW TECH
2013REGION 4 ESC
PROVIDING ACCESS TO FRINGE32 PROVIDING ACCESS TO FRINGE
MODEL what you expect!
T h th b l tl i ll d i Teach the vocabulary overtly‐ especially academic vocabulary
Utilize technology Utilize technology
Communication partner assisted scanning
Literacy‐ low and high tech strategies
“ESL” vocabulary and literacy strategies
2013REGION 4 ESC
MODEL33 MODEL
Partners know the communicator’s AAC systems fluently and are able to access the fringe/context specific vocabularyspecific vocabulary
Aided Language Stimulation‐ Communication partner speaks the target vocabulary orally while pointing to picture‐most often used with low tech
With a high tech system, be able to access the same way communicator does AND know the vocabulary locations
2013REGION 4 ESC
TEACH VOCABULARY34 TEACH VOCABULARY
i d i i i h f i / Invest time and instruction in the fringe/content specific vocabulary
Clearly define the communicator’s receptive skills and Clearly define the communicator s receptive skills and teach to that level
Be cognizant of the communicator's learning styles, Be cognizant of the communicator s learning styles, modalities, sensory issues
Provide opportunity for expressive practice in context (may be sign, eye gaze, pointing, AAC device, vocalizing, all of the above, etc.)
2013REGION 4 ESC
TECHNOLOGY35 TECHNOLOGY
Low Tech High TechLow Tech Communication/spelling boards, books,
flip charts
Eye gaze systems‐ simple to complex
High Tech AAC systems
Computers/tablets Eye gaze systems‐ simple to complex
Word Walls
2D and 3D Dial Scans
p /
Accessible software
Alternative access tools
Sticky notes, Lok‐Lift
Dry Erase Boards
General Education applications
Word processing
Flip charts and sentence strip holders
Take a photo of an “on the fly” system and save/print/share
Internet
Text‐to‐speech software
Smart phones
2013REGION 4 ESC
Anything! Smart phones
MP3 players
COMMUNICATION PARTNER36
ASSISTED SCANNING
With low tech picture choices
With spelling
With oral choices (similar to “twenty questions”)
It is about school, home, other?
Is it about something that happened before, today or will happen later?
Pragmatic Organization Dynamic Display (PODD) Pragmatic Organization Dynamic Display (PODD)
Novita (Gayle Porter) http://www.novita.org.au/Content.aspx?p=683
Linda Burkhart http://www.lburkhart.com/podd.htm
2013REGION 4 ESC
TEACH LITERACY!37 TEACH LITERACY!
Access and opportunity
Penn State AAC Literacy
Center for Literacy and Disabilities
Synchronous development of reading, writing and y p g, gspelling
Visual methods of teaching literacy
JUST START!
2013REGION 4 ESC
HIGH TECH AND LITERACY38
AAC systems with access to spelling and word prediction‐MODEL!
C / bl d ibl i h d Computer/tablet word processors‐ possibly with word prediction
Email IM web conferencing social networking Email, IM, web conferencing, social networking
Smart phones
2013REGION 4 ESC
VOCABULARY STRATEGIES39 VOCABULARY STRATEGIES
d l Model
Teach cognates, prefixes, suffixes, and root words (Nifty Fifty)Fifty)
Teach students how to utilize context clues: embedded definitions, pictures, and chartsdefinitions, pictures, and charts
Pre‐teach essential academic vocabulary before it is to be introduced in class
2013REGION 4 ESC
VOCABULARY STRATEGIES40
Multiple formats graphic kinesthetic multimedia Multiple formats‐ graphic, kinesthetic, multimedia, word walls, notebooks, low tech boards
Bridging‐ connecting new vocabulary by utilizing Bridging connecting new vocabulary by utilizing existing mastered vocabulary; connect to background knowledge
Practice in holistic, natural environments expressively as well as receptively
Dilemma: natural environment is the GE classroom
2013REGION 4 ESC
LANGUAGE REPRESENTATIONREGION4 ESC
METHODS4 ESC
Spelling (includes word prediction and phrase prediction)
Single meaning symbols Single meaning symbols Minspeak™/Semantic Compaction
Multiple‐meaning symbols Symbol sequencing Small symbol set
201342
AAC SYMBOL SELECTIONREGION4 ESC AAC SYMBOL SELECTION4 ESC
Arbitrary Linguistic associations must be taught, OR Physical location must be taught Physical location must be taught
201343
IT’S JUST LANGUAGE THERAPY!44 IT S JUST LANGUAGE THERAPY!
Clearly define expressive/receptive skills
Note the gap between the two
Write an Intervention Plan
Teach at the appropriate developmental level Teach at the appropriate developmental level
Utilize multiple customary contexts (see Objective Opportunity Chart)
MODEL
Review and adjust regularly
2013REGION 4 ESC
DR. JANICE LIGHT’SR
45
RESEARCH
http://aackids.psu.edu/index.php/page/show/id/14
Indentify contextsy
Provide an effective means
Select appropriate vocabulary Select appropriate vocabulary
Set up the environment
U i t ti t t i Use interaction strategies
http://aac‐rerc.psu.edu/index.php/webcasts/show/id/7
2013REGION 4 ESC
OTHER IMPLEMENTATIONR
46
RESOURCES
http://www.aacintervention.com
http://aac.unl.edu
http://aac.unl.edu/yaack/
http://www.aaclanguagelab.com/
http://www.setbc.org/p g
http://www.lburkhart.com/
2013REGION 4 ESC
RESOURCES47 RESOURCES
http://www.everymovecounts.net/
http://praacticalaac.org
http://aackids.psu.edu/index.php/page/show/id/1
http://www.scoop.it/t/speak‐up‐1
http://www.lburkhart.com/podd.htmp p
http://www.vantatenhove.com/index.shtml
10/21/2013REGION 4 ESC
WHAT IS EXPECTED FROM THETOOL, THE CHILD, THE STAFF AND48 , ,
THE ENVIRONMENT?
Participation Press and play
Communication Low and high tech
Allows students to engage in an activity
Circle time
Involves the use of core vocabulary
May involve the use of Circle time
Scripted activities
“tell me”, “show me”
May involve the use of fringe, content/context specific, and academic vocabulary
tell me , show me
Often utilizes only content or context specific vocabulary
Sharing of basic needs/wants AND novel utterances (thoughts, feelings, opinions)y feelings, opinions)
12/19/2012REGION 4 ESC
TYPES OF LOW TECH50 TYPES OF LOW TECH
Boards
Books
Wallets
Walls
Eye Gaze
Dial Scans
Auditory Scanning
Tactile Symbols
“Just in Time” “Just in Time”
2013REGION 4 ESC
STRATEGIES51 STRATEGIES
Partner assisted scanning
PECs or other picture exchange programs
PODD
http://www.novita.org.au/Content.aspx?p=683
http://www lburkhart com/podd htm http://www.lburkhart.com/podd.htm
Aided Language stimulation
Janice Light’s resources Janice Light s resources http://aackids.psu.edu/index.php/page/show/id/14
http://www.aacintervention.com
DON’T FORGET CORE
2013REGION 4 ESC
TYPES OF MID TECH53 TYPES OF MID TECH
Single message devices
Single message, multiple level devices
Static multiple level devices‐ 2 to 32 locations
Dynamic digitized speech devices
Some Tablet (iPad, Android, Windows) appspp
2013REGION 4 ESC
STRATEGIES54 STRATEGIES
Use for fringe and content specific vocabulary
U f d ti iti th t t l th Use for games and activities that control others
Use in conjunction with electronic aids to daily living and environmental controlsand environmental controls
Dr. Janice Light http://aackids.psu.edu/index.php/page/show/id/14
http://www.aacintervention.com
DON’T FORGET CORE
2013REGION 4 ESC
FEATURES57 FEATURES
Synthesized Speech (text‐to‐speech feature) allows for spelling & word predictionprediction
Usually have digitized speech option well Large memory Multiple access modes Generative language Independent programming by p p g g y
communicator Usually have core vocabularies built into
the devicesthe devices
2013REGION 4 ESC
TYPES58 TYPES
Dedicated‐ is only an AAC device
Integrated‐ is an AAC system integrated into a full computer system (usually a Windows laptop)
T bl t t h ( l ) Tablets, smart phones (some apps only)
2013REGION 4 ESC
STRATEGIES59 STRATEGIES
Use existing core and customize (personal, academic, high interest)
Direct instruction vs customary environments Direct instruction vs. customary environments
What is the demand on the student (linguistic, academic, physical, cognitive)
LITERACY can be addressed concurrently
Natural language cues
M d l Model
http://aac.unl.edu/yaack/
http://www aaclanguagelab com/ http://www.aaclanguagelab.com/
2013REGION 4 ESC
THE TABLET REVOLUTION60 THE TABLET REVOLUTION
iPads, Androids and Windows! Oh My!
Not a Computer (except Windows)
Not a dedicated AAC device
The Good‐ cost, cool, accepted
Th B d f ti lit ibilit The Bad‐ functionality, power, accessibility
The Ugly‐ developer maze, the apps, the rate of change
So what should we do? So…what should we do?
Keep an open mind
And a critical consumer eyey
Hold on for the ride2013REGION 4 ESC
GOOD BOOKS TO HAVE61 GOOD BOOKS TO HAVE
Bugaj C & Norton Darr Sally (2010) The Practical Guide to Assistive Bugaj, C. &. Norton‐Darr, Sally. (2010). The Practical Guide to Assistive Technology in Public Schools. Eugene, OR:Iste.
Glennen, S. and Decoste, D. (1997). Handbook of Augmentative and Alternative Communication. Singular publishing: San Diego, CA.
Light, J., Beukelman, D., Reichle, J. (2003). Communication Competence for Individuals who Use AAC. Baltimore, MD: Paul H. Brookes.
Mirenda, P. and Iacono, T. (eds.). (2009). AAC for Individuals with Autism Spectrum Disorders. Baltimore, MD: Paul H. Brookes.
Paul, R. (2001). Language Disorders from Infancy through Ad l A t d I t ti St L i Mi i M bAdolescence: Assessment and Intervention. St. Louis, Missouri: Mosby.
Soto, G., & Zangari, C. (Eds.). (2009). Practically Speaking: Language, Literacy, and Academic Development for Students with AAC Needs. Baltimore, MD: Brooks Publishing., g
2013REGION 4 ESC
UPCOMING AAC TRAINING AT R4 62 UPCOMING AAC TRAINING AT R4
Texas AT Conference June 10‐12, 2014 @ Region 4 http://www.texasatconference.net
TCEA‐ AT Academy and AT Playground, February 207, 2014 cade y a d ayg ou d, eb ua y 0 , 0in Austin http://www.tceaconvention.org/2014/
The Power of Access‐ December 11‐12, 2013; Session #1000715#1000715
Advanced PECs‐ January 8‐9, 2014; Session #1004787
LAMP January 28 2014; Session #1001997 LAMP‐ January 28, 2014; Session #1001997
AAC and AU‐March 5, 2014; Session #1008155
AT S l ti i Mi t A il 10 OR A il 11 2014 AT Solutions in Minutes, April 10 OR April 11, 2014; Session# 1005065 OR 1005095
OCTOBER 2013REGION 4 ESC