Teaching AAC - How do we do it? Autism in Education Webinar April 1, - - PDF document

Teaching AAC - How do we do it?

Autism in Education Webinar April 1, 2020 Presented by: Marie Stirling, MScA, MEd, R.SLP(C)

In this session, we will...

• Review the basics of AAC
• Discuss best practices for implementing AAC
• Discuss ways for supporting those who use AAC
• Discuss strategies to optimize modeling using the

S’MoRRES Model

• Discuss the best times to model AAC
• Share AAC related websites, Youtube channels, and

Facebook Pages

But first, a quick introduction...

Jack-of-all-trades, master of none… With particular interest in the areas of Autism Spectrum Disorder and (more recently) AAC I am not an expert in AAC, but will share what I have discovered.

Disclosures:

I am not affiliated with any company that supports augmentative and alternative communication. I do not receive compensation for any of the materials or resources mentioned in this presentation.

What I have learned...

• You don’t need to reinvent the wheel
• There is lots of information out there
• Due to the volume of information, it can

quickly become overwhelming!

What is AAC Implementation?

AAC Needs Identified AAC Assessment Obtain AAC System AAC Implementation

Werbeckes, 2020

So how do we effectively implement AAC? AAC Basics

GOAL: to ensure that everyone understands what AAC is and why it is important.

Werbeckes, 2018

What is AAC?

AAC = Augmentative and Alternative Communication.

AUGMENTATIVE supplements verbal speech ALTERNATIVE instead of verbal speech

Types of AAC

NO TECH: Doesn’t require any extra equipment e.g. gestures, pointing, facial expression, sign language LOW TECH: Doesn’t require a battery e.g. picture symbol boards or books (core vocabulary boards, PODD Books), writing, alphabet boards HIGH TECH: Systems that use technology e.g. communication apps on iPads, eye gaze system, speech generating devices

Who is a candidate for AAC use?

Anyone who cannot meet their daily needs with spoken language alone would likely benefit from AAC.

Why is AAC Important? Communication is a fundamental human right.

How do children using AAC learn language? The same way that children learn ANY language. They need to be immersed in it.

Learning AAC

Why then do we expect a child to spontaneously begin using an AAC system from the first day they receive it?!?

Learning AAC

AAC users need and deserve a period of learning from the models of others. This modeling can and should be done by parents, peers, siblings, professionals and

• thers on a regular basis for an extended period of

time.

To teach AAC, you need to speak AAC.

The AAC Coach The AAC Coach

AAC Basics

We need to learn how to use the AAC Learner’s communication system so that we can model language for them.

AAC Basics

Get familiar with the AAC system. Know how to quickly and efficiently find the words you want. Physically give team members the device and have them play around with it - need time to explore before you start implementing.

Werbeckes, 2018

AAC Basics Activity

Pretend you cannot communicate verbally. Actually use the system as if this was true. What would you say on the system if you…

• were thirsty and wanted a drink?
• felt sick?
• didn’t want to do the activity anymore?
• were really excited about something?
• needed help?
• thought something was funny?
• wanted to greet someone (e.g., say “hello”)?

Werbeckes, 2018

AAC Competency Takes Time

Even if progress is stalled, do not stop modelling. KEEP COMMUNICATING Communication is NOT a school subject

Parent comment from We Speak PODD Facebook Page (1 of 4)

“One of the biggest eye opening moments I’ve experienced on our AAC journey is when I finally understood the concept that AAC is NOT taught. Rather AAC is spoken — and language is learned through language exposure, Aided Language Input or Modeling (these are the fancy words). Simply, you just use the darn book/device to talk to the AAC user — but also to friends, family, mailman, yourself and even the pet dog!

Parent comment from We Speak PODD Facebook Page (2 of 4)

Once I adopted the idea, I felt this massive weight lifted off my shoulders. No more figuring it all out. No more questioning — am I doing it right? Just

• talk. I thought, “I can do that!”.

I felt I could finally breathe. Sure, you could get into the nitty gritty details of language learning but let me give you a tip — don’t.

Parent comment from We Speak PODD Facebook Page (3 of 4)

When we take the expectations off the user for any kind of expressive output and instead transfer those expectations on to ourselves it’s automatically makes this lifestyle about valuing the users voice and language and heart. This isn’t about us. Expressive output is a feel good thing. We want it. We crave it. Sure it’s natural to want to hear our children’s thoughts and ideas, but often times we make it about our needs — that trap of instant gratification or reassurance that we “are doing it right” or God forbid that the individual is “smart enough to learn”?!

Parent comment from We Speak PODD Facebook Page (4 of 4)

Give yourself a break. No expectation. Just talk. It’s really THAT simple. Angela is in a very quiet season right now. We maybe only hear her voice

• nce a week if that. Her body is struggling. Because we have zero

expectations we just continue on speaking PODD. I’m not afraid, she will talk again. Fear and pressure is lifted. Instead I just continue to honor Her and speak her language. Keep going friends. Model Model Model. Just talk.

Our Ultimate Goal with AAC:

Fostering a connection

Communication should NOT feel like work.

Best Practices for Learning to Communicate using AAC:

• 1. Access - Make sure the system is accessible at all

times.

• 2. Modeling - Consistently model using the system.
• 3. Core Vocabulary - Focus on core vocabulary and

keywords.

• 4. Communication Opportunities - Plan opportunities

for communication throughout the day.

Werbeckes, 2018

Best Practice #1:

ACCESS

ACCESS - to the system

Individuals using AAC need to be able to access their system… ALL DAY, AT ALL TIMES, IN ALL ENVIRONMENTS (3 Second Rule)

It is their voice and it cannot be taken away.

Werbeckes, 2018

ACCESS - to the language

You wouldn’t expect a baby to learn to talk without access to hearing and interacting with that language. We wouldn’t expect a baby to learn to talk if they were

• nly spoken to for 1 hour a day.

Werbeckes, 2018

ACCESS

There are NO prerequisites for AAC.

Werbeckes, 2018

ACCESS

For students with complex communication needs, it can be difficult to measure how much they understand. Therefore we need to presume competence.

Werbeckes, 2018

ACCESS

Presuming competence means an AAC user is given the tools and instruction they need to learn, regardless of their speech impediment, diagnosis or degree of difference.

Werbeckes, 2018

Video

Presume competence: Ruby and Proloquo2Go - It's all there (3:24)

https://www.youtube.com/watch?v=nBIcGXCEaTw

ACCESS

We have to presume we have competence as well!

Werbeckes, 2018

Best Practice #2:

MODELING

(Aided Language Stimulation Aided Language Input, Partner Augmented Input)

Modeling

Just as kids learning to use spoken words hear language for a long time before saying their first words, AAC users need to hear/see their system being used to learn how it works.

Norah Garrity, MS, CCC-SLP

MODELING

AAC users need to be exposed to language in the same way as babies learning to talk. We need to talk to our AAC user in their language

• i.e. on their AAC system.

Werbeckes, 2018

Modeling

Modeling the AAC system helps the AAC user learn:

• the meaning of new vocabulary
• how to combine words into phrases
• how to navigate the device
• how to repair conversation breakdowns

Norah Garrity, MS, CCC-SLP

Modeling

Modeling is critical for AAC learners to develop communication skills using their AAC System. GOAL: to create an immersive environment for the AAC user to use their AAC language.

Consider this...

Again... If AAC learners only see symbols modeled twice weekly for 20 to 30 minutes, it will take

84 years to have the same exposure to

their AAC language as an 18 month old has to spoken language.

• Jane Korsten -

MODELING

We need to use their AAC system to say what we are thinking, what we are doing, and what we are telling them, AND what they may be thinking, what they are doing, and what they are trying to tell you.

Werbeckes, 2018

Video Aided Language Stimulation (2:31)

https://www.youtube.com/watch?v=flFNMky22-U&t=7s

MODELING

When modeling, there are strategies we can use to make the maximize the learning potential for the AAC user.

Modeling using S’MoRRES

Senner and Baud (2015)

Video

SMoRRES Ingredients (8:22)

https://www.youtube.com/watch?v=MfA2dFTBBzM&fbclid=IwAR16TIRwNuk_V BvvurC2gJAruvhiVmJKWw357YtXc6z50YoprVJBLRIVOZI

S = SLOW RATE

Speak in a slow, clearly articulated manner while at the same time pointing to (touching)

• ne or more of the words you

say on the AAC learner’s system.

Mo = MoDEL (point while doing self and parallel talk)

Say words/phrases that are related to the activity while pointing to pictures on the child’s board or device.

• Parallel talk - describe the actions/interests of the AAC

learner ○ Look at what they are doing, feeling, seeing, hearing, then form an utterance they might say ○ Talk about what is happening in the environment

• Self-talk - describe your actions/interests

○ Narrate your inner thoughts/problem-solving, feelings ○ Talk about what you are doing, what you are using, etc.

Mo = MoDEL (point while doing self and parallel talk)

Think about modeling as providing the color commentary for ongoing classroom activities. GOAL: model on the AAC learner’s communication system during 80% of your communicative interactions

R = RESPECT and REFLECT

When the child communicates something through another modality (e.g. gesture, word approximation, sign), respect, i.e. honor the communication, and reflect, i.e. model a word or phrase to communicate the same thought or feeling without making the child repeat himself. “You could also use your device to say…” For example, if the child points to a water fountain, the adult might generate “DRINK. WANT DRINK.”

R = RESPECT and REFLECT

GOAL: Respect all communication attempts while also teaching the AAC learner how they can communicate that message using their communication board/device. Do NOT make the child repeat the model you provide. “Inspire don’t require.”

R = REPEAT

Use utterances repeatedly. Use words repeatedly, but with variety, to teach different uses and meanings of the word or phrase.

R = REPEAT

WHY?

• 1. Repeating a word or phrase multiple times

in a conversation facilitates comprehension.

• 2. It is estimated that an AAC learner will need

at least 100-125 models and word combinations on their AAC system before you will see them use the word (at some future time) spontaneously.

E = EXPAND (build up)

Repeat and rephrase, building upon your own single word utterances by adding one to two words to provide a more complete phrase or sentence. You can build upon the child’s communication by adding words and/or fixing errors.

PLUS ONE TECHNIQUE - Take whatever language the AAC user produces (either verbally or on the device) and expand on it by

• ne word. (Werbeckes, 2018)

E = EXPAND (build up)

Examples: If the AAC learner uses one word or symbol such as “BUBBLE” try expanding the comment to two words, for example, “Yes, that’s a BIG BUBBLE.” If he/she use two words such as “car red”, fix the

• rder and add a word or two , “I want red car.”

E = EXPAND (build up)

GOAL: model utterances that are more complete/correct WHY? You are building on the language they have and are enticing them to say more.

In general, children will have approximately 50 single words before they start to combine words.

S = STOP (pause to allow the child to respond)

Provide an expectant pause to allow the child time to process and/or respond. Count to 10 (or longer) in your head after you model a phrase to give the child an opportunity to take a turn in the conversation.

Why Am I Talking

S = STOP (pause to allow the child to respond)

GOAL: invite the AAC learner to communicate via their AAC system by providing

• pportunities
• Pause before modeling
• Pause during modeling
• Pause after modeling

S = STOP (pause to allow the child to respond)

WHY? Processing what you have said, formulating a response, and initiating that response through their communication device takes time.

S = STOP (pause to allow the child to respond)

If they do not take a turn, DO NOT require them to communicate. Simply move on and resume modeling.

“Inspire don’t require.” Video

Cooking & SMoRRES at Home (5:10) - Matt Baud

https://www.youtube.com/watch?v=AOMyUPhKnbs&list=PLq7WWqK__8Umy4 uWwasA94lpunqkGybLi&index=2

Video

Bubbles & SMoRRES at Home (1:19) - Matt Baud

https://www.youtube.com/watch?v=o1aFwo0IHRA&list=PLq7WWqK__8Umy4u WwasA94lpunqkGybLi

Video

Tickle & SMoRRES at Home (3:29) - Matt Baud

https://www.youtube.com/watch?v=nItvxWiXEzc&list=PLq7WWqK__8Umy4uW wasA94lpunqkGybLi&index=3

MODELING

Modeling Tips

• 1. Don’t worry about mistakes
• 2. Start small
• 3. Involve friends and peers
• 4. Don’t expect a response
• 5. Print a copy of the device
• 6. Stick to key words
• 7. Make it fun!

Werbeckes, 2018

MODELING

Teaching versus Testing Teaching - modeling, explaining, and showing the AAC user how to do it. Testing - asking the child to find certain words or phrases

• n their AAC system. Should be done less than 10% of the

time. TEACH MORE, TEST LESS. Don’t just ask them to do it, show them how.

Werbeckes, 2018

Modeling

Decrease Demands “Where’s cake?” “Show me cake.” “Find cake.” “Tell me on your device.” Increase Invitations “Mmmm cake!” “Let’s eat cake.” “It looks like you want cake.” “You could tell me if you want cake.”

Rachel Madel as per Caroline Musselwhite

MODELING

Use the system as much as possible throughout the day. Try to get so good, that when you speak around or to the child, you are using the system more often than not.

Werbeckes, 2018

What should we model? Best Practice #3:

CORE VOCABULARY

CORE VOCABULARY

Focus your efforts on teaching and modeling core vocabulary instead of situation specific words.

Werbeckes, 2018

CORE VOCABULARY

Many studies across different languages and age groups have found that:

• about 50 words account for 40 to 50% of what we say,
• 100 words account for about 60%, and
• 200 to 400 words account for 80% of the words we use everyday.

Core words are those 200 to 400 words that make up most of what we say in a typical conversation and writing.

CORE VOCABULARY

Core words:

• relatively small number of words that constitute the vast majority of what

is said in normal conversation.

• consist of pronouns, prepositions, verbs, adverbs, adjectives,

demonstratives and a few nouns.

• high frequency words that are very versatile.
• can easily combine them to form meaningful phrases and sentences.

CORE VOCABULARY

Core words are consistent across:

• Population (toddlers/preschoolers, adolescents, adults, elderly, people

who use AAC)

• Environments (home, restaurants, malls, churches, hospital)
• Topics (work, food, family, life, gossip, education)
• Activities (talking on phone, eating, shopping, playing games, hobbies)

CORE VOCABULARY

i.e. regardless of the population, environment, topic, or activity, the same 400 words make up 80% of the words we use!

Core Vocabulary

Core means that the word can be used in many ways; the meaning changes based on the context or the environment.

Core Vocabulary

Consider the meaning of: “I want to go” In the context of:

• a board game
• a conversation regarding the grocery store
• a non-preferred activity

Same message, 3 different meanings

FRINGE Vocabulary (Content Words)

• Make up the remaining 20% of the words we speak
• Comprised mostly of nouns
• Low frequency words
• Specific to a particular person or activity (morning

routine/activities, center time),

• Students may use fringe vocabulary repeatedly in those

specific activities/environments, but not anywhere else.

CORE VOCABULARY

Research has shown that core vocabulary is possible for students of all cognitive abilities to use and learn. (Tilborg &

Deckers, 2016)

A system should always be balanced with core words and words that are specific to the individual. Ideally it should be approximately 80% core words and 20% individual specific words. (van Tatenhove, 2009a)

Presume Competence

To allow AAC users to reveal and realize their potential, we need to provide AAC systems that:

• 1. Give them words
• 2. Enable them to communicate for all reasons
• 3. Access to the alphabet

Video

The Language Stealers

https://youtu.be/Vib2__BDCXc?list=PL99EA14E1A07F2075 (2:51)

CORE VOCABULARY

Core vocabulary allows you to introduce highly functional, flexible words that you can model, teach, and use for years to come.

Werbeckes, 2018

CORE VOCABULARY

3 PERKS OF FOCUSING ON CORE VOCABULARY:

• 1. There is no need for constant AAC programming
• 2. AAC users don’t have to start over with each unit, grade
• r subject.
• 3. AAC users benefit from motor memory to find the

words they want faster.

Werbeckes, 2018

Don't underestimate the amount of vocabulary needed. If we add new words, things shift around. How would YOU like to adjust to having letters in different places every time you sat down at a different keyboard?

Best Practice #4:

COMMUNICATION OPPORTUNITIES

COMMUNICATION OPPORTUNITIES

Communication opportunities are the times of day when the AAC user is given an opportunity to interact meaningfully using their AAC system. Providing exposure to a language isn’t often enough to learn it. We need to be given opportunities to practice using it well!

Werbeckes, 2018

Communication is more than requesting

COMMUNICATION OPPORTUNITIES

There are only 4 reasons why people communicate:

• 1. Express wants/needs
• 2. Get and share information
• 3. Build relationships
• 4. Engage in social etiquette

*We need opportunities to practice each of these every day!

Werbeckes, 2018

(Light, 1998)

COMMUNICATION OPPORTUNITIES

Research has shown that AAC users need at least 200 communication opportunities EVERY DAY in order to learn to use their system well. ( Baker, Carrillo & Stanton, 2011)

Seem like a lot? Think about how many opportunities typical, verbal speakers have to speak in a day.

Our days are pretty busy… when do I schedule modeling AAC? Language is not “An Activity”; it is embedded in every interaction. It is not a “time” in the schedule; it is relevant “at all times” in the schedule.

Model language throughout daily activities: AAC Overwhelm is real!

“Schools are really busy. There is a lot to fit in during the day. Agreeing on 1-2 things to work on per visit in working towards the bigger goals (e.g. using the device to say ‘good morning’ to the teacher as part of a biggersocial goal) is much easier than 10 things to work on. If we agree on small goals, we’re more likely to be able to focus on them and ultimately achieve them.”

Gallagher & Litton (2014) The AAC Coach

How do we support our students during these changing times? Emily Diaz, SLP - Youtube Videos

AAC Training: Corona Virus Shouldn’t Stop your Progress! - Emily Diaz (8:23) https://www.youtube.com/watch?v=jQG8MB6Ilso&feature=youtu.be&fbclid=I wAR0Gf2CvPK2EcMgQuZjSTTmAg3L3kKpTHRc2CWAYWdHCEV-xcQ52TKFHI14 AAC Training: Core Boards for All! (5:07) https://www.youtube.com/watch?v=ORp8zbWS1IQ AAC DevieTraining: How to Know When Your Student is Ready for a High Tech Device (5:44) https://www.youtube.com/watch?v=1KeqcAFHQ5k

Emily Diaz, SLP - Free resources

emilydiazslp.com/freeresources

• AAC at Home
• AAC Resource Round Up
• Popular Books by Core Word
• AAC In-Class Support Success Checklist
• LAMP At-A-Glance
• TouchChat At-A-Glance
• Snap+Core First At-A-Glance
• Popular Books by Speech Sound

Digital Resources

RETT University - FREE Home-Learning Resources! Blog

https://rettuniversity.org/free-home-learning-resources/?fbclid=IwAR35y4smm7UvEFIlclIBc5Ptgel4q4Z2m _Y9CTGtg6jLOSCYD0o-WZ27hz8

ONLINE INSTRUCTIONAL RESOURCES TO SUPPORT VIRTUAL LEARNING FOR STUDENTS WITH SIGNIFICANT COGNITIVE DISABILITIES

https://docs.google.com/document/d/1JydkanDomnaw-FiC_PQ7CDxn7b-N-6Sg-kfNKlwteQM/edit?fbcl id=IwAR28L7WdZAtCAph0FZqeK5Dq9uCgdNWdX6XKmJHfq4R0N75sN5IJU3-QRmY

Digital Educational Materials & Resources for eLearning (PATINS Project)

https://www.patinsproject.org/digital-educational-materials-resources-for-elearning

Core Word Boards - Free to Download

Project Core 36-Location http://www.project-core.com/36-location/ 160-Location designed by Eanes ISD ( *Emily Diaz’s Go-To) https://sites.google.com/a/esc13.net/corevocab13/printable-manual-communicati

• n-boards/multiple-simultaneous-design-mcbs/160-location-mcb

Saltillo 96-Location https://saltillo.com/downloads/chat/low-tech-communication-board-options/SING LE%20PAGE%2096%20Location%20WP60%20Basic%20SS%20with%20Categories. pdf

Core Word Boards - Free to Download

7x11 Proloquo2Go Grid https://coreword.assistiveware.com/c/core-word-displays/32 LAMP WFL 84 Full https://aaclanguagelab.com/materials/LAMP_WFL__full_081919.pdf Universal Core at Coughdrop https://app.mycoughdrop.com/wahlquist/_36-universal-universal-core-2017-by-th e-clds-project-core Front page of Proloquo2Go core word board (7x11 grid) Printed on 8.5”x11” paper Back page of Proloquo2Go core word board (7x11 grid) Printed on 8.5”x11” paper

Poster of Proloquo2Go core word board (7x11 grid) Proloquo2Go Wearables

Facebook Page: The AAC Coach

Created by Kate McLaughlin, SLP Includes a number of free Handouts and Activity Sheets that support implementation of AAC. Handouts and Activity sheets are also available as PDF downloads at The AAC Coach Files, which is a private group, but anyone can join. New handouts and/or activity sheets are added daily.

Facebook Page: The AAC Coach - Handouts

• Connecting with AAC
• Consider their Perspective
• Don’t Make it Work
• It’s a Marathon
• Mindset - Not Intentional
• Mindset - Choice-Making &

Requesting

• Mindset - Not Paying Attention
• Modeling Handout
• NOT “Teaching” AAC
• Think Aloud Strategy Handout
• What is AAC
• What Makes an AAC system

Robust

Facebook Page: The AAC Coach - Activity Sheets

• Spring AAC Activity
• Modeling on a Walk
• Modeling Nighttime Routine
• Modeling at Mealtime
• Modeling - Watching TV
• Modeling - Cooking Together
• Like-Don’t Like Activity
• Let’s Get a Car Handout

Youtube Videos: Modeling with Books

Llama Llama Yum Yum Yum! Read Aloud (3:09) by Saltillo https://youtu.be/cCu68opyBuI The Monster at the End of This Book - Read with AAC (5:08) https://www.youtube.com/watch?v=EU6SAb9WLbs&feature=youtu.be&fbclid=I wAR0Z3u1YmQl9ZI8Z-vh9BwMDjd1XSbV2UmKWQuZo2vuc0VZ63pWlKcpo14A Amanda “Do You Like Sauce (Ketchup)” (3:11) Amanda Hartmann Read Aloud https://www.youtube.com/watch?v=2jDIJNIH34U&feature=youtu.be&fbclid=Iw AR0nCkEaCJTYDAYSjREEdjhPXMI2_RM5ztmzG6my4JQqXqx4JU6nIIiWW4o AAC Modeling with "Go Away Big Green Monster" from SENSEable Literacy https://www.youtube.com/watch?v=BLTgx1CiAR8&fbclid=IwAR34xE1jbeL51H2 sRTKeH-a0lNohMwCivV0WyB1-Nz_mdEbMJq3a13mYUWA

Speech and Language Songs Youtube Channel

https://www.youtube.com/channel/UCtJf6c478mUoXWUBiVhmh1g

Getting the Most out of Our Core Vocabulary Songs (4:24)

Ideas for Modeling AAC

Hook ‘em in and Build Language Video (4:52)

https://www.assistiveware.com/blog/hook-em-and-build-language-strategies-e ngaging-autistic-students

AAC Teletherapy - Webinar

Rachel Madel: AAC in Telepractice

https://presenters.aacconference.com/videos/UVRGQk1qQT0= “Supporting Children with Complex Communication Needs Through Telepractice” AAC in the Cloud Pre-Conference Session presented on March 25, 2020 (Recording of Session is available)

AAC Teletherapy - Webinar

Rachel Madel also has a free AAC Coaching Bundle available on her website: https://www.rachelmadel.com/aaccoach The AAC Coaching Bundle includes:

• AAC Skills Checklist
• Operational AAC Skills Checklist
• Creating Motivating Experiences Worksheet
• 3 Strategies to get Kids Talking Worksheet
• Weekly Communication Tracker
• Core vs Fringe Explanation Handout
• Core Word Homework Helper
• Core Word Tracking Sheet

AAC Teletherapy Video

Tips & Tricks for Virtual Therapy with Children who Use AAC (7:05) Jill Senner and Matthew Baud

https://www.youtube.com/watch?v=_okdJ418xNY&feature=youtu.be&fbclid=IwAR 0wXgp8rVbxBagyReEAeC-YgZyO24mD4_4PQtLJHIjWO0XLe8e9gSE-hE0

AAC Teletherapy - Blog

Modeling AAC Virtually - Building AAC

https://www.buildingaac.com/post/modeling-aac-virtually?fbclid=IwAR0Vmp0f ALk88_RHNmEGD6Akqsd2k9t-MxBTW14jbzyH3pLhasdcUuWdapI Blog with videos embedded in the text.

AAC Implementation Tool Kit

AAC Implementation Toolkit - (2018) Shannon Werbeckes, SpeechyMusings.com (*available from Teachers pay Teachers https://www.teacherspayteachers.com/Product/AAC-Implementation-Toolkit-Trai ning-Handouts-Data-Sheets-and-More-4211851 ) Includes 1. AAC Training Guide 2. Editable Pages - AAC Training Guide 3. People of Color Core Vocabulary Boards 4. Staff Training Powerpoint

AAC Websites

• 1. PrAACtical AAC

https://www.google.com/search?q=praactical+aac&rlz=1CAFQZI_enCA868&oq =praactical+aac&aqs=chrome..69i57j69i60l3j0l2.7035j0j7&sourceid=chrome&i e=UTF-8 2.Project Core http://www.project-core.com/ “The Project Core implementation model is designed to empower teachers and classroom professionals to provide students with access to a flexible Universal Core vocabulary and evidence-based communication instruction to teach them to use core vocabulary via personal augmentative and alternative communication (AAC) systems.” *All downloads on this site are FREE!

AAC Websites (continued)

• 3. Assistiveware (the company that makes Proloquo2Go)

https://www.google.com/search?q=assistiveware&rlz=1CAFQZI_enCA868&oq= assistiveware&aqs=chrome..69i57j69i60l2j0l3.4851j0j7&sourceid=chrome&ie= UTF-8 Has a number of ideas for AAC implementation which are relevant even if you are not using the Proloquo2Go App.

AAC Websites (continued)

4.TobiiDynavox Eye Gaze Pathway https://www.tobiidynavox.com/en-US/eye-gaze-pathway/?redirect=true The Eye Gaze Pathway develops the skill of using eye gaze to communicate and to learn. Has six steps: 1. Screen Engagement, 2. Responding, 3. Exploring,

• 4. Targeting, 5. Choosing, 6. Full Control. Each of the six steps follow a clear

structure and contain practice activities, instructional videos and communication tips to help get you on your way with eye gaze.

AAC Websites (continued)

5.Pathways for Core First (available as a free App or online) https://www.tobiidynavox.com/en-US/software/free-resources/pathways-for-c

• re-first/#PathwaysOnline

Pathways for Core First is also available as an online version accessible directly from your web browser. The online version is more step-by-step than the app version but can also be self-directed. This makes it ideal for those who would like direction on implementing Snap Core First. Use it to help you setup and use Snap Core First for the first time and to expand the user’s skills.

AAC Websites (continued)

• 6. PowerAAC

https://www.pattan.net/Assistive-Technology/AT-for-Communication/POWER-AAC?fbclid=IwAR15iQSvnfFUP1b5La cDbOnDInMqw6r2vkOqn6hwkucmiGC5iCEwqpFUN0o

POWER:AAC is a training series developed by PaTTAN (Pennsylvania Training and Technical Assistance Network) with Gail Van Tatenhove, CCC-SLP. Provides a series of brief training modules, which can be used for professional development by individuals or groups who are supporting students with complex communication needs and who need or use AAC.

AAC Websites (continued)

• 7. Tar Heel Reader https://tarheelreader.org/

Tar Heel Reader, a collection of free, easy-to-read, and accessible books on a wide range of topics. You can also write and upload your own books to this site. Each book can be speech enabled and accessed using multiple interfaces, including touch screens, the IntelliKeys with custom overlays, and 1 to 3 switches.

AAC Websites (continued)

• 8. Saltillo Website - Chat Corner

https://saltillo.com/chatcorner?fbclid=IwAR2EfkG8P3-fIqStCBZdb33OtxkAw3U7Q 6wpHapCj5e8p2aRQbBZpQ7KSds “Saltillo has created materials to support use of many of the language systems. You will find examples of games, simple stories and a tool box to help you plan your implementation strategies. Find what works for you and your client. It is important to model (show the client) the language you want them to use. These supports provide button sequence supports for both the communication partner and the person using the device. Check back often as we will be adding more

• materials. Have fun communicating!”

Facebook Groups (not an exhaustive list!)

AAC Through Motivate, Model, Move Out of the Way AAC for the SLP Partner Augmented Input in the Classroom Ask Me, I’m an AAC User AAC and AT NETWORKING Coughdrop User’s Group Tobii Dynavox Community

Facebook Groups (not an exhaustive list!)

Angelman Academy The AAC Coach Emily Diaz, SLP Core Calendar Club

AAC Language Lab Youtube Channel

The AAC Language Lab is posting daily ideas for activities to do at home with your child.

https://www.youtube.com/channel/UCAlx_4MFL-ES4tHuuXNiVmg?fbclid=IwAR 3LqB4XbZz2ME2g-SAETSTE_8IjVfdZB7a7S2iQrOsPC-doWlRfxaCJTkI

In summary...

• Make sure the AAC system is available at all times.
• Model language on the system.
• Focus on core vocabulary words (less nouns!)
• Set up as many meaningful communication
• pportunities as possible.

Advice for Teachers

Talk AAC to Me Music Video (1:57)

https://www.youtube.com/watch?v=HAl6zZXyHUg&app=desktop

Thank you for your interest in helping to improve the communication skills of your students!

If you have any questions, please feel free to email me at: mariestirling@nlesd.ca