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Assistive Technology Roundtable Augmentative and Alternative Communication: The Basics April 23, 2014 Beaver Valley Intermediate Unit Get Ready! • Welcome to the BVIU! • Help yourselves to coffee and donuts. • Follow along on your laptop or tablet. • Open your internet browser. 2 Join Me! • Now, load today’s presentation so you can follow along. • Go to the BVIU website at http://www.bviu.org/Page/654. • You’ll find the link in the right hand column, titled “Roundtable Day 3 presentation”. 3 Today’s Objectives • What is AAC? • Examine belief statements regarding the use of AAC; bust the myths. • Review best practices, basic DO’s and DON’T’s, for using AAC. • Review funding options for AT and AAC. • Introduction to a range of assistive technology tools for communication. 4 Joining Us Today. . . • From Augmentative Communication Consultants, Inc.; 10:30 • Millie Telega, CEO • [email protected] • 1-800-982-2248 5 Joining Us Today. . . • From New Horizon School, the AAC Evaluation Team • Maureen Burns, SLP; [email protected] • Kim McCabe, CCC-SLP; [email protected] • Tammy Mihalow, SLP; [email protected] • 724-728-3730 6 Fates Worse Than Death • With a neighbor, list health impairments that you would consider to be worse than death. • Elderly adults 1. 2. 3. • College students 1. 2. 3. 7 "AAC Myths Revealed." DynaVox. N.p., n.d. Web. 27 Mar. 2014. Quality of Life • These groups also identified “interacting with family and friends” as the most valued activity influencing the quality of life. • Followed by: – Involvement with work/school – Religion/politics, recreation/sports – Intellectual and artistic pursuits – Helping others – Good health – Cognitive functioning 8 "AAC Myths Revealed." DynaVox. N.p., n.d. Web. 27 Mar. 2014. Communication • The act or process of using words, sounds, signs, symbols, or behaviors to express or exchange information or to express your ideas, thoughts, feelings, etc., to someone else • Four purposes of human communication – – – – "AAC Myths Revealed." DynaVox. N.p., n.d. Web. 27 Mar. 2014. 9 What is meant by expressive and receptive language? Receptive- more than just what you hear, it’s what you . Expressive- more than just what you say, it’s you say it. – Word choice, word order, word endings, tone, gestures – Also different when writing "What Are Expressive and Receptive Language Skills?" Dynavox, AAC 101. N.p., Sept. 2009. Web. 27 Mar. 2014 10 Characteristics of AAC Users • All age groups • Significant expressive language impairment • Impairment interferes with or prevents the development or use of oral language • Due to congenital or acquired disabilities – Autism, CP, sensory impairments, ID, stroke, TBI, apraxia, ALS, MS, spinal injuries 11 A–A-C Augmentative and Alternative Communication: • Refers to tools and techniques used to supplement communication for people who have difficulty communicating through speech or writing. • Includes unaided techniques (pointing, gestures), light technology (communication books and boards), and high tech (voice output devices and computers). 12 A-A-C Communicating without speaking 13 A-A-C • Augmentative- in addition to • Alternative- instead of • Symbols- stand for something else "What Is a Symbol?" Dynavox, AAC 101. N.p., June 2008. Web. 27 Mar. 2014. 14 Symbols cludangle S - P - O - O - N DOG "What Is a Symbol?" Dynavox, AAC 101. N.p., June 2008. Web. 27 Mar. 2014. 15 Benefits of AAC • Can give a voice to those who have had difficulty communicating throughout their lives. • Can give a voice BACK to those suffering from stroke, head injury, MS, ALS, and more. • Can increase and in home, community, and work. levels "Challenges of AAC." Dynavox, AAC 101. N.p., June 2008. Web. 27 Mar. 2014. 16 Benefits of AAC • Provides a means of expressing wants, needs, and ideas. • Decreases and . • Can help build communication and language skills. • Can increase interaction with family, friends and school. "What Is AAC and Who Can Use It?" Dynavox, AAC 101. N.p., Sept. 2009. Web. 27 Mar. 2014. 17 Challenges of AAC • Takes time to learn system well. • Tool or device must always be available. • Often requires communication partners. • Changes and updates must be made to vocabulary. • Successful use of AAC depends on the person. "Challenges of AAC." Dynavox, AAC 101. N.p., June 2008. Web. 27 Mar. 2014. 18 What are the types of AAC systems? • Unaided communication systems – rely on the user's body to convey messages. Examples include , , and/or . 19 What are the types of AAC systems? • Aided communication systems – require the use of tools or equipment in addition to the user's body. Aided communication methods can range from paper and pencil to communication books or boards to devices that produce voice output (speech generating devices or SGD's)and/or written output. Electronic communication aids allow the user to use picture symbols, letters, and/or words and phrases to create messages. Some devices can be programmed to produce different spoken languages. 20 AAC in Action • http://youtu.be/R8VuA8yVBv8 21 An individual can be too cognitively impaired to benefit from AAC. 22 • Certain language skills appear in the absence of expected cognitive skills; infants. • Assuming incompetence leads to reduced opportunities and segregation. • The least dangerous assumption is a powerful tool. • Low tech solutions have been more readily used. High tech SGDs may have prerequisites that should be matched to skills. 23 Carly’s Voice 24 AAC is only used by people who cannot communicate verbally… 25 • AAC can be used by a wide variety of communicators. We all augment our verbal communication with gestures, facial expressions and so forth. • AAC is useful for children with delayed speech development, and is becoming more commonly used with people who are learning a second language. 26 The goal of communication is to express wants and needs… 27 • For most people, in most situations, expressing wants and needs is secondary to social expression. • One way to think of this is to put yourself into the position of the person who uses AAC. If you could only say three things, would they be “I need to go to the toilet”, “I’m hungry”, and “I’m thirsty”, or would they be “Hi, how are you”, “Can we talk?”, and “I love you”? • This is not to say that being able to control your environment is not important, but it may not be the most important (or motivating) thing. 28 • Get ready for a game! • Form a group of 5-7 people. • Three players will use different communication boards and cannot use their voice. – Basic needs – Go Fish Core – 12 Core Words 29 Using AAC will delay speech development… 30 • Studies show that the use of AAC actually improves speech development where possible (Silverman 1995), and it can be argued that it improves language development in all cases. • It should be noted that even the most sophisticated voice output communication aid cannot be as efficient or smooth as good speech. 31 We should wait to use AAC until a person is ready for it… 32 • Anybody can use AAC. We do not wait to communicate verbally with a typical child until they are ready to talk; rather, we surround them with a wealth of language. • The same can be said for a child who uses AAC. We should not wait to introduce other methods of communication until they are ready to use them; rather we should surround them with a wealth of language (verbal, gestural or symbolically based). 33 “…breathing is the only prerequisite that is relevant to communication. Breathing equals life, and life equals communication. It is that simple.” -Mirenda, 1993 34 AAC Considerations for a Young Child • Communication Needs • • • • 35 We should not overwhelm somebody with access to too many symbols… 36 • We should provide more symbols than a child can use at one time. • If we look at typically developing children, they have access to all the sounds of their language by 6 months of age. They use them appropriately when they are able to. • The same can be said for someone communicating with symbols. If a child is not provided with any more symbols than they have ‘mastery’ of, then they have no opportunity to practice new symbols in a natural progression. 37 Somebody who has a VOCA should use it all the time… 38 • Voice output communication aids are often vital components of a person’s AAC system. It is true that they should have access to their device all the time (or almost all the time). But, there are times when it is not practical or necessary! (For example, using a VOCA in the bath is not usually a good idea.) • Communication is in its nature multi-modal; for example, there are many people who use VOCAs in most situations, but not at home with their family. 39 An AAC system should be a goal for all people who are nonverbal… 40 • The ‘goal’ is to have functional communication. An AAC system may be a useful tool towards that end. • This distinction, while subtle, can help tremendously towards setting appropriate goals for a student. 41 ‘Getting AAC Users COMMUNICATING regardless of AAC system used (no tech, low tech, high tech) or skill level!...’ Many thanks to Lauren Enders, ATC, Bucks County 42 DON’T • Expect a user to know how to communicate without direct models and instruction! • Expect sentences right away!! • MODEL, MODEL MODEL!!! DO • Model expected communication behaviors BEFORE expecting to see those behaviors from the user!! • Provide Aided Language Input! 43 Normal Language Development • One goal of AAC intervention is to provide the child with normal language learning experiences, while gradually building up his/her vocabulary. • Normal language learning benchmarks are the best tools we currently have to determining how to direct the language learning experiences of children learning and expressing language through AAC strategies. • The long-range plan is to end up with a useful vocabulary of approximately 300+ core words on the child’s communication device. ‘Normal Language Development, Generative Language and AAC’ by Gail Van Tatenhove 44 Augmented Language Input “Aided language input (stimulation) is when a verbal communication partner highlights symbols on the user’s communication display as he or she interacts and communicates verbally with the user.” (Goossens’ et al., 1992) 45 Principles of Modeling • Modeling takes time, Time, TIME! • Modeling takes practice, Practice, PRACTICE! (And a high level of comfort with vocabulary!) • Always pair with speech • Model SLOWLY enough for the student to observe vocab selections and word combinations • Model maximum language possible without overwhelming the student – 1-2 words beyond student output level – Base models upon target vocabulary in the lesson 46 When can I expect the student to use the words I have modeled? • How many models given before students started to use the words? Range = 20 – 100, Average = 47! • How many models before students started to use language structure? Question Phrase: Range = 25-150, Average = 92 Noun Phrase: Range = 75-175, Average = 103 Data from PDE Conference presentation by Gail Van Tatenhove, 2013. 47 DON’T •Over prompt! DO •Follow a prompt hierarchy! 48 DON’T •RE-PROMPT too quickly! DO • WAIT 10-20 seconds (with and expectant look) before re-prompting! • COUNT 1-2-3…in your head! 49 Modeling within a Prompt Hierarchy (prompt only as much as the student needs to respond!) • Focus your attention on student. Pause. • Ask an OPEN ENDED question. Pause expectantly. – “What would you like to do next?” • Give a partial prompt then pause expectantly. – “Should we move to morning meeting or finish our art project?” • Request a response then pause expectantly – “Tell me move or finish ” Prompt Hierarchy from: • Present a full model. Pause Expectantly. Environmental Communication Training, – “I want finish work” Dr. George Karlan When student responds, reflect what you heard and then model something they could add! 50 DON’T • Don’t provide ONLY Nouns • Focus on vocabulary that won’t be functional/used tomorrow!! • Provide CORE WORDS!! DO •Nouns, verbs and describing words! 51 Core vocabulary is a statistical concept related to overall word frequency. The most frequently occurring words (core words) = 80% of the actual words spoken This 80% of the words we use daily come from a set of fewer than 350 - 400 words The 50 most frequently occurring words account for 40-50 % of total words said, while the 100 most frequently occurring = 60% of what is said The most frequently occurring words for speakers is also true for users of AAC (when given access to these words in their AAC system) 53 Core Words – Top 60! Again All All done All gone Away Bad Big Busy Come Different Do Don’t Down Drink Eat feel get go good happy he help here I in it like little make me mine more my not now off on out play put question ready sad she some stop tell that there thing this turn up want what where who why you 54 Partner Activity 55 Core Board – First 50 (remake of core board from Pixon Project with BM symbols) 56 Let’s take a closer look at Core… (thank you Sally and Laureen from Pioneer) Can I dress up I want to be a princess called Sophia Where is the top There is the top Does this look like a Sophia dress Okay This one doesn't have any pants How do you know that it doesn't Can you put this on me I want you to put this on me I want to find something else This is my dress-up bag Which way is left This way or that way Which way is right Which way is in the middle 39 core words out of 84 total = 46% core Verbal students - Oral Language Samples Look Play playground Slides and wagons I going to have fun at playground Miss Laureen Is that yours Miss Laureen Miss Laureen what's that I'm drinking milk I want to do the boy That's you It's funny Not me Not my mom birthday I'm not going 24 core words out of 47 total = 51% core 57 Let’s take a closer look at Core… (thank you Sally and Laureen from Pioneer) Student using a Voice Output Communication Aid: • • • • • • • • • • I play with mom and dad with my cousins game I can't wait for week on Saturday my family coming to up on Saturday my house on Saturday I want cake my birthday Not me Cris bridge is back to my school I'm going to Dave and Busters Saturday I going to Kennywood I am watch (look) Monster High to on tv to watch (look) fight on I am see vampire and werewolf is to monster high school. My family coming to up on Saturday 2:00 58 THE POWER OF CORE VOCABULARY! 59 DON’T DO •Teach only requesting • Teach all language functions including directing, commenting, requesting assistance, rejecting, etc… 60 Pragmatic Language http://www.aaclanguagelab.com/materials/AACPragmaticsChart.pdf 61 DON’T •MOVE SYMBOLS! DO • KEEP icon placement consistent • Keep repeated icons in the same location on each page/screen 62 DON’T DO •Stop all ‘babbling’ (exploring, button pressing) •ALLOW user time to explore and learn the system 63 DON’T DO • Remove the device • Keep the AAC system in their desk, cubby or backpack! •MAKE AAC available at all times! 64 DON’T •DO ALL THE TALKING!! DO •PRESUME COMPETENCE!! 65 Access to appropriate tools + Good intervention + Opportunities for massed and repeated practice = REAL COMMUNICATION (and learning!!) AAC Language Lab 66 Don’t Forget • When considering AAC, you must check the appropriate considerations. Communication Assistive Technology Others 67 Including AAC in the IEP • AAC tools, like other AT equipment, should be described in general, non-specific terms in the “Supplementary Aids/Services; Modifications; Accommodations” section when the student has access to the equipment on a long-term basis. • DO NOT NAME SPECIFIC TOOLS OR DEVICES. 68 Including AAC in the IEP Examples of how to describe AAC equipment without naming it: – Single message device (NOT BIGmack) – Portable device with touchscreen capability (NOT iPad) – Speech generating device with keyguard (NOT Eco2, Accent 1200) – Communication system including communication book, topic boards, choice boards (NOT Pixon Project Kit board) 69 Including AAC in the IEP Why should you not name the device? – There are times when the device is not available (due to breakage, battery drainage, being left at home, or simply not being an effective tool in a certain setting). – If you name the device and don’t use it at certain times, you are out of compliance whenever the device is not in use. 70 Requesting an AAC Evaluation • Start with a call to Jeff Huchko, 724-774-7800. • Complete paperwork. Available on IU site. – – – – – Permission to evaluate Permission to videotape Information from Parent Information from SLP Information from regular or special educator printable electronic • Take short video of child in school and/or at home. Send to AT Team, New Horizon School. • Set date for observation and evaluation. • Be there! Invite parents, too. 71 Resources • • • • • • • The Pixon Project Kit: A Language Development Curriculum, Gail VanTatenhove, MS, CCC-SLP, Semantic Compaction Systems, October, 2009. Prentke Romich Company, www.AACLanguageLab.com AAC Connecting Young Kids, (yAACk) www.aac.unl.edu/yaack/toc/html Dynavox, http://www.dynavoxtech.com Semantic Compaction Systems, www.minspeak.com. PrAACtical AAC: Supports for Language and Learning, www.praacticalaac.org American Speech Language and Hearing Association, www.asha.org Bibliography • "AAC Myths Revelaed." DynaVox. N.p., n.d. Web. 27 Mar. 2014. • "Challenges of AAC." Dynavox, AAC 101. N.p., June 2008. Web. 27 Mar. 2014. • Van Tatenhove, Gail M. "AAC in the IEP." Gail Van Tatenhove. Web. 5 Apr. 2014. • "What Are Expressive and Receptive Language Skills?" Dynavox, AAC 101. N.p., Sept. 2009. Web. 27 Mar. 2014. • "What Is a Symbol?" Dynavox, AAC 101. N.p., June 2008. Web. 27 Mar. 2014. • "What Is AAC and Who Can Use It?" Dynavox, AAC 101. N.p., Sept. 2009. Web. 27 Mar. 2014. 72