Given the advancements in and
increased access to tablet technology, a wide variety of AAC solutions are
available. Although hardware and software are ever changing, the need for
quality therapeutic support remains constant. This interactive session will focus
on essential therapeutic supports to promote language acquisition and effective
communication with AAC. With use of the
Language Monitor built into many devices, we developed a full therapeutic plan
for a classroom including the teacher, speech therapist, classroom assistants
as well as parents and friends at school.
It turned out that many of the verbal students in the classroom
benefited from the implementation methods that were put in place and increased
their literacy and writing skills.
In thinking about the practice of AAC, it is common to consider hardware, software and support. Each area requires special attention in order to foster effective and efficient communication via AAC. Appropriate hardware decisions need to be made to meet the access needs of the client. Similarly, communication software needs to be equally scrutinized to ensure it will meet the linguistic needs of the individual, not only for today, but for many years to come. It should be grounded in what we know about vocabulary and language development. Last, but certainly not least, the support of the AAC system needs to be planned and executed to help the individual using AAC find success. AAC support includes training in the operations as well as language structure of the AAC system, clearly defined goals, an intervention plan, therapy and therapeutic supports to fulfill the intervention plan and reach goals, professional development to advance knowledge related to the practice of AAC and tools to document progress. This talk will focus on these supports. The case study of classroom at Sweetwater Elementary School will be discussed. We will look at the supports in both the school and home environment, what techniques were implemented and how these were determined based on her LAM data from all AAC devices. The discussion will center on how these services can be utilized to promote best practice when supporting an AAC system.
Drager, Light and McNaughton, 2010, purpose 8 areas of considerable developmental risk for those with complex communication needs: A. functional communication skills, B. speech development, C. language development, D. cognitive/conceptual development, E. literacy development, F. social participation, G. access to education, and H. overall quality of life. Well informed AAC supports and intervention may promote development in these areas for many individuals. Additionally, Binger and Walsh, 2011, write, “…recent publications of the writings of people who use AAC clearly indicate that mastery of grammar is possible for some individuals. (e.g. Fried-Oken and Bersani, 2000) However, there is no doubt that attaining grammar is a struggle for many individuals who require AAC.” Given this, individuals using AAC can benefit from language therapy. With language therapy, individuals can learn new vocabulary, morphology and syntax.
Language learning allows individuals to be more clear, precise and/or complex when communicating. Providing AAC language intervention requires training in the language organization of the AAC system, therapeutic techniques and supports as well as progress monitoring.
Strategies will be provided on how the entire team worked on
specific goals based on the developmental stages of language development. Data was taken directly from student’s
devices to determine whether or not there was carry through on the skills that
were introduced. This information paired with observation, input from
communication partners, social/geographical context and other communication
modalities were used to help determine current level of functioning as well as
provide insight into where to go next.
A social circle was also formed with the intent for her peers to also play a part in reaching some of the educational and social goals.
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After completing this live webinar:
1. Return and take the Quiz attached to this course - 80% accuracy required.
2. Complete the Course Evaluation: https://goo.gl/forms/mU64GQuIoJqngEMz2
3. In your YGU Profile: Check "YES!" and add your required ASHA information.
The presenter is an employee owner of PRC.
The presenter does not have any non-financial disclosures related to this presentation.
Your energy is contagious. Thank you for sharing some awesome ideas and resources available. A lot has changed since I had used a Vantage Lite with a student and felt like I was always on the site. Once she moved on, I didn't have a reason - I will have to check it out. Sounds awesome.
Excellent as always Jane!