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Augmented Communication Input

Augmented Communication Input. Modeling. Augmented Communication Input (Allen et al., 2016) Aided Language Stimulation ( ALgS ; Goossens ’, 1989) System for Augmenting Language (SAL; Romski , Sevcik , Robinson, & Bakeman , 1994) Aided Language Modeling (ALM; Drager et al., 2006), and

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Augmented Communication Input

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  1. Augmented Communication Input

  2. Modeling • Augmented Communication Input (Allen et al., 2016) • Aided Language Stimulation (ALgS; Goossens’, 1989) • System for Augmenting Language (SAL; Romski, Sevcik, Robinson, & Bakeman, 1994) • Aided Language Modeling (ALM; Drager et al., 2006), and • Aided AAC modeling (Binger & Light, 2007)

  3. Contemporary Research • Allen et al. (2016) • Systematic review; concludes it is “promising” but suggests need for more research!! • Shakila Dada (2004) • Useful for teaching receptive vocabulary • Cathy Binger (2004) • Useful for teaching basic syntax (2-3 MLU) • Shelley Lund (2003) • Useful for teaching morphology

  4. However… • The variety of approaches, target outcomes, and participants, along with lack of consistent detail regarding the interventions make it difficult to develop recommendations on how to best implement these strategies (Allen et al, 2016) • Difficult to legitimately consider this approach “a treatment” as initially stipulated • Need for more detail re: how, what, how much, with what and whom

  5. What is it? • A communication strategy • The communication partner (clinician, parent, teacher, spouse, etc) MODELS language by combining their verbal output with a symbol on an AAC system (Hill et al., 2011) -E.g. Say to your client, “Let’s get the book”, while pressing “get” on their AAC system.

  6. Why do we do it? • Helps clients learn their AAC system faster • Helps the SLP become more competent with the client’s AAC system • Remember that typically developing children hear words MANY times before they are expected to say it. Our clients also need this exposure to their language systems! • If we do it, other communication partners are more likely to do it (parents, siblings, caregivers, peers, etc) • It intrigues our clients and makes them want to do it too Zangari, 2012

  7. How do we do it? • Simultaneously select the symbol(s) on the AAC system while saying the message out loud • Model at a level JUST ABOVE your client -e.g., if your client typically uses 1 symbol to communicate, you should model 2 symbols relevant to your spoken sentence • Model for a variety of purposes! -Comments, questions, requests, protests, etc

  8. Model language in NATURAL contexts • Model at a rate SLOW enough for client to observe vocab, word combinations, and navigation • Pair with your own speech! • Model more than “this symbol means” • Model syntax and use • Model mistakes and repair strategies! • Use with prompting and response strategies

  9. How frequently? • Studies tell us at least 30 models for every 15 minutes (Binger and Light, 2007) • 50 minute session = 90+ models! • When combining symbols, no more than a 2-s delay! (Drager et al., 2006)

  10. Prompting strategies (more on prompting later…) • Utilize a least to most prompting hierarchy • Expectant delay • Wait time of 10+ sec (count “elephants” in head)

  11. Response strategies • Expand • “Go” -> “Go home” • Correct • “Now home go” -> “Go home now”

  12. Learning to model • Know it takes time! Be kind to yourself, as it will be “halting” at first. Keep practicing and the fluency will come • “Start small.” Perhaps start on the main screen or with a small lexicon of words. Eventually take on more screens/vocab • Start by modeling only CORE words in the sentence. Can begin to develop motor plan for words frequently used. Zangari, 2012

  13. Learning to model • Modeling slows down our oral language. This helps clients with language processing disorders • Use visual cues as a helpful reminder to model (sticky note) • Keep eye out for programming errors or flaws in design of system (so can fix it!) Zangari, 2012

  14. Get caregivers involved! • Set goal and timeframe “For the next 2 weeks, let’s use the XYZ device when we talk to Joey. Let’s try to use it once during every activity you do together.” • Lead by example! Have the caregiver observe you modeling with the client first. • Be honest that it was hard for you at first, felt a bit awkward, took you time to learn, etc! This sends the message that “we’re all in this together” • Be generous with your compliments and recognize effort • Hold caregivers accountable. ASK them about their use. Zangari, 2012

  15. Example • Kendal Video

  16. Modeling examples • Look! • Iopened the paint. • Youcan paint. • Ilike the blue. http://praacticalaac.org/video/aac-teaching-begin-with-aided-language-input/

  17. Modeling Practice • Get with a partner and practice! • Practice modeling the following sentences: • It’s your turn to be the line leader • Let’s put the books away • That makes me happy • All the blocks are on the table • You did a good job getting to your seat • It is time to stop, we are all finished

  18. Clinician data • Track your own models!! -Frequency (are you modeling enough?) -Functions (are you modeling for a variety of language fxns?)

  19. References • Allen, A. A., Schlosser, R. W., Brock, K. L., & Shane, H. C. (2016). The effectiveness of aided augmented input techniques for persons with developmental disabilities: A systematic review. Augmentative and Alternative Communication, 33, 149-159. • Dada, S., & Alant, E. (2009, Feb.). The effect of aided language stimulation on vocabulary acquisition in children with little or no functional speech. American Journal of Speech-Language Pathology. 18, 50-64. • Geist, L., Erickson, K., Hatch, P. "Core Vocabulary For Students With Significant Cognitive Disabilities: Essential Tools, Teaching Strategies And Assessment Components". 2015. Presentation. • Hill, K., O’Leary, M., Chen, K. “AACtion Point: Aided Language Stimulation”. 2011. Presentation. • Romski, M. A., Sevcik, R. A., Cheslock, M., & Barton, A. (2006). The System for Augmenting Language: AAC and Emerging Language Intervention. In R. McCauley & M. Fey (Eds.) Treatment of Language Disorders in Children. Baltimore: Paul H. Brookes. • Romski, M. A., & Sevcik, R. A. (1996). Breaking the Speech Barrier: Language Develoment through Augmented Means. Baltimore: Paul H. Brookes Publishing. • Van Tatenhove. (2008). Aided Language Stimulation and the Descriptive Teaching Model. • Zangari, C. (2012) Retrieved from: http://praacticalaac.org/strategy/836/; http://praacticalaac.org/praactical/modeling-aac-style/; http://praacticalaac.org/strategy/aactual-progress-learning-to-use-aided-language-input/

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