Current, Best Strategies for Speech-Language Pathologists to Help Students with Augmentative Alternative Communication Needs MariBeth Plankers, M.S., CCC-SLP Regional Area Technology Center Minnesota State University Moorhead Moorhead, Minnesota
Agenda AM PM 11:45 Lunch 1:00 Literacy and AAC 1:30 Accommodations/Modifications/VI, OT, PT 2:10 Alternate Access 2:30 Autism Spectrum/Visual Strategies 3:05 Wrap up/Questions • 8:30 Introduction • 8:45 AAC General Info • 8:55 Levels of Technology • 9:30 Assessment • 10:00 Break • 10:15 Goals and Objectives • 10:30 Vocabulary Selection • 11:15 Collaboration • 11:15 Planning Process
Handbook Tour Addressing Questions and Introduction of Program Manager TABLE OF CONTENTS
Qualities of the Gift • Immediate • Accessible • Dynamic • In Control • Emotions • Reflective
It defines who we are as a person. The gift is…
“I wonder…..” The rest of the story to be told…..
Page 1 AAC General Information What does AAC mean to you as an SLP? AAC RESOURCES Sticker reminder! Page 2
Communications Unaided Aided Low-Tech Mid-Tech High-Tech Electronic Communication Systems • Gestures • Body Language • Facial Expressions • Sign Language
Page 5 Levels of Technology Page 5
Initial Considerations The Model
Model to AAC Guidelines • Student related AAC Options • Environmental Barriers • AAC Task Requirements • Goals • Multiple Modes • Team Decision Page 6
AAC Options Student related • Accessibility • Cognition • Purpose • Function • Compatibility for setting/situation
Eliminate the Inappropriate Options • Tech Level • Size • Vocabulary • Mounting • Dated • Student changes
AAC Task Requirements • Communication Functions • Academic • Social/Emotional • Gaining Attention • On-going Communication • Multi-media
Goal Driven • What is the overall goal? • Benchmarks to determine • Setting/Situation • People: Friends, family, school, community, vocational • Personal
Multiple Mode Considerations • Gestures • Signing • Eye Gaze • Facial • Pictures/Graphics/Text • Speech Generating Devices
Team Decision Process • Student • Parent/Guardian • Agency • School Staff: General/Special Ed. • Community • Vocational
Levels of AAC Technology Page 6
Page 6 No-Tech Considerations
Page 7 Low/Mid-Tech Considerations Page 7-8
Page 8 High-Tech Considerations Page 8
Page 11 Aided Language Stimulation Page 11
Handbook Aided Communication Strategies: 101
The AAC Expert Learner, we must show: • How to use their system • How to communicate • How to use other modes of communication in conjunction
Key Aided Language Strategies • Allow for a model of communication to occur • Find strong areas of interest • Give feedback through various models: verbal, visual, tactile • Create numerous opportunities • Utilize stucture and routine throughout day • Consider wait time
Page 13 Assessment Process Page 13
AAC Assessment • On-going process • Team supported • Leads to intervention planning
Include in the AAC Assessment • Student information • Environmental barriers and strengths • Modes/methods of communication • Current and considered interactions • Tasks to achieve • Tools for consideration Page 14
Informal AAC Assessment Tools AAC ASSESSMENT Page 15
Participation ModelSETT (Student, EnvironmentTask and Tools)Every Move Counts Clicks and Chats
Benefits of Participation Model There is a need for continuation of intervention planning and implementation due to change in on going communication. Page 15
Assessment Segments • Note the current communication abilities and needs, in addition to the expectations in the environment. • Identify a communication systems that will support the student in new communication settings/situations. • Continue to support the system with changes as needed based on abilities and changes with the student.
Participation Model Process • Participation Patterns • Communication Opportunities • Participation Comparison • Barriers: Opportunity and Access
Participation Model Benchmarks • 1. Identify a target activity (Twirl painting) • 2. List the steps of the activity • 3. Observe typical peers’ ability and performance and then rate the potential AAC individual’s level of independence. • 4. Indicate if a difference is noted between the typical peer and the observed AAC individual’s performance. • 5. Document which barriers inhibit participation.
Participation DocumentationLevels of Participation Note the range from independent to no participation.
Types of Barriers Opportunity Access Message Selection Vocabulary Symbols Other notations • Policy • Practice • Attitude • Skill
Intervention Planning • 1. Opportunities are given to the student (time) • 2. Demonstrate clarification of student’s ability • 3. Accessibility is ready and always available
Intervention continued • 4. AAC systems are readily accessible for quick and easy communication • 5. Intervention may also include changes in the environment
SETT • Student • Environment • Task • Tools Pgae 16
Benefits of Using the SETT • It is sequential • Driven by student needs • Supported by the environment and tasks • Tools are considered last
Example of Student questions • What does the student need to do, but is currently unable to do? • What are the student’s strengths, abilities, accomplishments, motivators and unique needs? • What strategies and accommodations have been successful?
Examples of Environmental questions • What environments are typical for the student to complete IEP tasks along with materials available? • What is the physical and instructional arrangements? • What current supports and resources are available to the student and Team?