slide1 n.
Skip this Video
Loading SlideShow in 5 Seconds..
MariBeth Plankers, M.S., CCC-SLP Regional Area Technology Center PowerPoint Presentation
Download Presentation
MariBeth Plankers, M.S., CCC-SLP Regional Area Technology Center

Loading in 2 Seconds...

play fullscreen
1 / 169

MariBeth Plankers, M.S., CCC-SLP Regional Area Technology Center - PowerPoint PPT Presentation

  • Uploaded on

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

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about 'MariBeth Plankers, M.S., CCC-SLP Regional Area Technology Center' - priscilla-fox

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

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




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
Handbook Tour

Addressing Questions and Introduction of Program Manager


qualities of the gift
Qualities of the Gift
  • Immediate
  • Accessible
  • Dynamic
  • In Control
  • Emotions
  • Reflective
i wonder
“I wonder…..”

The rest of the story to be told…..

aac general information

Page 1

AAC General Information

What does AAC mean to you as an SLP?


Sticker reminder!

Page 2







Electronic Communication Systems

  • Gestures
  • Body Language
  • Facial Expressions
  • Sign Language
model to aac guidelines
Model to AAC Guidelines
  • Student related AAC Options
  • Environmental Barriers
  • AAC Task Requirements
  • Goals
  • Multiple Modes
  • Team Decision

Page 6

aac options student related
AAC Options Student related
  • Accessibility
  • Cognition
  • Purpose
  • Function
  • Compatibility for setting/situation
eliminate the inappropriate options
Eliminate the Inappropriate Options
  • Tech Level
  • Size
  • Vocabulary
  • Mounting
  • Dated
  • Student changes
aac task requirements
AAC Task Requirements
  • Communication Functions
  • Academic
  • Social/Emotional
  • Gaining Attention
  • On-going Communication
  • Multi-media
goal driven
Goal Driven
  • What is the overall goal?
  • Benchmarks to determine
  • Setting/Situation
  • People: Friends, family, school, community, vocational
  • Personal
multiple mode considerations
Multiple Mode Considerations
  • Gestures
  • Signing
  • Eye Gaze
  • Facial
  • Pictures/Graphics/Text
  • Speech Generating Devices
team decision process
Team Decision Process
  • Student
  • Parent/Guardian
  • Agency
  • School Staff: General/Special Ed.
  • Community
  • Vocational
the aac expert learner we must show
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
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
aac assessment
AAC Assessment
  • On-going process
  • Team supported
  • Leads to intervention planning
include in the aac assessment
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
Informal AAC Assessment Tools


Page 15

participation model sett student environment task and tools every move counts clicks and chats
Participation ModelSETT (Student, EnvironmentTask and Tools)Every Move Counts Clicks and Chats
benefits of participation model
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
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 Model Process
  • Participation Patterns
  • Communication Opportunities
  • Participation Comparison
  • Barriers: Opportunity and Access
participation model benchmarks
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 documentation levels of participation
Participation DocumentationLevels of Participation

Note the range from independent to no participation.

types of barriers
Types of Barriers



Message Selection



Other notations

  • Policy
  • Practice
  • Attitude
  • Skill
intervention planning
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
Intervention continued
  • 4. AAC systems are readily accessible for quick and easy communication
  • 5. Intervention may also include changes in the environment
  • Student
  • Environment
  • Task
  • Tools

Pgae 16

benefits of using the sett
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
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
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?
examples of task questions
Examples of Task questions
  • What are the natural occurring activities that take place in the environment that are critical to the student?
  • What are other ways of completing the task?
  • What might be included and considered for the student’s AAC system of tools?
sett framework reminders
SETT Framework Reminders
  • Begin with the student in mind.
  • Determine the role and expectations of the environment and how the student works within a variety of settings/situations.
sett process continued
SETT Process Continued
  • Determine the tasks within the environment that the student is expected to accomplish.
  • Begin the process of determining tools that will best address the student’s AAC needs based on the environment and tasks demands.
every move counts clicks and chats

Every Move Counts Clicks and Chats

Sensory based approach to communication and assistive technology for individuals with significant sensory motor differences, developmental difference and autism.

Jane Korsten, Terry Foss, Lisa Berry 2007, 2011 EMC Communication,

Page 17

every move counts
Every Move Counts
  • Everyone communicates in some way.
  • The goal is to identify a symbol system appropriate to the individual’s cognitive abilities.
  • Communication must be recognized and consistently reinforced with those with severe differences.

Technology is a tool that should be used to achieve goals and objectives. Once a tool has been decided, we then must begin to determine what we want the tool to accomplish.

goals and objectives

Page 19

Goals and Objectives

What is your goal for today?

Page 19

what is it that you want the student to accomplish
What is it that you want the student to accomplish?

Determine the AAC student’s final outcome.

three components of a goal
Three Components of a Goal:
  • 1. Students know what they are suppose to do
  • 2. How to do it
  • 3. Why it is important
goal example
Goal example:

The student will increase their ability

to communicate effectively and independently using multiple modalities (facial expressions, gestures, verbal speech) with various communication partners in a variety of settings.

lesson plan objective examples
Lesson Plan objective examples
  • Allow for indication of preference or choice
  • Provide opportunities for requests and comments (through multiple modes of communication)
  • Provide opportunities for engagement with literacy (reading of a story)
vocabulary selection

Page 23




Vocabulary Selection

What can we say??




Page 23

aac vocabulary
AAC Vocabulary



Large number

Limited use

Select settings

Mainly names/nouns

20% of sample words

  • Few in number
  • High use
  • Many settings
  • Variety
  • 80% of sample words

Page 24

conversation role play
Conversation Role Play

Find a communication partner. Ask them what they are doing tonight.

Count the core and fringe vocabulary they use in their response.

what is the priority in selecting vocabulary
What is the priority in selecting vocabulary?
  • Type of AAC User
    • Interests/Motivators
    • Participation
    • Success

Page 25

priority selection continued
Priority Selection Continued
  • Specific Techniques
    • Environment
    • Opportunities
    • Tasks Demands
breakdown of communicators
Breakdown of Communicators
  • Emergent Communicator
  • Context Dependent
  • Independent
emergent communicator
Emergent Communicator

Symbolic Communication needs to be indentified.

context dependent communicator
Context-Dependent Communicator

Specialized strategies required.

independent communicator
Independent Communicator

Increase desire to gain across all settings.

pixon project
Pixon Project
  • Start with core vocabulary
  • Carryover to an AAC system that uses these words
  • Continue with simple manual board
  • Transition to possible speech generating device with manual boards
pixon examples and resources
Pixon examples and resources

podd communication books
PODD Communication Books
  • Provide multiple opportunities to communicate
  • Give a variety of messages
  • Offer many topics
  • Consider multiple environments

Page 27

the team
The Team

Who’s on the team?

Page 30

team discussions
Team Discussions

Plan for those discussions.

develop a plan
Develop a Plan
  • Determine Roles and Responsibilities
  • Plan Agenda
  • Think Cross Categorical
  • Communicate with one another
monitor procedures
Monitor Procedures
  • Access ideas/strategies
  • Behavior management
  • Adaptive procedures
  • Universal design for learning
collaboration options





Collaboration Options

The ideas through technology are endless!



team reflection
Team Reflection
  • Teaching personality and style
  • New sense of enthusiasm and healthier, work environment
  • Aware of current ideas in education
  • Extension of interpersonal skills
planning process

Page 33

Planning Process

What is the goal you want to accomplish?

Share one goal you wish to accomplish!

Page 33

key instructional strategies
Key Instructional Strategies
  • 1. Structure the environment
  • 2. Present choices and opportunities
  • 3. Implement AAC into the classroom
  • 4. Documentation

Page 34




Greeting and Request

Turn taking

Request action

Turn taking/Action

  • Morning Start time
  • Reading small group
  • Math group
  • Gym
  • Lunch
classroom and aac
Classroom and AAC

Determined by needs of the student

questions to review
Questions to Review
  • What did the environment look like?
  • What task was the student to achieve?
multiple modalities targeting aac
Multiple ModalitiesTargeting AAC

No Tech

Low Tech


High Tech

Page 35

movement creates engagement engagement creates thinking and thinking creates results
Movement Creates EngagementEngagement Creates ThinkingAndThinking Creates Results
collaborative planning 101
Collaborative Planning 101
  • On-going process
  • Re-evaluation
  • Reflection
  • Rejuvenation

Template Access for Process Planning

literacy and aac users

Page 39

Literacy and AAC Users

Share your favorite literacy selection!

Page 39

research reveals five skilled areas
Research reveals five skilled areas:
  • Phonemic Awareness
  • Phonics
  • Fluency
  • Vocabulary
  • Comprehension

Page 40

traditional reading instruction
Traditional reading instruction
  • Decoding
  • Sounds make up words
  • Letter sound relationship spoken aloud
  • Individual reading aloud
  • Choral reading aloud
  • Sight words only
literacy strategies for aac users
Literacy Strategies for AAC Users

Exchange 1 literacy strategy with the person next to you!

Page 41

physical strategies
Physical Strategies
  • Adapting books
  • Text to speech options
  • Create stories
  • Software options
  • Websites
  • Switch access
communication strategies
Communication Strategies
  • Vocabulary options
  • Associations (comparisons)
  • Graphic organizers
  • Sequencing of events/story
  • Visual supports
  • Opportunites to respond/comment/question
comprehension strategies
Comprehension Strategies
  • Text to speech
  • Speech to text
  • Pre-teach vocabulary
  • Pre-program and on the spot programming of SGD
  • Allow wait time for exploration and comprehension
  • Ask and answer questions
writing strategies
Writing Strategies
  • Audio: Music, rhyme, singing with signing
  • Visual: Lists, sequence, planning, problem solving
  • Tactile: Journaling, personal self, reflection
  • Movement: Story telling, video modeling, performance

Page 42

general literacy strategy kwl
General Literacy Strategy: KWL
  • Already know
  • What to know
  • Have Learned

Page 43

general strategy reading comprehension
General Strategy: Reading Comprehension
  • Monitor comprehension
  • Meta=-Cognition
  • Graphic and semantic organizers
  • Answer questions
  • Generate question
  • Recognition of story struction
  • Summarizing

Page 43

inclusive planning for literacy
Inclusive Planning for Literacy
  • Include all children
  • Assist with strategies
  • Use technology
  • Use AAC no-tech supports
  • Involve everyone… as we learn from one another
  • Model, model, model: Partner Assisted Scanning

Page 44

role of technology with literacy
Role of Technology with Literacy
  • Accommodations
  • Modifications
  • Supports and adapts
  • Carryover to other settings and situations
  • Must be part of the routine/expectations
aac literacy apps
AAC Literacy Apps
  • iBooks
  • Enhanced books
  • Grasshoppers apps
  • Book Creator (rainbow colored app)
  • Language Builder apps

Accommodations are what we put in place to allow a student with a disability to participate as fully as possible in the general education curriculum.

accommodations may be provided for
Accommodations may be provided for:
  • Assessment and assignments
  • Learning environment
  • Time demands and scheduling
  • Special communication systems
  • Instructional methods and materials (AIM)
why is video modeling effective
Why is video modeling effective?
  • Capture nature of social skills
  • Offers real life experiences
  • Identifies with the students’ interests
  • Gives access to watch it over and over
  • Eliminates surrounding distractions and helps for focus on a specific action
  • Provides a beginning, middle and end routine

Page 49

research supports video modeling
Research supports Video Modeling
  • Individualized interventions produced higher generalization than group interventions
  • Interventions should be designed to address the individual, rather than forcing to “fit” into a selected group
  • Meta-Analysis of Student-Based Social Skills Interventions for Children with ASD. Scott Bellini et al., Remedial & Special Education, May/June 2007.

Page 141

what is video modeling
What is Video Modeling?
  • Video Modeling
    • Watching a peer on video
    • Watching an adult on video
    • Watching others on Video

Page 50

what is video modeling1
What is Video Modeling?
  • Video Self-Modeling
    • Watching yourself on video
skills to be taught using video modeling
Skills to be taught using video modeling
  • Social Skills: play skills, perspective taking, conversational skills
  • Functional Skills: Self care, community participation
  • Positive Behaviors
  • Language Learning
  • Prepare for a new event
  • Prepare for an event that creates anxiety and/or fear
Cortical Vision impairment is a visual loss which causesdifficulty in processing and interpreting incoming visual information.

Page 54

cortical vision impairment cvi causes
Cortical Vision Impairment (CVI) Causes
  • Lack of oxygen to the brain
  • Brain malformation or head injury
  • CNS infections
  • Poison or drug exposure
  • Premature birth/trauma
  • Cerebral Palsy/Seizures/Epilepsy
methods for intervention
Methods for Intervention
  • Use movement to assist with locating and maintaining visual tracking.
  • Use high contrast such as black and white stripes.
  • Use boundaries and borders improve attention and eye gaze behaviors.
continued methods for intervention
Continued Methods for Intervention
  • Simplify the visual environment. Present one item at a time and gradually increase object presentation.
  • Allow adequate time for responding and processing.
more interventions
More Interventions
  • Provide adequate lighting.
  • Use selective colors, such as red and yellow.
  • Use technology to adjust size, color, contrast and brightness.
  • Use simultaneous touch and vision to establish tactile perception.
cvi reminders
CVI Reminders
  • Team approach for intervention is very important.
  • The ability to use vision fluctuates across time and situations.
  • The unusual attending and eye gaze behaviors is used as an attempt to self-compensate for visual difficulties.
  • Appropriate and timely intervention is of utmost importance.
focus of ot and pt with aac
Focus of OT and PT with AAC
  • Seating and positioning/mobility
  • Computer access
  • Augmentative communication
  • Activities of Daily Living
  • Environmental Controls
typical roles in an aac evaluation
Typical Roles in an AAC Evaluation
  • Functional range of motion
  • Strength/Sensory
  • Cognitive/Functional skill level
roles continued
Roles Continued
  • Coordination/Reach
  • Hand strength and finger isolation or other isolated access control
  • Posture and change in position and environment
direct selection methods
Direct Selection Methods
  • Range of motion
  • Position of changes
  • Move object around and assess right/left, top/bottom, midline/cross midline
head mouth access
Head/Mouth Access
  • Head Mouse
  • Low tech options: mouthstick
  • QuadJoy: mouse/sip and puff access
eye gaze and head control access
Eye Gaze and Head Control Access
  • Eye Gaze Tracker infrared input (Tobii ati)
  • Add the Head Mouse Tracker
  • Use with dedicated computers and AAC devices
switch access
Switch Access
  • Determine ability for single switch access
  • Identify activation site
  • Access one or more switches
  • Determine switch type
  • Activate and release switch on command
hierarchy of access sites multiple sites if able
Hierarchy of Access Sites (multiple sites if able)
  • Hands,
  • Head/voice
  • Arms/elbows
  • Legs/knees
  • Feet
  • Automatic: runs automatically number of times programmed to
  • Step: press to select and advance movement of cursor
  • Directed or Inverse: hold down switch until movement stops

SeeBboardmaker examples

autism spectrum disorder

Page 59

Autism Spectrum Disorder

Share a social moment!

Page 61

asd qualifying areas
ASD Qualifying Areas
  • Communication
  • Social Interaction
  • Sensory Integration
aac supports for asd
AAC Supports for ASD
  • Visuals
  • Choices/Options/Personal Perferences
  • Routine and Predictability
  • Social Opportunities
  • Multiple Modes for Access
  • Motivation
  • Speech Generating Supports
a thorough assessment of includes
A thorough assessment of includes:
  • Observations
  • Non-biased opportunities
  • Formal and informal assessment tools
  • Team interviews on social cognition and social behaviors
key components
Key Components
  • Create opportunities for engagement for participation
  • Determine skills to acquire
aac camp
AAC Camp

Minnesota State University Moorhead Speech Language and Hearing Clinic

sensory foundation for camp
Sensory Foundation for Camp
  • Tactile: perception of touch
  • Vestibular: perception and movement
  • Auditory: hearing input
  • Proprioceptive: body awareness
  • Visual: visual acuity and visual perception

Page 63-64

visual supports and strategies

Page 63

Visual Supports and Strategies

Share your favorite visual!

Page 67

visual supports
Visual Supports
  • Increase in understanding
  • Clarification
  • Routine
  • Positive outcomes
  • Planning
  • Make or break of success

Page 68

designing visuals
Designing Visuals
  • What does it mean?
  • Carryover?
  • Size, font, style, limit language
  • Graphics, photos, line drawings, objects
  • Movement

Page 69

visual supports for communications
Visual Supports for Communications

Page 70

thank you
Thank you!

Please complete your evaluation!