Let me show you! Using modeling to teach language and communication skills

1. CDCI Assistive Technology Tryout Center, Communication Connection!The conference call in number for today isPhone number 1-888-850-4523Passcode is:859908

2. Let me show you! Using modeling to teach language and communication skills Maureen Nevers, M.S. CCC-SLp Vermont ITeam May 18, 2011 Vermont ITeam

3. Today’s Agenda • Modeling defined • 5 STEPS Planning Process • Targets • Teaching • Tasks and Tools • Testing • Team • References and Resources

4. Be alarmed… “There is also strong neuropsychological evidence that very young children with complex communication needs require early intervention, and that the consistency and quality of the instruction they receive is likely to have a lasting impact on the level of linguistic and communicative competence they will ultimately achieve. Even so, few people are ringing loud the alarm bells.” • Augmentative Communication News: September 2006 Volume 18, No 3

5. What is Modeling? Modeling is an instructional strategy where you show someone how to do something so that they can do it in the future.

6. What is Modeling? As a strategy for learning language, modeling occurs when the partner communicates with the person in natural contexts using the modes and materials that the person is expected to use.

7. What is Modeling? Modeling is a valuable teaching and learning strategy that is is important for learning language at any age or stage, but is critical for beginning communicators.

8. Modeling is key to intervention … “Despite their diversity, the research reports summarized in this article all have a common thread…all studies investigate the use of aided AAC modeling as a key component of AAC instruction.” Drager, 2010

9. Other Names Associated with Modeling Aided-language stimulation Non-directive language Augmented Input System for Augmenting Language (SAL) Aided Language Modeling Aided AAC Modeling Total Communication

10. Why do communicators need models? Benefits of new forms are not obvious No natural models to observe and imitate Telling doesn’t work Language learning requires ongoing support

11. Don’t just tell, show… “We just can’t tell beginning communicators how to interact ... using AAC … We need to show them how to use the modes of communication … and demonstrate that using AAC works and can work for them.” • Augmentative Communication News: September 2006 Volume 18, No 3

12. Why is Modeling important? Partners input is consistent with the expected output Shows the person how the system can be used Sends message that the AAC system is an acceptable form of communication Facilitates comprehension by providing additional visual information Demonstrates appropriate interaction skills Provides opportunities for learning new language concepts

13. Benefits of Modeling Provides opportunities to observe the functional uses of the AAC system Helps identify strengths and limitations of the system Sensitizes facilitators to difficulties in using the AAC approach Requires facilitators to become competent users of AAC Makes communicative interactions naturally slower, allowing more time for processing the language Ensures language input will is relevant to the context and needs of communicator

14. 5 STEPS Planning Elements Targets Teaching Tasks & Tools Testing Team Learning outcomes, standards Instructional methods, formats Activities, themes, topics, materials Formal and Informal Assessment Personnel supports and services

15. Targets What are the goals or outcomes that I am hoping to achieve?

16. Potential Partner Goals Set the stage for production of language using AAC. Provide support for individuals who have difficulty understanding spoken language to increase their participation across activities and interactions. Assist in eliciting target language forms (e.g. teach specific vocabulary, syntactic structures, or communicative functions). Elicit target behavior as part of a prompt hierarchy.

17. Potential Communicator’s Goals Learn meaning of vocabulary Increase use of morphological markers Expand syntactic structures Increase communicative functions Follow routines …can be applied to nearly any individualized language or communication goal…

18. We aren’t great partners... “Research shows that the partners of people with complex communication needs tend to ask predominantly yes/no questions, interrupt, take the majority of conversational turns, provide few opportunities for communication, and focus on the technology rather than the individual.” • Augmentative Communication News: September 2006 Volume 18, No 3

19. Teaching What are the instructional methods and approaches associated with this strategy?

20. Modeling • Partner use of communication modes/materials • Partner represents: • own words • communicator’s words • instructor’s words • others’ words • words related to the current situation….

21. Modeling challenges… Limited AAC system Balancing use of AAC modes during interactions Understanding the demands on the communicator Determining the amount of support needed Skilled trainers for partners

22. Partner’s Role/Responsibilities • Modeling requires that the partner: • Understand what modeling is • Understand the support necessary for the communicator • Know the target to model • Be competent in using the AAC system • Provide multiple opportunities for learning • Be flexible for application in natural contexts

23. Don’t just tell, show… “If a facilitator with competent communication skills cannot effectively communicate using a communication display, then we cannot reasonably expect the augmented speaker to develop communication competency with that display” Elder and Goossens’, 1994

24. Communicator’s Role/Responsibilities • Modeling requires that the communicator: • Pay attention • Retain an image of the model to reproduce later • Have multiple opportunities to practice the modeled behavior • Be motivated (internally or externally) to imitate the behavior • Make the effort to reproduce the model

25. Modeling Notes • Communicators need to experience models of their language • Aided language communication does not naturally occur, so we have to create this environment • Language is not learned through straight imitation, but through broad experiences of concepts, vocabulary and applications. • Give logical feedback for communicator’s attempts • Focus on the interaction, having a conversation as opposed to “working on the system” • Talk in short sentences while pointing to targets

26. Modeling Guidelines • Application is genuine, natural, meaningful • Partners are trained and supported • Partners practice, with and without the communicator • Supports are accessible, available • Supports contain sufficient quantity of symbols representing range of functions • Models are at and above student’s current expressive skills - Model “one more stage” of language for the child • Partners point to one or more symbols per utterance • Communicator is not “required” to use the support • Partners comment, wonder, observe, notice…

27. Partner Modeling Strategies • Teach partners to become effective facilitators by using strategies such as: • Responding to the child’s point of focus • Using aided AAC modeling • Using expectant delay • Asking open-ended questions • Use cuing hierarchy

28. What are the types of modeling? Language Immersion Comprehension Production Prompt

29. Modeling as a Language Immersion Approach • Goal: setting the stage for production of language using AAC rather than eliciting it • Measured by: increase in person’s use of AAC modes and speech. • Focus is on activities and interactions, not instruction • Modeling and scaffolding occur • throughout the day • In natural contexts • With multiple partners who are competent users of the language • Learners experience people interacting with them • Learners observe people as they interact with one another. • Total immersion is ideal, but partial immersion is possible

30. Large Group Reading and Modeling in Classroom

31. Get Ready for Outside Language - Preschool

32. Modeling to Support Comprehension • Goal: provide support for individuals who have difficulty understanding spoken language to increase their participation across daily activities and interactions • Measured by: increase in comprehension and participation, possibly decrease in frustration or challenging behaviors • Trained facilitators use AAC paired with speech • Examples: • speak + point to icons on device • speak + sign • speak + point to symbol + point to its referent • Examples: • Visual scene displays (VSDs) • Visual supports, such as calendards, schedules • Written scripts

33. Modeling with a High Tech Device Grocery Store http://www.youtube.com/watch?v=zE297KJ4p4U Schedule on iPad http://www.youtube.com/watch?v=hhrNPRvXLJ8&feature=related

34. Modeling to Support Specific Language Target Production • Goal: elicit target language forms (e.g. teach specific vocabulary, syntactic structures, or communicative functions) • Measured by: child successfully uses targeted language forms in expanding contexts • Skilled clinician models the language target while speaking • May combine with scaffolding strategies • Helpful for young children or early communicators who are learning language and using AAC for expression.

35. Navigating to “cut” after model

36. Modeling as Part of a Prompting Hierarchy • Goal: elicit target behavior • Measured by: number of times child produces the target behavior and under what circumstances • Adult/teacher models are commonly used as part of a prompt hierarchy to elicit specific behaviors • Visual (point to), verbal (“say…”) and tactile (touch arm) prompts are also often part of prompt hierarchies • Carryover and maintenance are also important factors to track

37. YouTube Video Mom with Book • Goal: elicit target behavior • Measured by: number of times child produces the target behavior and under what circumstances • Adult/teacher models are commonly used as part of a prompt hierarchy to elicit specific behaviors • Visual (point to), verbal (“say…”) and tactile (touch arm) prompts are also often part of prompt hierarchies • Carryover and maintenance are also important factors to track

38. Scaffolding and Response Strategies Response strategies are modeling techniques that are specifically employed after the user has communicated a message. Scaffolding is helps us determine “what” we model.

39. Scaffolded Response Strategies • imitate • Partner repeats message that was expressed by the communicator • repeat • Partner repeats message that was expressed in another form (e.g. person standing at the door, partner says “go” and “out” with Core) • expand • Partner adds to message (e.g. person says “want”, partner expands to “want this”)

40. Scaffolded Response Strategies • connect • Partner adds a connecting word (e.g. because, and, then, so, but) to encourage person to continue. • correct • Partner repeats message using the correct grammar or marker (e.g. person says “that want”, partner models “want that”)

41. Tasks What are the activities that will provide an appropriate context for learning?

42. Modeling should occur… During meaningful exchanges In natural environments Across contexts and activities Again, and again, and again

43. Tools What materials and supports will be necessary?

44. Modeling Materials • No-tech • Speaking only • Low-tech • Paper-based tools • Pair with speech • Mid-tech • Recordable devices • High-tech • Speech generating devices • Personal digital electronic devices (e.g. iPad)

45. No-tech Modeling Adult: “Tell me about Wilbur” Student: “small” Adult: “Yes, he is small”

46. Low Tech Book for Modeling

47. Modeling with a Low Tech Board

48. Modeling with Low Tech Materials Emergency prep lesson http://www.youtube.com/watch?v=0-jL0wTJF2k&feature=related Saying “help” http://www.youtube.com/watch?v=Cq7nfiBIrzA&feature=related

49. Modeling with a High Tech Device

50. Modeling with a High Tech Device Grocery Store http://www.youtube.com/watch?v=zE297KJ4p4U Schedule on iPad http://www.youtube.com/watch?v=hhrNPRvXLJ8&feature=related