Implementing AAC in Classrooms, Homes, and Therapy Settings for Children Who are Deaf or Hard of Hearing

Transcription

1 ara Robinson, M.A., CCC-P peech-anguage Pathologist Implementing AAC in Classrooms, s, and Therapy ettings for Children Who are Deaf or Hard of Hearing 1

2 Questions? For any questions during this broadcast, please send an to: Questions will be answered at the end of the presentation. In Their Own Words What Is AAC? Augmentative and Alternative Communication (AAC) encompasses all forms of communication (other than oral speech) that are used to express thoughts, needs, wants, and ideas. American peech-anguage-hearing Association 2

3 Types Of AAC Unaided: use of body only Gestures ign language Eye gaze Vocalizations Aided: use of external equipment No-tech ow-tech High-tech Dynavox ystems C Pyramid Educational Consultants What Is The CAE Model? ocial- Emotional C Cognitive A Auditory anguage A Balanced Approach E Extra peech Boys Town (ACRN, National Research 2011) Hospital CAE Model How does the CAE model apply to children who are deaf/hard of hearing and who use AAC? C A E 3

4 ocial Emotional/Behavioral ocial Emotional A Balanced Approach ocial Emotional/Behavioral Classroom Developing social interaction skills Facilitating peer-to-peer communication Encouraging labeling feelings ocial Emotional/Behavioral Therapy session Use of visual schedules Building routine language abeling feelings 4

5 ocial Emotional/Behavioral ocial Emotional/Behavioral ocial Emotional/Behavioral Use of visual schedules and social stories Bed time routines, shopping, eating dinner abeling feelings If-then strips to aid in understanding of behavior expectations 5

6 ocial Emotional/Behavioral In their own words He had been using his AAC device for a while, but wasn t using it all the time. I was starting to question the need for it. Then one day he was being naughtier than usual and we were battling all day. He had been in time out a few times for saying (signing) things to me that were not nice like I don t like you and I m mad at you and you re naughty, rude, bad, etc.. Finally I told him next time he said (signed) something that wasn t nice he would go to his room and take a nap. o, the next time I did something he didn t like, he got out his ipad and typed in the Proloquo2Go keyboard Bad mommy. Proloquo2Go app, ipad Cognitive/Curriculum C Cognitive/ Curriculum A Balanced Approach 6

7 C Cognitive/Curriculum Classroom upporting curriculum skills Counting, spelling, etc. upporting pre-literacy skills Providing methods for children to interact during storytelling (ex. filling in the blank, preprogramming repetitive lines) C Cognitive/Curriculum C Cognitive/Curriculum Therapy session Integrating curriculum skills into therapy sessions etter ID, counting, colors Teaching categorization 7

8 C Cognitive/Curriculum C Cognitive/Curriculum Pre-literacy experiences Reading aloud to children The single most important activity for building the knowledge required for eventual success in reading is reading aloud to children (Anderson et al., 1985, p.23) Providing writing and drawing experiences Beginning identification of colors, matching C Cognitive/Curriculum 8

9 C In Their Own Words I will say how impressed I am with how fast my son has picked up on how his device works and where certain things are. He likes to look at the shapes page and knows exactly how to get to it from the main screen. He is also very skilled at finding the food pages you hear cookie coming from that thing fairly often. He knows how to get out of a screen he is done with as well and is getting better at his navigation with each passing day. Auditory A Auditory A Balanced Approach A Auditory Comprehension Identification Discrimination Detection Erber (1982) 9

10 A Auditory Classroom Using a device as a comprehension check Use of devices during ing checks (ah, ee, uu, mm, sh, s, nothing) upports for self advocacy A Auditory A Auditory Therapy session Auditory ID of peers names Use of devices during ing check upports for self advocacy 10

11 A Auditory A Auditory A Auditory Playing a What did you hear game Using device to label sounds upports for self advocacy 11

12 A Auditory anguage Pragmatics anguage Phonology A Balanced Approach yntax Morphology emantics Expressive anguage Classroom Multimodal support Vocabulary Creating sentences 12

13 Expressive anguage Expressive anguage Expressive anguage 13

14 In Their Own Words Receptive anguage Classroom Understanding questions Comprehension Receptive anguage 14

15 Expressive anguage Therapy session Asking questions Creating sentences Communication functions Expressive anguage Receptive anguage Therapy session Teaching concepts Ex. same/different Understanding questions 15

16 Receptive anguage Expressive anguage Promoting exploration and babbling upporting bilingualism Expressive anguage 16

17 In Their Own Words This past week we were at his doctor s appointment and he was getting impatient. The doctor left the room, and we stayed there because we had to wait for the nurse to bring our instruction sheet. He went over to the Dynavox and found the all done button, which he pushed 5 times, to tell me that he was ready to go. Receptive anguage earning new vocabulary Routines (getting dressed) In Their Own Words 17

18 Extra E Extra A Balanced Approach E Extra Classroom, Therapy ession & Key guards Carrying cases and shoulder straps Access methods (breakfast tray for circle time) Checklists and reminders E Extra 18

19 peech peech A Balanced Approach peech Classroom When to expect speech vs. AAC vs. multimodal? peech 19

20 peech Therapy session Developing speech skills Vowel warm ups Visual Phonics Using devices for auditory feedback aying word on device compared to natural speech peech peech 20

21 peech Creating an expectation for vocal output along with AAC In Their Own Words References Anderson, R. C., Hiebert, E. H., cott, J.A., & Wilkinson, I. A. G. (1985). Becoming a nation of readers: The report of the commission on reading. Washington DC: The National Institute of Education. AssistiveWare (2000). Proloquo2Go. Banajee, M., Dicarlo, C. & tricklin,. (2003). Core vocabulary determination for toddlers. Augmentative and Alternative Communication, 19, Beukelman, D. R. & Mirenda, P. (2005). Augmentative and alternative communication: upporting children and adults with complex communication needs, 3 rd Ed., Baltimore: Brookes Publishing. Dynavox ystems, C, Pittsburgh, PA. Erber N (1982). Auditory Training. Washington DC: Alexander Graham Bell Association for the Deaf & Hard-of-Hearing. ight, J. (1988). Interaction involving individuals using augmentative and alternative communication systems: tate of the art and future directions. Augmentative and Alternative Communication, 4, Millar, D., ight, J., & chlosser, R. (2006). The impact of augmentative and alternative communication intervention on the speech production of individuals with developmental disabilities: A research review. Journal of peech, anguage and Hearing Research. 49, Frost,. & Bondy, A. (2002). The Picture Exchange Communication ystem, Pyramid Educational Consultants, Newark, DE. 21

22 ara Robinson 555 North 30 th treet Omaha, Nebraska A production of the ied earning & Technology Center at