TOP O’ THE MORNIN’ TO YA
Please visit the app
store to download
“Alexicom AAC”
a free app for use
during this
presentation.
Andrea Dalton MA CCC-SLP
Kate Morris MA CCC-SLP
With Special Guest
Doreen Devitt MA CCC-SLP
OVERVIEW
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What is LAMP
What is Words for
Life
Breakout:
Communicate
w/core
vocabulary
Review Language
& Communicative
Functions
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•
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Discuss
challenges in the
classroom
Examples of
classroom use
Breakout: Make a
plan!
Questions &
Problem Solving
WHAT IS LAMP?
The approach: Language Acquisition through Motor Planning
The device: iPad
The app: LAMP Words for Life
Accessing each word on the device with a consistent, unique
motor pattern provides a means for developing
independent communication.
MOTOR PLANS FOR COMMUNICATION
FOR SPEECH
FOR WRITTEN
C O M M U N IC AT IO N
WITHOUT A MOTOR PATTERN,
USER MUST RELY ON SYMBOLS
“PARENTS”
Relying on
symbols can
restrict
vocabulary by
providing fewer
opportunities
for
generalization.
WHAT IS LAMP: WORDS FOR LIFE?
MASKING: TARGET VOCABULARY WHILE
MAINTAINING MOTOR PATTERN
PERCENTAGE OF CORE WORDS VS. FRINGE
Queen:
“We are the ____, my friend, and we’ll keep on fighting
‘til the end.”
Billy Joel:
“Sing us a song, you’re the _____ man.”
Big Bird & company:
“Can you tell me how to get, how to get to ______
______?”
CORE WORDS; UNIT Y SEQUENCED 84; LAMP WORDS FOR LIFE 84
CORE WORDS ALLOW FOR MORE INTERACTIONS WITH
A SMALLER DEVELOPING VOCABULARY
Queen:
“We are the people, my friend, and we’ll keep on
fighting ‘til the end.”
Billy Joel:
“Sing us a song, you’re the music man.”
Big Bird & company:
“Can you tell me how to get, how to get to that place?”
SOME FRINGE VOCABULARY IS NECESSARY
Example: Goldfish
1. More goldfish.
2. I want goldfish.
3. Get the goldfish.
4. Where are the goldfish?
5. He took my goldfish!
6. Have some goldfish.
7. Do you like goldfish?
8. No more goldfish.
CORE & FRINGE VOCABULARY
The same vocabulary should be
consistently available in all settings
and needs to include a combination
of core words and nouns.
BREAKOUT: EXERCISE YOUR VOCABULARY
BREAKOUT: EXERCISE YOUR CORE VOCABULARY
Implementing AAC Strategies
in the Classroom
What does language look like
using an AAC?
Tools to facilitate choice
and participation (not language)
 Choice boards
 Menus
 iPads/Interactive computer games
 Visual schedules
 Adapted books and songs
AAC should support functional communication across all
environments. It should be flexible, recognizable and
dynamic. The language elicited through AAC should be the
same language you are trying to elicit in verbal students.
What is functional communication?
Functional communication allows someone
the ability to access their environment for a
variety of different purposes to interact
socially, meet their own needs/desires, and
gain and share information. There is an intent
evident and it is effective.
What are the different functions of language?
Handout: Pragmatic Functions of Language
 Social
 Directive
 Asking questions/Seeking Information
 Naming/Labeling
 Requesting
 Rejecting
 Commenting/Negating
 What functions can you identify in this scenario?
Seems easy enough…
What are the challenges?
 Behavior management
 Focus on other goals of the activity (handwriting,




math, STAR, etc.) or IEP goals
Feeling incompetent, juggling multiple modes of
communication (verbal, sign, pictures, other devices)
Feels unnatural and takes effort: contrived
interactions
We have adapted to atypical expectations
Anything we’ve missed?
Something to think about…
Kids with atypical or delayed language development
need a reason to communicate and often motivation to
interact with others.
Adults working with children with atypical language
development need ideas for facilitating language and
interaction AND motivation to use them.
More on this later…
If children need a reason to communicate,
let’s give them one!
Handout: Tricks of the Trade
Tricks of the Trade
BREAK OUT
1. Look through the ideas listed on the handout.
These are techniques commonly used to elicit
different language functions.
2. Pat yourself on the back for all the techniques you
are already using in your classroom.
3. Consider the students who might use LAMP. Which
technique could you start using or use more of
when you return to your class?
Thinking ahead
Options…
 Comprehensive Autism Planning System (CAPS)
Shawn Henry & Brenda Smith Myles

Consider all activities of the day and think about how the
student will communicate within each activity, specifically
what language he/she will use.
 Let’s Talk
 Look at one activity, area of the classroom, or routine and
think about how you can target different functions of language.
 Tips included at the bottom of the page as reminders for
creating successful communication exchanges.
BREAK OUT
Choose a planning sheet (CAPS or Let’s Talk)
Consider target words. Use first 5-20 Core words
Think about what functions of language you would like to
target
If using CAPS…
1.
2.
3.
4.
1.
2.
3.
If using Let’s Talk…
5.
1.
2.
3.
4.
6.
Write out target activities
Fill in Communication Social Skills
Fill out Method
Choose an activity to plan (Where do you want to focus first?)
Fill out target one, two and three word phrases in Core Bank
Consider functions of language you would like to target
Use Tricks of the Trade to fill out what you will do and say
Share with partner and/or group
Sample Target Activities
 Daily Activities/Routines
 Gen Ed. Participation
Teacher work
 Snack/lunch
 Bathroom/Washing
hands
 Group
 Social Play/Games
 Sensory
 Cars, blocks, trains,
potato head, etc.
 Books
Specials
 Morning meeting
 Desk work
 Read to self
 Down time
 Transitions
 Entering class
 Getting ready to leave
 Community Activities
 Employment


Is that it?
 Your student has motivation to communicate
through child choice, natural reinforcement,
reinforced attempts, and plenty of opportunities to
show off known skills.
 Your student has a reason to communicate because
you have so many ideas!
 You have a plan.
 What is your motivation?
“Let’s do this!”
Natural reinforcers:
 Student’s language improves.
 Effective communication reduces frustration.
 It’s fun!
If you find that you need more:
 Choose one technique as the “Technique of the Week”
 FUNctional Fridays: Use golf click counter to track the
number of times paras/teachers elicit language during the
day. Number of daily clicks gets averaged over one month.
Highest number earns an incentive.
 Use a white board to highlight “Success of the Week”
 Other ideas?