How to Maximize
Your AAC Device to
Minimize Learning
PRC
Margaret Perkins, M.A., CCC-SLP, ATP
Assistant National Manager
Prentke Romich Co.
mcp.cons@prentrom.com
Can you communicate without speech?
If so, then why do we need language…
because of this guy…
…we need to be able to talk about
things that are not present.
Augmentative Communication: A Glossary
ASHA Defines Communication as…
The following section provides a brief description of some of the
terms that are used in augmentative communication.
Understanding some of these terms may be helpful as you become
involved in your search for an appropriate communication system.
• Communication is based on the use of the individual
words of our language. True communication is
spontaneous and novel. Therefore, communication
systems cannot be based significantly on pre-stored
sentences. Communication requires access to a
vocabulary of individual words suitable to our needs
that are multiple and subject to change. These words
must be selected to form the sentences that we wish to
say.
S.N.U.G.
Spontaneous Novel Utterance Generation
S.N.U.G. – leads to communication / language
Preprogrammed Sentences – leads to behavior participation
in the classroom
Meher Banajee – Human Development Center
Louisiana State University Medical Center
From ASHA Leader
“To integrate AAC systems with the curriculum, we must consider
several issues. First, language develops and expands in an orderly
fashion. Our devices and systems must allow for this development
from the beginning. Typically, children acquire spoken language
by progressing from one-word utterances to two-word utterances
to simple sentences and so on. Language form, function, and use
proceed in a fairly predictable pattern. AAC intervention should
begin early, and clinicians should provide support for the way we
know language typically develops rather than use devices that
generate complete sentences at the onset.”
Julie Schers and Pamela Hart
Wichita State University
The ASHA Leader Vol. 7
No. 16 Sept. 10, 2002
Goal: To Learn Language
Unity has:
LOTS of Support / Teaching Materials
PASS
Books
Software
PowerPoint Activities
AAC Language Lab
Lesson Plans
Toys and Games
Vocabulary
Builder
Literacy Programs
PASS
(PRC Application and Support Software)
• Program the Device
• Write with Icons
• Make Manual Boards
• Make Cheat Sheets
• Browse Icons
Go Fish Cards as Sentence Builders:
PASS
www.aacinstitute.org
Robin Hurd
Magnetic Poetry
3rd Party Software
•
•
•
•
Vocabulary Builder
Tool for simplifying any Unity program
Allows vocabulary to be taught in small,
manageable pieces
Hides all the rest of the vocabulary without
deleting it
There are already pre-set vocabulary sets in
your device
What is the Vocabulary Builder
• Tool for simplifying any Unity program
• Allows vocabulary to be taught in small,
manageable pieces
• Hides all the rest of the vocabulary without
deleting it
• There are already pre-set vocabulary sets in
your device
Language
Therapy
Approach
Language
Pragmatics/Syntax/Semantics/
Morphology/Vocabulary
Motivate/Have Fun/POWER
Create opportunities
Communication not Compliance
Word
of the
Day/Week
Word of the Day / Week
Pick a core word each day.
See how many ways you can use that word in
your classroom.
Find ways to elicit that word from your students.
get
help
stop
play
I
more
that
do
feel
you
do
come
color
that
work
get
stop
feel
it
turn
go
make
Get
The word “get” pairs nicely with nouns, pronouns and
prepositions for many different communicative
functions. Children can say phrases like:“get up,” “get
in,” “get that,” “get me,” “get dry,” “get on” “get mom,”
and “get silly” in many fun activities.
The Center for AAC and Autism
Lindsey Cargill, M.A., CCC-SLP
Get me – chase or tickle games
A child who loves to be chased and tickled may very quickly learn to
use the 2-word combination “get me” to initiate rough and tumble play.
After catching and tickling your child, continue teaching pronouns by
saying “I got you” while modeling on his/her device. During recess or
group play dates, encourage your child to initiate chasing games to
“get” his/her peers.
Get mom. Get Sarah.
We can use “get” to access people as well; a child can ask an adult
to “get mom” or “get” a peer or sibling.
The Center for AAC and Autism
Lindsey Cargill, M.A., CCC-SLP
Get your books. Get your coat.
During classroom routines, model the use of “get” when directing
children to prepare for activities (e.g., “get” your books, “get” your
coats).
Get that. Get it.
“Get” can be a powerful word for a child to use to request items that
are out of sight or out of reach. Teach your child to use “get it” or
“get that” and he or she can direct you to retrieve preferred toys or
food items.
The Center for AAC and Autism
Lindsey Cargill, M.A., CCC-SLP
Get down. Get in. Get out. Get
over. Got on. Get off. Get up.
Pair “get” with prepositions during movement play. Try creating an
obstacle course in which your child must “get down” to crawl under a
barrier, “get in” and “get out” of a tunnel or ball pit, “get over” a barrel,
“get on” and “get off” therapy ball and then “get up” a set of stairs. Let
your child direct you or his/her peers when it is their turn to do this
activity. “Get up” is a great phrase to use after sitting on the floor,
falling down or pretending to sleep.
Get upside down.
Tanya Corso
One of my amazing AAC kiddos discovered the joys of "get upside down"
when he wanted me to flip him over and "get my leg" when he specifically
wanted me to tickle his leg.
The Center for AAC and Autism
Lindsey Cargill, M.A., CCC-SLP
Get tired. Get silly. Get wet.
The word “get” can be used to mean “become.” Have fun talking
about and learning emotions and basic concepts by modeling and
prompting phrases like “get happy,” “get tired,” “get silly” or “get
wet.”
The Center for AAC and Autism
Lindsey Cargill, M.A., CCC-SLP
Get more.
When playing with blocks or doing a cooking or art activity, plan to
not have enough of the supplies. Model we need to “get more.”
Get help.
When reading a story, model that the boy or girl needed to “get
help.” Set up situations where help will be needed, then model “get
help.”
I don’t get it.
I get it!
Support
in the
Device
Teach Core Internally
Books
Vantage-Vanguard PASS 5.06
Core Visual Scenes
Learning
WordPower and Picture WordPower
through Music
James Brown – I feel good.
Miley Cyrus – I Look at You
The Bealtes – Love me do – You know I love you.
Britney Spears – You need to know.
The Temptations – The way you do the things you do.
Toby Keith – I want to talk about me.
http://www.inmaninnovations.com/InmanInnovationsTherapyMaterials.php
Rock 'N Roll Therapy:
Using Music to Teach Core Vocabulary
Gail M. Van Tatenhove
3 adolescent students, aged 14 – 17
After 12 months and 12 songs, each of the
students showed significant vocabulary and
language gains. All students showed overall gains
in core vocabulary acquisition, particularly
pronouns, prepositions, and helper verb phrases.
http://www.eshow2000.com/asha/2006/handouts/855_1686Van_Tatenhove_Gail_09048
5_092306023943.pdf
Verbs (green)
Nouns (orange)
Adjectives (blue)
Prepositions (purple)
Adverbs (light blue)
Interjections (pink)
Determiners (orange)
Conjunctions (white)
Question Words (bright pink)
Negation (red)
Pronoun (yellow)
Mr. Action Man
Old Mother Hubbard
Paintbrush
Bridge Words
Airplane
Fireworks
Mr. Wizard
Conjunction Junction
Question Mark
Gail talks about a sentence as a rainbow. If all
your words are the same color, you don’t
have a sentence.
Gail Van Tatenhove
The boy went outside.
Yum, it is really delicious.
Who is coming with you?
She walked slowly
down the dark street.
Web Sites
www.aaclanguagelab.com
The Center for AAC and Autism
www.aacandautism.com
www.aacinstitute.org
www.vantatenhove.com
Use Books to
Facilitate
Language
Learning
Books: Now
Digital!!!
www.prentrom.com
Advantages of Books
Can control the vocabulary.
Get lots of vocabulary repetition without drill.
Provides carry over into the home.
Fits into the school curriculum.
Promotes literacy.
Additional
Device
Features
Icon Tutor
Hide / Show Keys – Easier!!!
Hide / Show Keys – Easier!!!
System Lock – expanded options
Questions
Comments