Core vocab 2010 - AAC101

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Angela Standridge, M.A.,CCC-SLP,ATP
Region 4 ESC
713.744.6831
[email protected]
Region 4 ESC
June 2010
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ASHA
AAC 101 Wiki
Vocabulary Issues and core vocabulary research
Evaluation and implementation
Implementation ideas
AAC and the curriculum
Don’t forget the Low Tech
Core vocabulary in high end AAC devices
Guided hands-on exploration of high-tech
speech generating device vocabulary
Data collection
Resources
Open Forum
Region 4 ESC
June 2010
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.5 CEUS
Please sign in
Stay the entire session
At conclusion of training:
◦ Complete Evaluation
◦ Complete the “bubble” form- make sure to put your
ASHA number
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Learner Outcomes
◦ Define core and fringe vocabulary
◦ Identify three language representation methods
◦ Discuss the similarities and differences of core
vocabulary programs
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http://aac101.wikispaces.com/
 Overview of AAC
 Resources
 Links
 Documents
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One voice
June 2010
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Saying exactly what they want to say
Saying it as fast as they can
Source: http://www.aacinstitute.org
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Language development
Cognitive development/learning
Literacy development
Social participation
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Linguistic- receptive and expressive skills
Operational- “button pushing”
Social- pragmatics
◦ Minimally: Initiating, commenting, repairing,
terminating
Strategic – knowing when to use what tool
for what purpose
Janice Light - Toward a Definition of Communicative
Competence for Individuals Using Augmentative
and Alternative Communication Systems
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The use of AAC requires a set of
prerequisite skills, beginning with
communicative intent
The primary purpose of AAC is to express
wants and needs
All AAC systems must be 100%
personalized
An AAC system is only effective when
everyone requires the student to use the
system
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June 2010
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Who?
What?
Where?
When?
Why?
Which?
http://aac.unl.edu
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Core vocabulary
◦ 100-500 most commonly
spoken words
◦ Best to use single wordsnot phrases and
sentences
◦ Gateway
◦ Unity
◦ Sono Lexis
◦ Word Power and Picture
Word Power
Must have
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User specific
vocabulary
Content Specific
vocabulary
Academic vocabulary
◦ Varying levels
◦ Content area specific
◦ Cognitively and Linguistic
proficiency
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Fringe vocabulary
Good to have
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June 2010
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From Gail VanTatenhove:
AAC Angels
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Alphabetic/alphanumeric- spelling and
word/phrase prediction
Single-meaning symbols
Semantic Compaction/Minspeak®
◦ Multi-meaning symbols
◦ Small symbol set
◦ Sequencing of symbols
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Receptive language
Expressive language
Symbolic associations
Motor skills, access, positioning
Sensory abilities
Memory, cognition
Device trials
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Determine if an AAC system is appropriate
Student isn’t using his/her current system
Student’s needs have changed
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Student
Environment
Task
Tool
Joy Zabala
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Training and support
Goals and objectives
Documentation
Student and other AT team members
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Language Development
Literacy development
Computer access
Curriculum goals (TEKS/IEP)
Leisure
Social Communication
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Designate programmer(s)
Utilize pre-existing architecture
Document changes, additions, etc.
Obtain input/feedback from the system
operator and other team members
Consider selection techniques
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Language
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AAC
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Start early
Keep the activities authentic and in the natural
environment
Focus on sustained turn taking activities that
are more than just need/want based
Model (make a cheat sheet/word & pix wall)
Utilize a total communication approach
Incorporate activities, routines and scripting
Try sabotage and interrupted behavior chains
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Use cues and prompts (environmental,
visual, auditory, physical)
Teach symbol representation skills for
objects/pictures (linguistic)
Teach locations of symbols (visual); hide
icons and reveal gradually
Develop pragmatic language/social skills
Facilitate expressive language development
commensurate with language comprehension
skills
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Use established language intervention
techniques
Practice imitation, extension and parallel
language techniques
Use peers and siblings as communication
partners
Play games and music to teach language
Engage in communication partner training
Ask questions in such a way they can be
answered with CORE vocabulary
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June 2010
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Social Networks: A Communication Inventory
for Individuals with Complex Communication
Needs and their Communication Partners
◦ S. Blackstone and M. Hunt Berg
*http://www.augcominc.com
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Written language activities and experiences
should not be withheld while speech,
language, motor, or other skills develop to
arbitrary, prerequisite levels.
* Erickson and Koppenhaver
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TEKS
When- every possible opportunity
How- the same way non-challenged peers are
taught...almost
Karen Erickson focuses on trying to find the
right “pencil”
Access to computer technology as a literacy
tool/support
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Find the appropriate “pencil”
Write for a real purpose
Content, use, and form
See others do it
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Language comprehension
Phonics, phonemic awareness, phonological
processing
Word identification/working with words
Reading comprehension
Reading fluency
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Teach letters and vocabulary along with
device use
Use Minspeak icons to illustrate and icon
names as labels
Use dynamic display pages as books to
illustrate alphabet and language concepts
along with device use
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Waves of Words: Augmented Communicators
Read and Write
◦ Edited by K. Erickson, D. Koppenhaver, and D.
Yoder
*http://www.augcominc.com
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Every Move Counts
Environmental Communication Teaching
Tangible Symbol System
Picture Exchange Communication Systems
Language Acquisition through Motor
Planning (LAMP)
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Always have an accompanying low-tech
system
Picture books, eye gaze (see PATTAN
handout), wallets, wall based systems,
wearable systems
CORE vocabulary
Low tech is great way to address ACADEMIC
vocabulary needs
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Vantage/Vanguard/Vantage Lite
Pathfinder
ECO 14, EcoPoint
Core:
◦ Unity Vocabularies
◦ WordPower
◦ Picture WordPower
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www.prentrom.com
◦ Teaching Materials
◦ AAC Language Lab
◦ Center for AAC and Autism
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Unity® 84 One Hit, Sequenced, Scan
Unity® 60 One Hit, Sequenced, Basic
Unity® 45 One Hit, Sequenced
Unity® 45 Basic, Transition
WordCore 45, Word Core 84
Word Core 84 Scan
MinTalk™
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84-WordPower®
84-Picture WordPower®
84-Picture WordPower® w/o Keyboard
45-WordPower®
45-Picture WordPower®
45-Picture WordPower® Phrases & Categories
*additional fee for this software
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Unity® 84 One Hit, Sequenced
Unity® 45 One Hit, Two Hit, Full
WordCore 45, Word Core 84
MinTalk™
84-WordPower® & Picture WordPower®
45-WordPower® & Picture WordPower®
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Unity® 144 Single Hit, Sequenced
Unity® 84 Single Hit, Sequenced
Unity® 60 Single Hit, Sequenced
Unity® 45 One Hit, Two Hit, Full
WordCore 144, 84, 45
MinTalk™
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WordPower®
Picture WordPower®
Scanning WordPower®
Scanning Picture Word Power®
*additional fee for this software
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Unity® 128 Single Hit
Unity® 128 Sequenced
Unity® 32 Single Hit
Unity® 32 Sequenced
Adult Quick Learning System (AQLS)
WordPower®, Picture WordPower®, Scanning
WordPower®
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V, Vmax, EyeMax
Core:
◦ Gateway Vocabularies
◦ WordPower
◦ Picture WordPower
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InterAACT
Xpress (word based)
Tango (Core.First, Phrase.First)
www.dynavoxtech.com/default.aspx
◦ Tips and Advice
◦ Implementation tool Kit
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Gateway©
Gateway©
Gateway©
Gateway©
Gateway©
Gateway©
12
20
30
40
60
Pro
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WordPower® 60-Location
WordPower® 150-Location
*Additional fee for
Picture WordPower®
this software
Picture WordPower® No Keyboard
Picture WordPower® 60-Location
Picture WordPower® Phrases & Categories
Scanning WordPower®
Scanning Picture Word Power®
Scanning Picture WordPower® Phrases & Categories
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InterAACT ®
◦ Age
◦ Communication
Ability
◦ Context
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UpTempo Core First
◦ Tango for Children
◦ Tango for Teens
◦ Tango for Adults
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C8
C12
Ceye Module
Tobii Communicator 4
Core:
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Sono Lexis
Functionally Speaking
WordPower
Picture WordPower
www.assistivetech.com/corporate/home.aspx
www.tobii.com/corporate/start.aspx
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PalmChat™©
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PalmChat™©
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For iPhone™ & iPod™ touch, or iPad
VocaSpace™ vocabulary set
Word Spaces™ core vocabulary
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Words Pronto
Expressive board
WordPower, Scanning WordPower, Picture
WordPower & Scanning Picture WordPower for
VS Communicator
*VS Communicator Pro & Speaking Dynamically Pro
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The Grid™
WordPower®, Picture WordPower®, Scanning
WordPower® for the Grid2
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Rubric
Language sample recording (video, audio,
LAM™)
Interview
Checklist/sheet
Portfolio
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LAM™ (Language Activity Monitor)
U-LAM
PeRT (AAC Performance Report)
SSPT (Single Switch Performance Test)
*AAC Institute
http://www.aacinstitute.org
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Go to You Tube and search for AT or AAC
http://www.youtube.com/results?search_quer
y=assistive+technology&search_type=&aq=f
PRC : http://www.prentrom.com/success/ ,
http://www.youtube.com/prcaccess
Dynavox:
http://www.dynavoxtech.com/success/defaul
t.aspx
Tobii/ATI:
http://www.tobii.com/assistive_technology/u
ser_stories/astrid_siemens_lorentzen.aspx
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http://www.prentrom.com
◦ Teaching Materials
◦ Speak Share
◦ Online training
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http://www.dynavoxtech.com
◦ Communication Connections
◦ Online training
◦ Toolkit
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www.inmaninnovations.com
http://www.gatewaytolanguageandlearning.c
om/
http://www.vantatenhove.com
http://www.minspeak.com/
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AAC smalltalk
◦ http://groups.yahoo.com/group/aacsmalltalk/
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ACOLUG
◦ http://www.temple.edu/instituteondisabilities/prog
rams/aac/acolug/
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Special Education Technology, British
Columbia (SET-BC)
◦ The Learning Center
◦ http://www.setbc.org/lcindexer/
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Augmentative and Alternative Communication
Success
Exploring Core Vocabulary of High-Tech
Augmentative and Alternative Communication
Systems
AAC TIPS for student success
www.theansweris4.net
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Exploring Core Vocabulary of High-Tech
AAC Systems
Core Vocabulary for AAC
AAC Implementation
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Print certificates after online evaluation
Complete evaluation and receive certificate
today for ASHA CEUs
Recycle cans, plastic, paper
Visit www.theansweris4.net eCatalog for
additional AT training updates
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Open forum
Questions and
concerns?
Complete evaluations
and bubble forms
Have a great summer
It takes teamwork!
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June 2010
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