Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition...

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Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP

Transcript of Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition...

Page 1: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Communication without Limitations

AAC and AutismAn Introduction to LAMP:

Language Acquisition through Motor Planning

Margaret Perkins M.A. CCC-SLP, ATP

Page 2: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

What LAMP and AAC is NOT

Augmentative Alternative Communication

Device used along side other approaches– ABA, PECS, Floor time, etc.

Page 3: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

“…I think that it is not okay to get it wrong for even one person; when we

talk about communication, we are talking about peoples’ lives, no less than that…..If we get it wrong, if we

miss the boat – people drown.”

Pat Mirenda from ‘A Back Door Approach to Autism and AAC’ September 2008

Page 4: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

Desired Outcomes (1) that the children will become more proficient

communicators, utilizing a variety of communication modes which may include AAC, speech production, or a combination of the two;

(2) that language comprehension and expression will develop so that the children can communicate beyond the one word level; and

(3) that the children will develop an increased understanding of the power of communication.

Page 5: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

LAMP approach

Page 6: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

Communication Goal

Same as for all AAC users

– S: Spontaneous– N: Novel– U: Utterance– G: Generation

i.e. expressive, generative communication

Page 7: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

Sensory Processing and ASD

Sensory processing disorders in those individuals with autism are well documented in the basic science and literature and in first-person accounts of those living with autism. These children and adolescents respond differently to sensory experiences than do their peers without disabilities.

Tomchek & Dunn, AJOT Vol. 61, Number 2 p. 190

Page 8: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

AAC & Autism:Sensory Processing

Sensory processing refers to our ability to take in information through our senses (touch, movement, smell, taste, vision, and hearing), organize and interpret that information, and make a meaningful response.

-Foundation for Knowledge in Development

In contrast, sensory processing dysfunction is a disorder in which sensory input is not integrated or organized appropriately in the brain and may produce varying degrees of problems in development, information processing, and behavior.

-Cindy Hatch-Rasmussen, M.A., OTR/Lwww.autism.org/si

Page 9: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

Typical Sensory Difficulties Difficulty modulating sensory information

may be involved with:– Auditory Processing

Also Auditory filtering & auditory hyper & hyposensitivity

– Visual Responding Avoidance of eye contact & inefficient use of eye

gaze Atypical use of peripheral vision

– Tactile hypersensitivity Possibly interconnected with inflexible behaviors &

repetitive verbalizations

Page 10: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

Considerations for AAC & Autism

Most likely have Sensory Processing Impairment

Focus on coordinating three sensory systems for language acquisition– Motor movement (proprioceptive system)– Auditory (hearing)– Visual

Should also be aware of– Tactile and vestibular

Page 11: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

ASD Learning Characteristics

Likely have gifted Visual memory (rote) Excellent visual spatial pattern recognition Strength in rule-based learning Gestalt learner (chunked learning)

– ‘the whole is greater than the sum of its parts” Frequently hyperlexic

Page 12: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

LAMP approach

Page 13: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

Page 14: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

LAMP: Consistent & Unique Motor Patterns

Each Word has it’s own unique Motor Pattern – Focus on Pattern, not

icon

Language connections made through:– Initiating a unique

motor pattern and hearing a word

– Experiencing other’s reaction to the word

– repetition of the Motor Pattern & experience with words

Page 15: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

How to Model Vocabulary to Achieve Motor Automaticity

The goal is that the child will press the correct icon or icon

sequence spontaneously and independently. However, to get to that end, you may have to help the child through the movement initially. You want to back off the amount of cuing that you are giving as soon as possible so that the child does not become cue dependent. Remember, it is a lot easier to remember how to get somewhere if you were the driver last time rather than the passenger.

Levels of motor assistance: Hand over hand Point to icon Point to general area of icon Point to device Wait for child to activate

Page 16: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

Fitts and Posner (1967) proposed a three stage model of motor learning. The first stage is the cognitive stage in which the learner has to attend to the process of learning a motor action. This stage is marked by highly variable performance. The learner may or may not know what they are doing wrong or how to correct their performance and will need guidance to assist them. In the associative stage, he works on refining his skill and is able to detect and correct their errors. The autonomous stage is the result of a lot of practice. At this stage, the learner does not have to concentrate on the movement and can attend to other aspects of the activity.

Page 17: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

Motor Planning and AAC

Page 18: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

Automaticity: The Great Equalizer

Natural Language– Cognitive activity: Formulation of thoughts – Motor activity: Speech & Gesture (automatic)

AAC Language– Cognitive activity: Formulation of thoughts– Motor activity: Device activation (automatic???)

Page 19: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

"In the practiced automatic movements of daily life attention is directed to the sense impression and not to the movement.  So, in piano playing, the beginner may attend to his fingers but the practiced player attends only to the notes or to the melody.  In speaking, writing and reading aloud, and in games and manual work, attention is always directed to the goal, never to the movement.  In fact, as soon as attention is directed to the movement, this becomes less automatic and less dependable."

Cattell, J.M. 1893

Page 20: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

Fundamentals of Motor Planning in AAC

Stop Looking– Meaning of each location must be unique and

consistent– Focus more on patterns, less on picture

interpretation Location label (icon/picture/word) becomes

‘placeholder’

Stop Thinking– Predictable next movement– Teach patterns

Page 21: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

Motor Planning and AAC “Using Motor Planning for language

acquisition requires more than simply keeping icons in stable locations. It requires an understanding of where the system is headed years down the line, and teaching the motor patterns accordingly. The motor patterns must not change, rather they build upon themselves as vocabulary increases and language skills develop.”

Page 22: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

Physiology Matters

Law of Neural Habit (1890s)– Repetition of a

neuromotor pathway eventually requires less energy & enhances performance

Pathways are physiological, chemical processes

The same physiology that makes a movement strong also makes it hard to change

Page 23: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

Consistent and Unique Motor Patterns

LAMP was developed with two “levels” of motor planning. Level 1 requires a single movement before the word is spoken by the device.

Level 2 requires two movements before a word is spoken.

Unity® vocabularies were used because they support consistent motor patterns that builds in a systematic fashion.

Page 24: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

LAMP approach

Page 25: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

Auditory Processing and ASD

“Autistic children typically have problems processing auditory information. One auditory processing problem occurs when a person hears speech sounds but does not perceive the meaning of the sounds. Sometimes the lack of speech comprehension is interpreted by others as an unwillingness to comply. However, the person may not be able to retrieve the meaning of the sound at that particular time.”

Stephen M. Edelson, Ph.D, “Auditory Processing Problems in Autism”

Page 26: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

Auditory Filtering “Sensory Processing in Children With and Without Autism” Compared 281 children 3-6 y.o. with ASD to age-matched peers

who were typically developing. Items

– Is distracted or has trouble functioning if there is a lot noise around 58% ASD compared to 2.9%

– Appears to not hear what you say 73% ASD compared to 4.3%

– Can’t work with background noise 12.5% ASD compared to 2.9%

– Has difficulty paying attention 79% ASD compared to 1.8%

Tomchek & Dunn, AJOT Vol. 61, Number 2 p. 190

Page 27: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

Auditory Signals Keep language models short, simple,

natural Focus on words ‘spoken’ by child with AAC

device– And their natural consequences

Little to NO verbal prompts initially– Limit auditory input that child needs to process– Avoid ‘cluttering’ interaction with verbal

prompting May not be understood Could encourage verbal prompt dependency and ‘key

pushers’

Page 28: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

Auditory Signals “Input from the vestibular, proprioceptive, and

auditory systems is critical for the development of speech and language (1989, Windeck & Laurel)

Children need to experience words, not just repeat them – In LAMP each unique motor pattern = specific auditory

signal a specific word

Needs to be immediate (both signal and response)– Engagement and attention likely short-lived for student

with ASD

Page 29: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

Language Connections The AAC device is a tool that allows the child to

“babble” and learn about language. For example, after saying “more” to get bubbles, the child might think that pressing the key for “more” means “bubbles.” A beginning talker might make the same conclusion. However, in another instance what the auditory signal means when the child says “more” and gets more juice, the meaning of “more” is revised by the child.

As the child learns with the AAC device, he/she is learning consistent motor patterns that result in an auditory signal. Depending on the natural consequence triggered by the auditory signal, the child may modify his/her perception of what the auditory signal means.

Page 30: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

LAMP Language Consideration: Single Words

“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.”

ASHA’s AAC Glossary

Page 31: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

Language Development Questions

Is there research establishing a process for normal language acquisition?

Is normal language acquisition a simple or complex process?

Have you seen research that establishes how children with developmental disabilities acquire language?

In the absence of this research, on what do you base your intervention for helping children with disabilities acquire language?

Page 32: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

“To integrate AAC systems with the curriculum, we must considerseveral issues. First, language develops and expands in an orderlyfashion. 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 shouldbegin early, and clinicians should provide support for the way weknow language typically develops rather than use devices that generate complete sentences at the onset.”

From ASHA Leader

Julie Schers and Pamela Hart, Wichita State University

The ASHA Leader Vol. 7 No. 16 Sept. 10, 2002

Page 33: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

Words vs. Phrases for Autism

Individuals with ASD tend to be ‘Gestalt Learners’

Tendency to take in chunks of info– Phrase “I want spin toy” is learned as 1 entity– Even the simple phrase “I want”

Phrases = participation, don’t build language skills– Individual words are the building blocks of language– We can have participators AND communicators

Two words can be something new– Two phrases can only be two phrases

Page 34: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

LAMP approach

Page 35: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

Natural Consequences No Mistakes: Respond to

all communication

Respond Naturally & with Animation– Ex. Loud crunching when

pretending to ‘eat’

Use Natural responses to build language

Page 36: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

Natural, Visual Consequences

Emphasize words with a natural visual reaction

– “Interestingly, those individuals who do not have auditory processing problems are often ‘auditory learners.’ These children do very well using the ABA approach, whereas those who are visual learners do not do as well…given this, one might suspect that many visual learners have auditory processing problems and that visual learners will do well with a visual communication/instruction approach.”

Stephen M. Edelson, Ph.D, “Auditory Processing Problems in Autism”

Page 37: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

Core Words & Natural Consequences

‘go’ has a natural consequence that child can see

How would you respond to ‘Wednesday’ in a meaningful way?

‘more’ would have a similar visual consequence

“What color is this?” facilitates response ‘red’

Conveniently, core words are the most powerful

Can be used in virtually any activity

Page 38: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

Words that are common to peers of a similar age. They are common words used across all communication environments…which include structure words (e.g. want, more) that provide a framework for functional language use.

(Banajee et.al., 2003)

Core Defined

Page 39: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

Despite evidence that nouns are not among core vocabulary used by

preschoolers…clinicians typically select nouns representing foods and

objects as first symbols when designing AAC systems.

(Banajee, et. al., 2003)

Evidence Based Practice

Page 40: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

333 Most Frequently Occurring Preschool Words: The Marvin Sampling

Compared with Banajee Sampling: all words present

Christine A. Marvin, David R. Beukelman, Denise BilyeuAAC, Vol. 10, Dec., 1994

aaboutafteragainallalmostalreadyalsoanandanotherantanyarearen'taroundasatawaybabybackbadbadballbathroombebeanbecausebeforebeingbetbetterbigbirdbirds

biteblackbluebothboxboybugsbutbuybybyecallcamecancan'tcandycarcatchcausechaircomecomescookiecorncouldcouldn'tcupcutdaydiddidn'tdifferentdo doesdoctor

doesn'tdogdoingdon'tdonedoordowndrinkduckeateatingelseeveneverybodyeverythingfacefallfindfingerfirefirstfivefixedflyfootfor fromfoundgetgetsgettinggirlgirlsgivego

goesgoinggonnagoodgreatgreenguyshadhairhandhandshashavehaven'the he's herheadhearhellohelpherehere's hihighhillhimhis holdhomehorsehothousehowhuh

humI I'llI'mifininsideisisn'titit's juicejumpjumpedjumpingjust kindknow lastleavesletlet'sliftlikelittlelonglooklookinglot lunchmademakemanmanymay

maybememeanmessymiddleminemommommymoremostmovemuchmustmymyselfNamenamenamedneednevernewnextnicenonotofoffohotherokoldononeonlyopen

or ouroursoutoverpaintpeople pet namepickpieceplaypleasepushputreadyreallyredrememberriderightroomrunsaidsamesawsayseesheshe's showshutsidesitso

stillsomesomebodysomeonesomethingsometimessomewherestopstuffswingtapetellthanthatthat'sthetheirthemthentherethere'sthere'sthesetheythey'llthey'rethingthingsthisthosethreethrewthroughtimeto

todaytogethertootoptoystreestrytryingturnturtlestwoumupususeusedverywaitwantwanted waswasn'twatchwaterwaywewe'll

we'rewellwentwerewhatwhat'swhenwherewhere's whichwhilewhowhowhole whywithwon'twould yayesyetyouyou'llyou'reyouryours

Page 41: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

Toddler Vocabulary Arranged by Frequency

Words PercentageI 9.5No 8.5Yes/yea 7.6my 5.8the 5.2want 5.0is 4.9 it 4.9that 4.9 a 4.6go 4.4mine 3.8you 3.2 what 3.1on 2.8in 2.7here 2.7more 2.6out 2.4off 2.3some 2.3help 2.1all done/finished 1.0

96.3%Banajee et al.

26 core words shown at left comprise 96.3 percent of the total words used by toddlers in this study

Page 42: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

LAMP Language Consideration: Core Words

Essential for expressive communication

Children with ASD tend not to spontaneously generalize concepts

Core words can be used in multiple contexts with varied meanings

Essential for ASD student to make language connections– Used to build flexibility with

language meaning

Page 43: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

Core Vocabulary has few Picture Producers

Fewer than 5 percent of all words used by toddlers are picture producers (Banajee, Dicarlo & Stricklin, AAC, 2003)

Concrete graphics can only be made for picture producers

More than 90 percent of core vocabulary words are not picture producers (Hill, Dissertation, Establishment of Performance Indices, 2001)

Page 44: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

LAMP approach

Page 45: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

Readiness to Learn In preparation for learning child may need:

– Calming: rocking, brushing, massage, push/pull,

oral motor (chewing, sucking), quiet sounds

– Alerting: swinging, rolling, dancing, oral motor

(sour, crunchy).

Page 46: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

Shared Focus “Sensory modulation impairments

represent a mismatch between the external contextual demands of the child’s environment and his or her internal characteristics (e.g. attention, emotion, sensory processing) and can impair the ability of the child with autism to sustain engagement with people or in activities.”

Tomchek & Dunn, AJOT Vol. 61, Number 2 p. 190

Page 47: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

Shared Focus Vary activities to find motivator

– Use that motivator for language learning

Follow your student’s lead, give up control– Can be flexible and still meet goals

Keep student challenged by building on activity Attend to their every move

– Treat everything as intentional and purposeful

Be prepared to move

Page 48: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

Shared Focus Capture attention by

doing surprising and novel things

Avoid predictability

Don’t be afraid to be Goofy

Goal is to engage student– Then teach language

Page 49: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

Shared Focus Use isolated interests as

opportunity to teach language

PASSION Not OBSESSION

Compliance vs. Communication

Stop asking “What”start asking “Which”

Stop Testing Start Teaching

Page 50: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

Taking advantage of Expected Behaviors

Mis-hits offer a profound learning opportunity

– if met with natural consequences

Device exploration is OKAY

– Will depend upon reinforcement

Page 51: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

Strategies

Page 52: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

Strategies

Page 53: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

Strategies: Vocabulary BuilderHide Show

Hide keys temporarily if behavior is roadblock– Hide keys as needed during activity

Adjust vocabulary based on child-directed activity

– Show keys (vocabulary) for specific activity Remember goal: learn motor patterns for individual words Use of AAC device mimics speech in that it’s a motor

movement that produces a consistent sensory feedback

– Remember: Include keys for ‘mishit’ learning opportunities – Try showing all keys when child is engaged in motivating

activity

Page 54: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

Why High Tech Auditory signals

Technology bridges the cognitive gap Keep same system as language grows

Dynamic display allows for quick programming to keep up with student.

Example of Vocabulary Builder Tool

Page 55: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

Strategy: Device Introduction During the initial stages of intervention, it may be

necessary to limit use of the AAC device to a controlled setting. If possible, plan for one to five intensive therapy sessions before introducing the device in other settings, such as a classroom or home. As the child is gaining success in use of the device, introduce more use of the device in less controlled settings. The introduction of the device into these settings will be dependent on a wide range of variables, including the skills and attitudes of the communication partners and the degree of simulation in the environment.

Page 56: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

“The reason children fail with their communication systems is because they’re too easy.”

 John Halloran, M.S., CCC-SLP

Arkansas 

Page 57: Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition through Motor Planning Margaret Perkins M.A. CCC-SLP, ATP.

Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-

SLPPrentke Romich Company

Prentke Romich CompanyCommunication without limitations

Margaret Perkins, MA CCC-SLP, ATP

Office: (760) 431– 8875

Toll Free: 1-800-262-1984 ext 420Email: [email protected]

www.prentrom.com