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Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition...
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Transcript of Communication without Limitations AAC and Autism An Introduction to LAMP: Language Acquisition...
Communication without Limitations
AAC and AutismAn 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.
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
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.
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
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
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
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
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
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
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
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
Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-
SLPPrentke Romich Company
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
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
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.
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
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???)
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
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
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.”
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
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.
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
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”
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
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’
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
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.
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
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?
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
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
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
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
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”
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
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
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
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
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
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
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)
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
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).
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
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
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
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
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
Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-
SLPPrentke Romich Company
Strategies
Adapted from ‘LAMP: Language Acquisition through Motor Planning’ authored by John Halloran, MS, CCC-SLP and Mia Emerson, MS, CCC-
SLPPrentke Romich Company
Strategies
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
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
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.
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
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