Lite tech and mid tech ways to implement communication across the classroom.
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Transcript of Lite tech and mid tech ways to implement communication across the classroom.
IMPLEMENTING COMMUNICATION TOOLS
ACROSS THE CLASSROOM
Lite tech and mid tech ways to implement communication across the classroom
Research supporting the use of AAC 89% of individuals who use AAC systems increase
their language output, 11% stay the same, 0% decrease language output (Millar, Light, Schlosser, 2006)
Augmented interventions that include parent coaching have a positive communication effect on young children with developmental delays who begin with fewer than 10 spoken words. Clinical implications suggest that augmentative communication does not hinder, and actually aids speech production abilities in young children with developmental delays (Romski et. al. 2010)
AAC Includes…
Gestures Sign language picture symbols Lite, mid, high technology devices
AAC is not a last resort
AAC methods can be utilized throughout any child’s dayclassroom schedulesword banksvisuals for vocabularysteps to complete a taskvisuals for letter sounds (haggerty)
Methods used to increase independence and increase learning
The extent Augmentative Methods are Used Communication comes down to one
question…Can the child communicate to an unfamiliar
listener? Do you or the parents interpret
communication for the child? Does the child use the same defined set of
utterances? Can he/she communicate novel utterances?
Road Blocks to Communication Systems The Type of vocabulary we include:
We have intact communication systems, so we include nouns in categories:
Fruit: Apples, Pears, banana Clothes: Shoes, shirts, socks, etc.
However… Nouns only make up 20% of what we say each day. 80% of what
we say each day is mae up of approximately 400 words called core vocabulary (Banajee, Dicarlo, Buras-Stricklin 2003)
An educated adult uses 15,000 nouns This makes it very inefficient to set up a communication system
using nouns. Developmental core vocabulary list from Gail
Vantatenhove
Road Blocks to Communication Systems “From the moment a baby is born, they hear and
respond to the spoken word. We bombard that infant with language for the first 12-18 months of their lives. During that time, we do not expect that they will utter a single understandable word. http://atto.buffalo.edu/registered/ATBasics/populations/AAC/consider.php
The average 18 month old child has been exposed to 4,380 hours of oral language at a rate of 8 hours a day from birth. A child who has a communication system and receives speech language therapy 2 times a week for 20-30 minute sessions will reach the same amount of language exposure in 84 years (Korsten, J.)
Solution
Aided Language StimulationWe use the communication system to model for
the studentmakes us use the communication systemteaches us where the vocabulary is on the systemlet’s us know what needs to be addedteaches us how to use the system
Also called natural aided language, partner augmented input, or aided language modeling
Solution
Use words in multiple ways…Video
Lite TechTools to use in the classroom Communication book
Core base vocabulary with Fringe2 VersionsLocated on Blackboard
Adapted Communication Books (Pati King-Debaun)Allow Students to participate in literacyPractice sentence buildingDescribe/respond to pictures
Lite Tech Tools to use in the classroom
http://wallwisher.com/wall/introtoaac
4 location core
Progressive Core Boards developed by KarenErickson
9 Location Core
12 Location Core
18 Location Core
32 Location Core
Mid Technology Tools to use in the classroom Big Mac
external switch Jack external speaker jack toy jack
Put em around Talking communicators to put up on walls leave on tables 20 seconds of record time
step-by-step record a sequence of words or phrases 75 seconds of record time
One Step Communicator single message 20 seconds of recording time angled smaller target than big mac
Mid Technology Tools to Use in the Classroom Randomizer
random output messaging device Modes of operation
○ single message○ jumble (messages play in random order)○ eliminator (messages occur in random order, but once a message is
played, that message is not played again until all messages have been played)
up to 90 seconds record time on 2 levels Chipper
20 seconds of record time recorded voice external switch jack external speaker jack relay for cause effect
Ideas for Sequencer calling attendance calling role knock knock jokes miscellaneous jokes seating assignment reading a book
sound affects, reading text, character voices, repetitive stories, adding facts to picture books
Acting as a song leader If your happy and you know it Hokey Pokey
Making announcements listing what is on the menu weather letter of the day giving a tour
Delivering a message to the office
Ideas for Randomizer
Making seating assignments calling names of students
Greeting and saying farewell hello, hey, what’s up, how’s it going? bye, adios, see you later, later alligator, after while crocodile, peace
Classroom jobs line leader calling role choosing teams (if your name gets called twice, you have to switch teams)
Board Games chutes and ladders (call out number) candyland (call out colors and special squares) twister (call out body parts and colors) bingo (call out numbers) trouble (put numbers in it)
Acting a s a song leader
Either Randomizer or sequencer
Directing others requesting a design (snowman, mountain) telling others what to do direct a game or activity
Puzzles tell how many pieces you want to put in call out pieces by name which piece to put in given certain information
Participating in movement games Duck Duck Goose (Record Duck 3 times, then goose) Red Rover (participants names) mother may I? ( no you may not, yes you may) rock paper scissors (have rock paper scissors set up in randomizer)
Inclusion activities for Randomizer and Sequencer
giving a presentationcalling rolecalling out math problemsintroducing someone before a presentation (peer
or guest)calling out names to come to the front of the class
to do somethingdirecting a P.E. activityleading a cheerbring an announcer in a game (did you see that?
Whoa! Amazing!, How did they do that?)
Using multi-message devices for carry-over between home and schools
teacher provides a list of questions at home and student answers using switches (what did you have for lunch today?, student tells parent)
show and tell – a parent or sibling programs the switch to share on what was brought to school
student is assigned to interview someone at home or in the community
play one of the games mentioned above at homeuse a voice output device to make a choice for dinner at
homeuse it to order at a restaurantparent records on device to deliver a presentation at
school or message from home
Using multi message devices to practice vocational skills
prompt users about the steps of a taskcommunicating all done with task
Using multi-message voice output for a program
start out in the pledge of allegiancereciting lines in a play or otherwisenarratingwelcome parents in the audiencesingingintroducing cast or speaker
teaching concepts or comprehension (object, body part, animal, piece of
clothing)then the teacher or peer can show the child
meaning child can use the voice output button to
name something and then point or hand the item, picture of the item, or card showing the word
Holiday specific message
trick or treattelling fortunesEasterValentine’s Day
Cooking
Giving Instructions for Recipe ask for tools/ingredients needed for
cooking
101+ ways to use a single message device http://www.spectronicsinoz.com/article/10
1-ideas-for-using-the-bigmack-or-other-single-message-communication-devices-3/