Using Core Vocabulary in Dynamic Display AAC Devices Kathy Clapsaddle, M.S., CCC-SLP ESC Region XIII...
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Transcript of Using Core Vocabulary in Dynamic Display AAC Devices Kathy Clapsaddle, M.S., CCC-SLP ESC Region XIII...
Using Core Vocabulary in Dynamic Display AAC Devices
Kathy Clapsaddle, M.S., CCC-SLP
ESC Region XIII
…refers to ways (other than speech) that are used to send a message from one person to another. (gestures, writing, sign language, manual communication boards, voice output devices etc…)
American Speech Language Hearing Assn.
Augmentative and Alternative Communication
Dynamic Display
• Displays that change based upon selection
• Symbols are integrated part of vocabulary software
Advantages
• Extremely flexible
• Items arranged based on preference
• Synthetic speech
• Large vocabulary
• Environmental controls
• Computer functions
Disadvantages• More difficult to learn
• Require power
• Computer glitches
Language Representation Methods
• Single Meaning Pictures
• Alphabet-based
• Semantic Compaction
Single – Meaning Pictures
• Each word requires a picture• Easy concept to understand
However
• Most words are not picture produced• Not natural • Severe organization issues
Single Meaning Pictures
• Each word requires a picture• Easy concept to understand
However . . .
• Most English words not concretely represented
• How do you organize?
Alphabet-based Systems
• Spelling one letter at a time Simple ConceptRequires spelling skills, slow
• Rate enhancementsAbbreviationsRequires good memory skills
• Word PredictionRequires some spellingDistracting
Semantic Compaction orMinspeak/Unity
• Multi – Meaning Icons
• Static overlay (does not change)
• Not obvious – Like single meaning pictures, requires training
• Use with a variety of individuals
18 months to adult
IQ of 40 up
Core vs. Extended
• Core vocabulary is reusable
• Extended vocabulary is specific
Core Words are …
• Consistent
• Predictable
• Combinable
My kids can’t put words together to
make even 2 or 3 word combinations!
Yes, but . . .
You need a MAP for where you want to go if you have any chance of getting
there!
The MAP
• Have access to CORE vocabulary
• Develop a core vocabulary of 50 – 300+ words
• Use words from ALL word classes
• Follow early language development patterns
Core Vocabulary Resources
• Starter Set of Word for Curriculum Enhancement and Functional Communication – Gail M. Van Tatenhove
• List of Starter Vocabulary –
Gail M. Van Tatenhove
• Dolch Word List
• 106 Important Early Words –
Pamela Elder
Top 25 Most Frequently Occurring Words by Adult
Augmented Communicators (Hill, 2001)
1. I 8. was 15. for 22. but
2. the 9. that 16. have 23. know
3. to 10. in 17. like 24. with
4. and 11. of 18. me 25. they
5. a 12. my 19. do
6. it 13. you 20. on
7. is 14. yes 21. people
TEACHING with Core Language
How We Teach . . .
• Teachers are taught how to….– Help students learn information by
implementing curriculum
– Focus on critical concepts & vocabulary identified in curriculum
– Get fluid, up-to-date information about what their students have learned
Referential Teaching
• What is . . . .? Where did . . . .?
• Requires:– Access to increasing amount of
specific vocabulary– Least amount of critical thinking or
language production by the student– Highest memory demand on AAC
users with the least pay-off
Critical Thinking/Descriptive Teaching
• Why did . . . ? How did . . .?
• Requires:• Access to core vocabulary for
longer, descriptive answers• More integration of the information • The student using AAC to focus on
the information in the lesson and not on learning new pages and symbols
PLAN to give the student access to 50 - 400
permanently available, APPROPRIATE, HIGH
FREQUENCY, RE-USABLE words and word variations
Permanent, Re-usable Vocabulary
• Words to which student ALWAYS has access
• Words the student can use across activities
• Words the student needs to learn to use to talk when not in school anymore
Which Words?
• The first words should allow RANGE of REASONS to talk
• Normal language development is the guide to select
Vocabulary Needs for AAC System
• Access to large set of vocabulary
• Core vocabulary
• Fringe vocabulary to supplement
• Vocabulary to function in various environments, pragmatic needs and functions
• Organized method for expansion
Today’s Method• Role play to select words from a
manual communication board that already has a robust set of core words
– Do a reading activity with a book– Script for those words in 3 activities per
table
Instructions . . .
• Divide into 3 groups/table
• Each make ONE list of words– To MEDIATE– To DISCUSS – To RE-TELL
• Scripting– Jot down a simple script – what you say, what you expect
the child to say– Circle the words you need on the communication board
Mediating Tasks
• Take turns
• Do a physical activity (turn page)
• Repeat
• Stop
Discussing Tasks
• Make positive comments
• Make negative comments
• Ask questions
• Give information
• Get information
Re-Telling Tasks
• Re-phrase the story
• Replace specific words with generic words
• Re-define extended vocabulary with core vocabulary
Talk w
ith th
e word
s you
alread
y
have!!
Any ideas?
1. Learn AAC basic operations
• Help student learn basic operations
• Make adjustments– change volume– revise message – add vocabulary
• Problem solve when device does not work– plug in charger – contact team member for difficult problems
2. Encourage others to become involved with the AAC user
• Communicate regularly with parent to encourage them, select vocabulary and program
• Familiarize peers with AAC techniques and why it is used
• Identify communication mentors to practice communication
3. Identify and program vocabulary student will need
• Determine core / fringe vocabulary student will need to participate in a variety of activities
• Prepare materials for training target vocabulary
• Inform designated person of new vocabulary to preteach
4. Provide MANY communication opportunities throughout the day
and easy access to the AAC device
• Provide the same number of opportunities for the AAC student as other students
• Tell AAC user questions/assignments in advance with time to prepare
• Be sure AAC system is set up AND available
• Be prepared with a backup low-tech system
5. Use strategies to facilitate communication
• Expectant Wait
• Reinforce all attempts to communicate
• Give instructions slowly
6. Encourage Literacy
• Provide a literacy rich classroom
• Use the AAC system during reading, writing, & spelling activities
• Read to students encouraging active participation using the AAC system
• Non-spellers can use symbols on the AAC device to write.