Teaching Language Using AAC

Jessica Broderick Author

04/06/2020 Added

78 Plays

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2020 ASD Network Conference 2020

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[00:00:00.130]We can make sure we get the whole thing.
[00:00:01.410]Okay,
[00:00:02.243]it is recording and I'm gonna mute myself now.
[00:00:04.880]Okay,
[00:00:05.755]well yeah,
[00:00:06.588]75 of you,
[00:00:07.421]this is awesome.
[00:00:08.548]I've been thinking about like if it is easier or harder
[00:00:13.480]to present to a group over Zoom versus in person,
[00:00:17.640]and I think it might be harder
[00:00:19.430]because I can't see if you guys are getting what I'm saying,
[00:00:22.820]or nodding along or rolling your eyes at me.
[00:00:24.870]So,
[00:00:26.180]we'll see.
[00:00:27.013]I appreciate your grace and forgiveness
[00:00:29.810]as we work through the very first session.
[00:00:31.660]That's always kind of nerve-wracking.
[00:00:34.670]In our first week working from home,
[00:00:37.000]I have apologize to everybody
[00:00:38.830]that I am on a Zoom session with,
[00:00:42.030]because when I set up my home office,
[00:00:44.419]I didn't realize that hanging this arrow right here,
[00:00:47.775]would make it constantly look like
[00:00:49.880]there was an arrow through my head.
[00:00:51.290]So please ignore that weirdness
[00:00:56.020]happening behind me.
[00:00:57.030]I think I'm gonna have to take that down this weekend,
[00:00:59.590]do a little over rearranging,
[00:01:02.050]but,
[00:01:02.883]so my name is Jessica Broderick,
[00:01:04.030]like Jen mentioned,
[00:01:05.530]I work for ESU 13,
[00:01:07.442]which is out in Scottsbluff, Nebraska.
[00:01:10.532]I'm a member of our western region autism team,
[00:01:13.840]so if you're looking at the first slide,
[00:01:17.290]we are this whole big region over here.
[00:01:21.820]ESU 13 covers
[00:01:24.175]most of that, not all of that,
[00:01:25.917]and so we do have a pretty big area.
[00:01:28.470]We do a lot of stuff over Zoom,
[00:01:30.010]so,
[00:01:30.843]hopefully, this all makes sense and works out okay.
[00:01:37.910]I want to just tell you a few things about myself.
[00:01:42.110]My background and training
[00:01:44.300]is as a speech language pathologist.
[00:01:47.280]I've done that for seven years.
[00:01:49.253]My very first placement out of grad school
[00:01:54.370]was at one of our schools that you at ESU,
[00:01:58.440]that is a separate level three placement.
[00:02:00.310]We have a lot of kids with significant support needs,
[00:02:02.640]so,
[00:02:03.730]here I am, fresh out of grad school,
[00:02:07.736]and I get a caseload that is like half nonverbal.
[00:02:11.130]And that was like terrifying.
[00:02:12.780]And so through that I was like,
[00:02:14.750]well, I need more education,
[00:02:16.350]I need more training,
[00:02:17.460]I don't know what I'm doing,
[00:02:19.040]I need to learn more,
[00:02:20.270]and so I went back to school,
[00:02:22.730]and got an assistive technology certification.
[00:02:26.280]So,
[00:02:27.113]and I have my assistive technology license,
[00:02:28.590]so that assistive technology stuff,
[00:02:31.100]and that speech pathology stuff kind of comes together,
[00:02:34.672]and makes me really excited about AAC,
[00:02:38.261]so,
[00:02:39.360]I'm excited to talk to you guys about this today.
[00:02:43.810]Last year at the state conference,
[00:02:45.320]I did a session on how we pick goals,
[00:02:47.520]and how we assess kids,
[00:02:48.580]and how we were in programs for verbal behavior programs.
[00:02:51.410]And what I've heard a lot of people in our area
[00:02:55.290]reach out to me for that support,
[00:02:56.920]and what I feel like I hear is that they know
[00:03:01.258]how to get a device, how to get things rolling,
[00:03:04.453]and they know their goals,
[00:03:06.102]and they know what they're doing,
[00:03:07.850]and where they wanna end up,
[00:03:08.950]but it's all that in-between stuff like,
[00:03:10.940]but okay,
[00:03:11.773]how do I actually do all that stuff.
[00:03:14.144]And so that's kind of the idea behind this presentation.
[00:03:18.840]So I'm gonna put this into present mode here,
[00:03:24.620]and we will get rolling.
[00:03:28.400]I changed the session rules of etiquette from our,
[00:03:34.560]the regular ones, I guess
[00:03:35.520]that were in our slide presentation,
[00:03:37.438]to be relevant for our Zoom session,
[00:03:41.180]so we can skip through that.
[00:03:42.860]I know I provided handouts.
[00:03:46.020]But I do want to share with you guys a Bitly link
[00:03:50.650]to this presentation.
[00:03:52.040]So I would encourage you to write that down,
[00:03:55.210]go to that if you wanna follow along.
[00:03:57.048]The handouts come in PDF format,
[00:03:59.220]so I don't think,
[00:04:00.053]I'm sharing a lot of resources,
[00:04:01.640]and links to websites and stuff through this presentation,
[00:04:05.640]and so that Bitly link
[00:04:07.810]will link you right into a view only
[00:04:10.563]of this Google slideshow,
[00:04:12.290]so you would be able to directly access those links
[00:04:14.490]and have them later.
[00:04:15.610]So I would encourage you to go to that.
[00:04:18.320]The other resource that we're going to be working from
[00:04:21.060]is this Padlet,
[00:04:23.210]which I guess I went into presentation mode too soon,
[00:04:25.330]'cause I wanted to show you that,
[00:04:26.520]but,
[00:04:27.890]that will take you here, hopefully.
[00:04:30.310]Let me know if that doesn't seem to be work,
[00:04:32.010]in the chat if that doesn't seem to be working.
[00:04:34.713]And if you haven't used Padlet before,
[00:04:37.930]I actually just found it at a conference
[00:04:40.305]a couple months ago,
[00:04:41.980]it's kind of like a,
[00:04:43.437]you know when you go to presentations,
[00:04:45.420]and people are like,
[00:04:46.253]here's a Google folder of all these resources.
[00:04:48.094]And I love that and that's great,
[00:04:50.250]but I am a visual person,
[00:04:51.939]and so Padlet kind of lets you do that.
[00:04:54.090]So I wanted to share that link with you guys too.
[00:04:58.450]That will take you to my own personal collection
[00:05:03.470]of AAC resources and things that I use,
[00:05:06.090]or things that I throw in presentations,
[00:05:07.700]or things that I send to people.
[00:05:09.155]And this is where I collect all of my stuff.
[00:05:12.170]So some of the stuff on here is in today's presentation,
[00:05:14.750]some of it's not.
[00:05:15.673]This is live,
[00:05:17.120]you guys can keep accessing it,
[00:05:18.810]I keep adding to it.
[00:05:20.034]There are just different headings, and then resources
[00:05:24.750]under each heading that I have,
[00:05:26.700]or I share with people
[00:05:29.550]about that topic,
[00:05:30.440]so,
[00:05:32.941]that is there,
[00:05:34.220]I think you guys should be able to access that,
[00:05:35.910]I just change the sharing settings,
[00:05:37.490]let me know if that does not work.
[00:05:40.920]I'm still kinda new to using that.
[00:05:44.470]Okay.
[00:05:47.230]Lemme share again.
[00:05:50.050]Here are the objectives.
[00:05:51.090]I assume if you're here,
[00:05:52.130]you know what you are learning about.
[00:05:55.140]There's chance,
[00:05:55.973]lemme just look,
[00:05:56.806]works great,
[00:05:57.639]okay, thanks Teresa,
[00:05:59.020]appreciate you checking.
[00:05:59.853]I never know,
[00:06:00.686]there's always that moment of panic,
[00:06:01.940]like, did I change the sharing settings on that?
[00:06:04.180]Or do I not?
[00:06:05.013]So thank you for that.
[00:06:07.209]So the first thing I wanted to talk to you about
[00:06:10.100]was vocabulary selection.
[00:06:12.810]So I kind of built this presentation off of
[00:06:17.550]when people come to me with questions,
[00:06:19.409]what are the questions I get the most.
[00:06:22.690]And so I'm to kind of just talk to you guys
[00:06:26.010]about some of those things,
[00:06:27.020]because I figure if people that I'm working with
[00:06:29.170]have those questions, that you might too.
[00:06:32.630]I will tell you that
[00:06:35.370]we'll talk about core vocabulary a lot,
[00:06:38.240]because it's an evidence-based practice,
[00:06:40.420]and it's great,
[00:06:41.400]but,
[00:06:42.500]so this is just some background,
[00:06:43.980]if you're not familiar with the terms, core vocabulary
[00:06:47.500]or how that came about,
[00:06:48.630]that we, as English speakers, have over 100,000 words
[00:06:53.350]that we use in our vocabulary,
[00:06:55.070]and we as educated adults use about 15,000 of those.
[00:06:58.850]Those are what we have in our vocabulary.
[00:07:00.630]So I won't,
[00:07:02.939]I won't talk to you about those studies,
[00:07:04.620]because that's boring,
[00:07:05.453]and that's not the point
[00:07:06.450]of what I wanna talk to you about,
[00:07:07.950]but I listed four studies
[00:07:10.250]that have been done around core vocabulary,
[00:07:12.210]that show that there are around 350 words
[00:07:14.682]that make up 80% of what we say.
[00:07:17.485]And so those 350-ish words are what we call core vocabulary.
[00:07:23.810]And so that is kind of the basis of where that comes from.
[00:07:29.317]And this research that I've referenced here
[00:07:33.700]from an extra nine in 1997,
[00:07:37.620]sorry,
[00:07:38.679]is that even though core vocabulary
[00:07:41.230]makes up more than three quarters of what we say,
[00:07:45.040]it typically isn't included
[00:07:48.220]in AAC systems
[00:07:50.432]all that much.
[00:07:52.070]And so what we end up including is fringe vocabulary,
[00:07:55.770]that are things that are super relevant
[00:07:57.810]to a certain situation,
[00:08:00.650]but don't cross situations,
[00:08:03.920]or contexts,
[00:08:04.920]or maybe aren't as generalization,
[00:08:08.960]generalizable, I guess.
[00:08:11.720]And so
[00:08:13.637]when we talk about AAC,
[00:08:15.137]and what we're including, and what we're teaching,
[00:08:18.677]I really wanna emphasize the use of core vocabulary,
[00:08:21.910]and we'll talk more about what that looks like later.
[00:08:24.598]Some other important things from that study
[00:08:26.910]is that core vocab is consistent
[00:08:29.180]no matter if you're working with,
[00:08:30.720]with toddlers,
[00:08:31.750]or older adults,
[00:08:33.368]no matter what activity, no matter if it's men,
[00:08:36.560]if it's women, racial groups, ethnic groups,
[00:08:39.610]all that stuff.
[00:08:40.970]That core vocabulary is the same.
[00:08:42.690]But the problem with that,
[00:08:44.580]and I think one of the reasons
[00:08:45.930]that we don't necessarily put in AAC system that much
[00:08:52.170]is because core vocabulary
[00:08:54.914]does not really have a lot of good picture-producing words.
[00:08:59.500]So if you were talking about the word more,
[00:09:02.980]there's not a picture to represent more,
[00:09:05.730]like there is a picture to represent a lamp,
[00:09:08.790]or something like that.
[00:09:11.440]So we do,
[00:09:12.273]we have a noun bias when we're programming AAC,
[00:09:15.820]or teaching AAC.
[00:09:19.210]And,
[00:09:20.360]we,
[00:09:21.193]you know, all these studies show,
[00:09:22.090]and if your background is in speech pathology,
[00:09:25.280]or language or anything like that,
[00:09:27.273]we know that nouns develop in tandem
[00:09:30.410]with other parts of speech.
[00:09:32.880]And so I included some examples from Brown stages,
[00:09:35.640]so that's a big throwback to grad school,
[00:09:40.050]that kids learn
[00:09:41.690]when they're starting to learn to talk.
[00:09:43.301]They say things like daddy sit,
[00:09:45.016]or eat cookie or mommy sock, or go out,
[00:09:48.410]and they're not,
[00:09:49.243]they don't just run around starting to only label things,
[00:09:53.820]you know.
[00:09:54.653]So,
[00:09:55.820]when we are thinking about
[00:09:57.260]where we're starting with kids using AAC,
[00:09:59.897]you need to consider
[00:10:02.385]that we don't always just need to teach nouns.
[00:10:07.460]I see a few chats,
[00:10:08.520]I'm just gonna pause and look real quick.
[00:10:11.620]Oh, thank you, Ashley for putting those in there.
[00:10:13.600]I appreciate that.
[00:10:15.210]You are so,
[00:10:16.560]when you talk about people you're grateful for,
[00:10:18.570]I cannot say enough wonderful things about Ashley,
[00:10:21.110]Myra and Megan Funk,
[00:10:22.210]who are behavior specialists and coordinator
[00:10:25.180]out here in the western region.
[00:10:26.280]So thank you for keeping track of me,
[00:10:29.090]and helping with that.
[00:10:32.630]I'm slow.
[00:10:33.760]So one of the things I wanted to show you guys
[00:10:36.810]as a resource is Project Core.
[00:10:40.550]And Project Core was a program and a system
[00:10:42.601]developed by Erickson, Hatch and Dennis in 2012,
[00:10:46.110]and the goal was to develop this universal core vocabulary
[00:10:49.966]that could be used in every academic environment,
[00:10:53.327]for every student,
[00:10:55.010]this set of words, this set of resources.
[00:10:57.465]It doesn't matter if they're using something high tech,
[00:11:00.230]something low tech,
[00:11:01.280]it's appropriate for kids.
[00:11:03.926]Things that teachers can use to model,
[00:11:06.959]and helpful in all situations.
[00:11:10.614]So this is an example of a board
[00:11:14.140]from Project Core.
[00:11:15.730]I wanna take you out to their website.
[00:11:19.887]If you're not familiar with Project Core,
[00:11:22.180]it was grant-funded.
[00:11:24.913]And they do free professional development on Project Core.
[00:11:29.168]You can find all the information about core vocabulary,
[00:11:34.020]and those kinds of things.
[00:11:36.060]My Zoom is hiding some things here,
[00:11:39.270]but I wanted to show you
[00:11:41.580]that they have
[00:11:44.320]a bunch of cool things actually,
[00:11:46.180]under universal core.
[00:11:48.731]This will help you select if you're just getting started.
[00:11:52.244]You can go through some questions here,
[00:11:54.730]and it'll help you set, you know
[00:11:56.360]decided,
[00:11:57.193]well, maybe they need to start out
[00:11:59.192]with six words, or 12 words, or something like that.
[00:12:03.840]There are also a bunch of just free resources.
[00:12:07.080]If you are an SLP supporting classroom teacher,
[00:12:10.183]maybe you are the classroom teacher,
[00:12:12.220]maybe you're a parent at home,
[00:12:14.062]they have just for free and downloadable,
[00:12:16.880]universal core communication boards.
[00:12:20.500]So there are a few different options.
[00:12:23.336]This is their 36 location one,
[00:12:27.510]and then you can see that it has PCS symbols,
[00:12:30.760]is has symbol sticks, widget symbol,
[00:12:33.040]so those are all just different kinds of symbol sets
[00:12:35.230]that we use for AAC.
[00:12:36.739]There's also high contrast ones.
[00:12:39.230]So if you're working with kids
[00:12:41.460]who have visual impairments, there on black backgrounds,
[00:12:45.990]and so you can work with some of those,
[00:12:48.780]you can see they're different sizes,
[00:12:50.257]different ways to put those together.
[00:12:52.620]There's even an eye gaze board
[00:12:54.010]if you're working with a student
[00:12:55.440]who can't direct select something,
[00:12:58.340]so that is pretty cool.
[00:13:00.970]They also,
[00:13:02.930]I just have a student that started using these this year,
[00:13:05.800]3-D symbols.
[00:13:06.633]So for students who have significant visual impairments,
[00:13:10.090]and are totally blind, or mostly blind,
[00:13:13.260]these link to
[00:13:15.100]free 3-D printer files
[00:13:18.025]of core vocabulary that come in,
[00:13:20.812]I have them in my office and hope to bring them
[00:13:23.723]to show you guys,
[00:13:25.050]but of course that's not happening,
[00:13:26.427]that they print about this big these core symbols,
[00:13:30.950]that you can start to teach things to kids, you know,
[00:13:34.500]if you hand me this one that shaped like a triangle,
[00:13:36.669]that gets you more or this one that's a circle,
[00:13:39.230]is no I don't like that.
[00:13:40.820]So,
[00:13:42.220]that's kind of the first resource I wanted to show you guys.
[00:13:46.250]I'm just gonna look at the chat again real quick.
[00:13:54.329]how beautiful.
[00:13:55.560]Jen, are you using
[00:13:57.745]some Project Core?
[00:14:00.800]They are amazing was the comment
[00:14:02.440]about Megan and Ashley.
[00:14:03.824](laughing)
[00:14:04.657]Yes, they are.
[00:14:05.490]They're wonderful, aren't they?
[00:14:09.180]Okay,
[00:14:10.013]so that's your first resource.
[00:14:11.211]If you want to read more about core vocabulary,
[00:14:13.860]if you wanna get free resources to teach core vocabulary,
[00:14:16.845]they even walk you through,
[00:14:19.090]they have some resources on there that are like,
[00:14:20.750]okay,
[00:14:21.583]so the word you're teaching is like,
[00:14:24.020]like, start with these three words,
[00:14:26.120]and you're gonna work on like,
[00:14:27.470]and here's how you're going to do that.
[00:14:29.070]So they really walk you through things,
[00:14:32.150]and kind of make it very understandable.
[00:14:35.020]So when we talk about systems
[00:14:37.210]that we've put in place for kids that work,
[00:14:40.228]that they're really language-based,
[00:14:42.440]and if we're considering what words kids develop,
[00:14:45.482]that we are basing the systems,
[00:14:47.950]we're making for kids, we're getting for kids
[00:14:50.300]on language and not needs.
[00:14:52.560]And I have fallen into this trap years ago
[00:14:55.220]when I first started this,
[00:14:56.720]of like,
[00:14:57.553]I am going to build this thing,
[00:15:00.010]and when the student is in,
[00:15:01.680]in the music class,
[00:15:03.100]he's gonna push music,
[00:15:04.040]and everything he needs for music class is on that page.
[00:15:07.810]And when he is eating lunch,
[00:15:09.700]he's gonna push lunch and everything he needs is there,
[00:15:13.700]so when I say language-based not needs-based,
[00:15:16.130]that we don't teach kids things in isolation,
[00:15:20.150]based on where they're at or who they're with,
[00:15:22.290]we teach them things that will help them across
[00:15:26.310]situations and be patient partners.
[00:15:30.950]SNUG is a is a favorite of mine.
[00:15:33.470]It stands for spontaneous novel utterance generation.
[00:15:36.783]So I would encourage you if you're thinking about
[00:15:39.960]well, am I building systems for kids
[00:15:42.248]that they have to put together,
[00:15:44.830]so I
[00:15:45.663]want
[00:15:46.496]more,
[00:15:48.130]so they would have to select three things
[00:15:49.450]to build a sentence,
[00:15:50.706]or if they push one thing that says I want more,
[00:15:54.128]I would encourage you to lean towards
[00:15:57.660]more of them having to build things,
[00:16:00.170]because it helps with literacy, and language development,
[00:16:03.730]sentence development,
[00:16:04.810]if you get into grammar, and syntax,
[00:16:06.890]and those kinds of things later,
[00:16:10.400]that they can
[00:16:12.940]build more things with those.
[00:16:14.520]And so, when you're using the word more,
[00:16:16.840]it's not always, I want more.
[00:16:19.020]And when you're using the word want,
[00:16:20.600]the thing you aren't always wanting is more,
[00:16:22.890]so, to teach words in isolation,
[00:16:26.329]not as a unit, I guess.
[00:16:29.465]I would also encourage you to have systems
[00:16:32.100]that are 80% core words.
[00:16:35.040]So words like more, go, stop,
[00:16:37.208]not like those kinds of things,
[00:16:40.880]and 20% fringe,
[00:16:43.050]which is everything that's not core,
[00:16:45.160]so important,
[00:16:46.210]it is really important to teach fringe.
[00:16:47.910]So please don't interpret this as as never teaching fringe,
[00:16:51.810]but, you know,
[00:16:52.930]there are very important things
[00:16:54.590]like maybe the family dog's name,
[00:16:56.640]or the nickname for grandma or whatever that is,
[00:16:59.045]but try to keep what you're focusing on and working on,
[00:17:02.358]80% of teaching them those core words
[00:17:05.050]that have different meanings in different contexts,
[00:17:08.170]and 20% of that fringe stuff.
[00:17:11.203]And systems are supported by modeling,
[00:17:13.618]and there's a whole section
[00:17:15.670]of this presentation about modeling,
[00:17:17.810]because it is the single most important thing
[00:17:21.690]you can do to help AAC learners.
[00:17:30.380]Just looking at Teresa's,
[00:17:32.870]yeah,
[00:17:33.703]so Teresa,
[00:17:34.536]those symbols do have braille on them also.
[00:17:37.940]They're actually pretty cool.
[00:17:40.530]They have like,
[00:17:41.810]they have the word,
[00:17:42.810]and they have a different texture around them.
[00:17:45.200]And then they have a symbol,
[00:17:46.450]so like go is maybe an arrow,
[00:17:48.000]and then they have the braille word on them too.
[00:17:49.660]They're really cool.
[00:17:54.260]And this is one of my favorite things
[00:17:57.640]when we're thinking about what we're teaching kids,
[00:18:00.890]and relying on functional language.
[00:18:03.294]And it's that if you have a flat tire and call 911,
[00:18:06.450]and a black circle,
[00:18:07.850]that that doesn't,
[00:18:09.230]that's not going to get them help,
[00:18:10.731]or what they need in that moment.
[00:18:12.800]But if you can teach things like help,
[00:18:14.637]stuck, hurt,
[00:18:16.540]that that tells people more about what you need.
[00:18:20.090]So that's just a little thing
[00:18:23.740]I like to remember
[00:18:24.710]when we're thinking about building systems for kids.
[00:18:28.570]So I don't know if this is going to work.
[00:18:32.480]This was an in person activity or project.
[00:18:37.760]But some,
[00:18:38.593]this is, I don't know,
[00:18:39.426]we'll see.
[00:18:40.259]We can get into this more later.
[00:18:41.190]But I wanted to show you this
[00:18:42.560]because if you're one of the people
[00:18:44.240]that maybe is doing some professional development
[00:18:48.985]around AAC, or around core vocabulary or you want to,
[00:18:54.330]maybe you're working with a student in a class,
[00:18:57.220]and you want the classmates
[00:18:58.910]to practice using core or something,
[00:19:00.870]this is kind of a fun website.
[00:19:03.680]So this was just gonna be a video practice thing.
[00:19:08.140]But there's this up-goer five,
[00:19:10.270]and
[00:19:12.437]it outlines the 10 hundred most used words.
[00:19:15.800]So you can describe something,
[00:19:18.050]or have people try to tell you about something,
[00:19:20.780]only using these most commonly used words.
[00:19:23.600]So,
[00:19:24.670]like one of the activities was going to be to describe Egypt
[00:19:28.270]using really common core kind of words.
[00:19:30.330]So if you put in like hot,
[00:19:34.220]that okay, you're good.
[00:19:35.530]You're still using common words.
[00:19:36.970]If you put in sand that that's not one of the common words.
[00:19:41.600]So if you find yourself in a position
[00:19:43.407]where you're doing professional development,
[00:19:45.370]that's kind of a fun activity,
[00:19:48.040]but we won't,
[00:19:48.909]we won't do that together 'cause we're not in person.
[00:19:54.357]Okay,
[00:19:55.490]I'm gonna stop right there.
[00:19:56.920]Do you guys have any questions about core vocabulary,
[00:20:00.883]or systems or any of those things that I just talked about?
[00:20:04.950]Throw them in the chat if you do.
[00:20:06.823]We'll take a couple seconds.
[00:20:30.970]I'm not seeing any coming up,
[00:20:32.360]unless they're sending them to you privately.
[00:20:34.380]No,
[00:20:35.213]I'm not seeing any either.
[00:20:36.046]Okay,
[00:20:37.120]hearing none, we will proceed.
[00:20:39.100]Oh, wait,
[00:20:39.933]now there's one.
[00:20:40.766]As soon as I closed it.
[00:20:42.780]It just says thanks for allowing access to Paddle.
[00:20:45.640]Okay.
[00:20:46.857]Okay, so the next big point
[00:20:49.728]I wanted to talk to you guys about
[00:20:51.690]is aided language stimulation.
[00:20:54.480]So,
[00:20:56.774]I kind of alluded to this earlier,
[00:20:59.540]that modeling AAC is the best teaching tool
[00:21:03.300]you can use with kids learning AAC.
[00:21:06.950]So just like
[00:21:09.780]we know,
[00:21:11.337]as, you know, professionals or parents
[00:21:13.810]that kids who have no exposure to language early in life,
[00:21:18.238]don't develop language as quickly,
[00:21:20.980]or as well or as thoroughly as their peers
[00:21:24.010]who have a lot of language stimulation.
[00:21:26.930]And so the same is true for our kids who use AAC.
[00:21:30.620]So we can't expect them to learn a language system
[00:21:34.420]without being exposed to that language system.
[00:21:38.323]And this is one of my favorite graphics also
[00:21:42.370]that by 18 months,
[00:21:44.648]babies, typically babies have heard 4300 hours
[00:21:49.930]of spoken language,
[00:21:51.467]but we don't expect them to be fluent.
[00:21:53.940]We don't expect 18 months old,
[00:21:55.940]kids at 18 months old to be fluent speakers,
[00:21:58.190]but,
[00:21:59.240]if kids using AAC, only see those symbols model,
[00:22:04.518]like twice a week, for 20 to 30 minutes
[00:22:07.210]in your biweekly speech sessions or whatever it is,
[00:22:09.520]it would take them 84 years
[00:22:13.290]to get as much exposure to that language
[00:22:15.913]as a typical 18-month old.
[00:22:18.280]So whatever you're doing, whatever role you're playing,
[00:22:22.537]it is so critical to be modeling AAC throughout the day,
[00:22:27.720]in different classes,
[00:22:29.220]with different people,
[00:22:30.625]at home, on the weekends,
[00:22:33.790]whatever.
[00:22:34.623]And so,
[00:22:35.600]I would just encourage you to think about
[00:22:37.950]that that AAC needs to be a constant thing
[00:22:43.250]outside of just the speech therapy session,
[00:22:46.218]and I know that's a whole different
[00:22:49.200]set of challenges is getting by in,
[00:22:51.310]but I think these numbers are pretty convincing,
[00:22:56.255]or maybe encouraging way to get people
[00:23:01.200]to be using those.
[00:23:03.560]So we have four big reasons
[00:23:07.070]about why we model AAC to kids.
[00:23:10.030]And that it provides language immersion.
[00:23:13.040]So just like babies growing up
[00:23:16.399]hear their parents talking all the time,
[00:23:18.800]and that kind of stuff,
[00:23:20.510]we need to immerse our AAC learners
[00:23:23.730]in the language system that they're using.
[00:23:26.195]It supports comprehension of novel works.
[00:23:29.380]So we might be using words
[00:23:30.900]that the student doesn't know yet,
[00:23:33.810]which is absolutely true with toddlers or young kids.
[00:23:39.420]We're demonstrating what we expect from them,
[00:23:41.960]and what that looks like, and how that sounds like.
[00:23:44.415]And modeling is one of our components
[00:23:47.109]in a prompting hierarchy,
[00:23:49.650]and so there's kind of a different prompting hierarchy
[00:23:52.846]for AAC users, and that's included
[00:23:57.820]in the Padlet,
[00:23:59.540]in that resource and so you guys could look at that.
[00:24:03.187]We can look at that too later if we have time.
[00:24:08.490]So I have some do's and don'ts for modeling.
[00:24:12.680]So do,
[00:24:14.830]focus on keywords,
[00:24:16.080]and think about typical language development.
[00:24:18.380]So if,
[00:24:20.715]if, you know, a two-year old said to you,
[00:24:24.866]mommy go out,
[00:24:27.060]you could reasonably guess
[00:24:29.110]that they're asking to go outside,
[00:24:30.720]or maybe they want you to leave the room or whatever.
[00:24:33.560]And you get,
[00:24:35.191]you get the message,
[00:24:36.618]even though the message isn't syntactically correct, right?
[00:24:41.560]So it don't worry about
[00:24:45.414]showing them something that's perfect.
[00:24:48.060]The important thing is the meaning behind it,
[00:24:50.600]and that you're showing them the meaning,
[00:24:53.094]and their relationship between the message
[00:24:54.850]and the action that follows.
[00:24:58.260]Do let kids see you searching things.
[00:25:00.950]So it's okay to not know where a word is.
[00:25:05.320]So let them know that you,
[00:25:06.648]as the adult who is teaching them,
[00:25:09.453]has to maybe use a word finder feature,
[00:25:11.968]or stumble through something,
[00:25:13.820]or maybe you hit the wrong thing,
[00:25:15.376]and that's okay.
[00:25:16.495]And just like we would do,
[00:25:18.240]if, you know,
[00:25:19.073]I was trying to think of a word,
[00:25:20.430]and I'm like scrolling,
[00:25:21.670]and I can't really tell you what it is,
[00:25:23.410]but it starts with a P, or whatever.
[00:25:26.662]And we think through those things out loud with kids,
[00:25:29.410]and it's okay to think through those things out loud
[00:25:31.250]with AC users too.
[00:25:33.596]So do include verbal language when you're modeling AAC,
[00:25:37.530]so whatever you've modeled on their device,
[00:25:42.260]include your verbal input with that,
[00:25:44.597]and so they get both.
[00:25:47.720]And then model one level above the student,
[00:25:51.070]and I kind of have an example over here,
[00:25:55.140]which my Zoom controls are hiding.
[00:25:56.830]So let me
[00:25:58.574]move that.
[00:25:59.710]So if the student is not yet using a single word,
[00:26:03.790]and the next thing you're doing is
[00:26:06.040]we're going to the library,
[00:26:07.490]and all you're doing on the device is modeling the word go.
[00:26:10.570]So they're learning that go,
[00:26:12.280]go,
[00:26:13.113]go
[00:26:13.946]means that we're gonna leave the room and go somewhere else.
[00:26:16.130]And if the student is already using go,
[00:26:19.090]so maybe they're at a single-word level,
[00:26:21.701]then just add one more thing.
[00:26:23.868]So in the don'ts,
[00:26:25.943]you wanna kind of talks about this,
[00:26:27.760]but don't think it has to be perfect.
[00:26:29.500]I go store get apple
[00:26:30.701]tells you exactly what you mean.
[00:26:33.032]And when kids are ready for more of that syntax development,
[00:26:38.750]and those kinds of things,
[00:26:40.610]then you can address those two separate goals.
[00:26:44.200]And don't worry about what you don't know.
[00:26:46.540]To be a good language model,
[00:26:48.813]Yyou only have to know one more word than the students.
[00:26:51.730]So like I said,
[00:26:52.990]if you have students and communicating in one word,
[00:26:55.541]in two words, in three words,
[00:26:57.393]all you need to know is one more thing.
[00:26:59.690]One more way to expand.
[00:27:03.198]We're gonna peek at the chat real quick.
[00:27:09.340]Okay,
[00:27:10.173]thanks Megan.
[00:27:11.770]Okay, so there are two,
[00:27:13.170]not two,
[00:27:14.130]three kinds of aided language stimulation
[00:27:18.080]that I want you guys to be thinking about.
[00:27:20.340]So one is base parallel talk.
[00:27:23.350]So while the kids playing,
[00:27:25.350]or maybe you're watching,
[00:27:26.750]you're reading this thing or whatever,
[00:27:28.520]that you are narrating what the child is seeing,
[00:27:32.870]or hearing or doing,
[00:27:33.770]so, you put the boy in.
[00:27:35.540]Oh no, he fell out.
[00:27:36.950]So that's one thing so you could put
[00:27:40.210]on your AAC system,
[00:27:41.790]you might be modeling boy in,
[00:27:43.780]fall out,
[00:27:44.700]those kinds of things.
[00:27:47.070]You can do self talk.
[00:27:48.270]So using that AAC device to describe what you,
[00:27:51.490]as the adult, are seeing, hearing or doing,
[00:27:54.540]so,
[00:27:55.380]I'm looking for blocks,
[00:27:56.670]that might look like look blocks,
[00:28:00.070]might look like put away.
[00:28:01.381]So even though you are at the student's level,
[00:28:05.627]one one step above where the student is with your modeling,
[00:28:09.450]you're still keeping that full on verbal,
[00:28:12.220]just like you would
[00:28:13.410]if you were working with any other student.
[00:28:16.196]The other thing is recasting.
[00:28:18.350]So this is an immediate response
[00:28:20.190]that keeps the meaning of whatever the kid says,
[00:28:22.800]but models and expands it.
[00:28:24.240]So if they use their system to tell you dog eat,
[00:28:27.484]then you could model yes, the dog is eating,
[00:28:30.340]and maybe you go word you put in is that eats.
[00:28:34.520]So you modeled something
[00:28:36.090]a little more grammatically correct.
[00:28:40.492]I like this visual too.
[00:28:42.200]This is the one up language style.
[00:28:45.470]So this would be a good one.
[00:28:46.980]This is in the Padlet.
[00:28:48.343]I think maybe it linked as a picture document
[00:28:51.070]if you wanted to print that and share it with people,
[00:28:54.290]but just a few ways to one up
[00:28:57.820]whatever the child has said, ways to express on that,
[00:29:00.710]so you might add an adjective,
[00:29:02.880]you might give a synonym, and antonym, an action word,
[00:29:06.921]those kinds of things.
[00:29:12.070]Okay, so I have a ton of resources on modeling.
[00:29:18.370]There's actually a lot of cool also YouTube videos,
[00:29:21.030]of course,
[00:29:21.863]but these are some of my favorites,
[00:29:22.720]and I wanted to show you these.
[00:29:23.910]So,
[00:29:25.260]AssistiveWare has a lot of pretty cool,
[00:29:28.659]just how to use very,
[00:29:31.602]very quick,
[00:29:32.650]very parent-friendly,
[00:29:33.810]very, you know,
[00:29:35.680]if you're working with somebody brand new
[00:29:37.270]to using an AAC system,
[00:29:39.639]maybe the parent has never worked
[00:29:42.110]with a nonverbal child before, whatever.
[00:29:44.730]So they give a nice overview on just how to start modeling.
[00:29:49.370]So it just walks you through all of the steps,
[00:29:53.720]and how to do it.
[00:29:56.151]So what is modeling?
[00:29:57.565]What's it mean?
[00:29:58.500]How do you start?
[00:29:59.333]Why is it important?
[00:30:01.017]And AssistiveWare actually gives
[00:30:03.610]a lot of really cool resources,
[00:30:05.370]if you got something you wanted to explore.
[00:30:07.520]And I like that they put on all of their articles,
[00:30:10.840]or whatever, this is an 11-minute read.
[00:30:13.110]So you know about how long you'll commit
[00:30:15.612]to checking out whatever resource that is.
[00:30:20.540]Practical AAC is one of my favorite
[00:30:24.909]AAC resource websites.
[00:30:27.140]It's a blog.
[00:30:28.003]They have
[00:30:30.890]just so many,
[00:30:31.863]so many different topics,
[00:30:33.860]so many different things.
[00:30:34.880]But this is a whole archive of their posts on modeling.
[00:30:40.540]So here's a video on AAC modeling.
[00:30:45.041]Here's the research behind it if you would need that.
[00:30:49.518]Here's a video how much language should we model?
[00:30:52.529]What does that look like in action?
[00:30:55.210]How do we use it during play?
[00:30:56.785]So there are a ton of great resources there
[00:31:00.294]that you can check out.
[00:31:06.927]This is another quick handout.
[00:31:10.800]I like this,
[00:31:13.630]this graphic here about how we, you know,
[00:31:17.840]we're expecting kids to,
[00:31:19.450]their output to be spoken language,
[00:31:21.230]we give them input spoken language,
[00:31:23.115]but then we expect aided language or AAC to be the output,
[00:31:27.220]and we're still giving them the spoken language input,
[00:31:29.680]and how that, you know,
[00:31:30.540]obviously that face looks confused.
[00:31:33.607]And then how we're using modeling to teach them,
[00:31:37.440]what we're expecting of them.
[00:31:38.740]So,
[00:31:40.280]again,
[00:31:41.113]just tips, resources
[00:31:45.030]and some
[00:31:48.690]other things for you there.
[00:31:53.891]I also, like I Can Talk Clinic.
[00:31:56.100]They have a bunch of cool stuff.
[00:31:57.530]So this again,
[00:31:58.860]talks about what it is,
[00:32:00.390]what the procedure is,
[00:32:02.840]they give you ideas,
[00:32:04.182]so walk you through step by step of what you would do,
[00:32:07.840]and how you would do that.
[00:32:09.010]They also give you a lot of other resources.
[00:32:11.810]So those are all links in the presentation
[00:32:15.729]for you guys.
[00:32:18.976]So that is a really quick
[00:32:23.242]discussion about modeling
[00:32:24.850]and aided language stimulation.
[00:32:26.150]I can't stress the importance of that enough.
[00:32:29.715]But there's a lot of resources for you to do
[00:32:33.099]your own further investigation.
[00:32:35.720]So I'll pause real quick.
[00:32:37.518]Does anybody have questions or comments
[00:32:43.110]about aided language stimulation, modeling,
[00:32:45.452]throw them in the chat if you do.
[00:32:48.980]Take a minute
[00:33:08.630]You're welcome, right?
[00:33:09.690]And they're,
[00:33:10.523]I feel like that's part of the struggle with AAC resources,
[00:33:15.700]and routing those up is that there are a lot of them,
[00:33:19.010]and it can be really difficult to sort through,
[00:33:21.210]like, what is most relevant.
[00:33:23.213]And so that's my hope
[00:33:25.090]with the Padlet resources for you guys,
[00:33:27.010]is that these are things that I myself,
[00:33:29.160]I'm like,
[00:33:29.993]ooh, I used that.
[00:33:30.840]That was really good.
[00:33:32.090]I tell that to people,
[00:33:33.230]I show that to people.
[00:33:35.130]And so,
[00:33:36.400]so maybe a gathering of resources,
[00:33:38.560]that's maybe more well,
[00:33:40.560]not of course overwhelming,
[00:33:41.910]I guess so.
[00:33:44.070]Okay,
[00:33:45.470]teaching procedures.
[00:33:48.720]Wait,
[00:33:49.724]we got one more that just came in.
[00:33:50.880]This might be too soon,
[00:33:52.030]but do you have any ideas
[00:33:53.050]about how to get AAC teaching and modeling
[00:33:55.090]to our families at home right now?
[00:33:58.390]Ooh, that is a good question.
[00:34:01.050]I've been struggling with that too actually,
[00:34:03.450]because I do have,
[00:34:04.283]I'm a special education coordinator right now,
[00:34:07.190]but I do have some,
[00:34:09.920]like a caseload of students still,
[00:34:13.800]and I am planning tomorrow,
[00:34:15.870]not tomorrow,
[00:34:16.703]Monday, we have our first Zoom sessions with our students.
[00:34:22.485]And I find to be on that Zoom session
[00:34:24.960]with my core board, or my iPad or whatever,
[00:34:27.693]talking to, you know,
[00:34:29.210]and modeling and doing that kind of stuff.
[00:34:31.210]And I hope to work with,
[00:34:32.639]with our teachers too, to maybe get them something
[00:34:36.345]at home,
[00:34:37.180]so when they're talking about this, that or whatever,
[00:34:39.345]that they could be pointing, or modeling,
[00:34:43.416]or doing those kinds of things.
[00:34:46.460]There are, Renee,
[00:34:48.160]a lot of resources,
[00:34:50.950]and I think I will show you some of these later of like,
[00:34:54.250]just the teaching resources
[00:34:55.670]that I think you could share with families.
[00:34:57.360]So I'm one of them I'll show you later
[00:34:59.760]is like core workshop, and it's like,
[00:35:01.370]Okay, today we're working on the word stop,
[00:35:04.430]and here's a bunch of different activities
[00:35:08.260]you could use
[00:35:10.647]to model stop.
[00:35:12.540]And then it contains books that also, you know,
[00:35:14.800]we would use the word stop in a lot.
[00:35:16.977]And so I think sharing some of those would be really helpful
[00:35:23.140]for families too.
[00:35:25.607]They also on that core,
[00:35:27.427]on the Project Core website,
[00:35:29.320]they have files that are poster size.
[00:35:32.905]So I've also considered like slapping a poster up here.
[00:35:37.039]And so as we're working through those classes, or whatever,
[00:35:40.520]having this big thing that I can be pointing to,
[00:35:43.530]or modeling on during that time,
[00:35:47.300]so, we'll see how that goes next week.
[00:35:50.140]But,
[00:35:50.973]I don't know.
[00:35:54.310]I'm Ryan, do you know?
[00:35:56.920]If she's able to
[00:36:00.460]restart,
[00:36:03.820]okay, so you are
[00:36:07.690]Zooming,
[00:36:08.970]like so her Zoom connection is on the iPad,
[00:36:12.900]and also her communication devices on the iPad.
[00:36:15.860]Is that or they are those two separate
[00:36:21.240]things?
[00:36:24.310]If it's the same iPad,
[00:36:25.770]I would say yes,
[00:36:26.880]because if that student joins her,
[00:36:30.910]your Zoom,
[00:36:33.010]and you give her the permissions to share her screen,
[00:36:35.940]you can also share that iPad screen.
[00:36:39.330]If that makes sense.
[00:36:40.620]There's also,
[00:36:41.453]I would encourage you to talk to your Tony,
[00:36:45.960]Toby Dynavox rep,
[00:36:48.129]because there is the snap plus core first version
[00:36:51.250]that's free for SLPs,
[00:36:53.197]that, you know, if you were joining from your computer,
[00:36:56.220]that you could have that up on the screen too,
[00:36:58.790]and they could walk you through how to get that,
[00:37:01.020]or there's a, you know,
[00:37:02.020]you can get it on your iPad,
[00:37:03.550]so maybe you were Zoom like,
[00:37:05.800]Zoom is such a fun thing,
[00:37:07.510]but like so maybe you're connected to Zoom on your computer,
[00:37:10.748]and you have your communication system up on your iPad,
[00:37:15.480]and you're modeling,
[00:37:16.610]or maybe you have joined the Zoom
[00:37:19.610]from both your computer and your iPad,
[00:37:21.537]and you're sharing the screen of the iPad onto your Zoom.
[00:37:26.408]So we can work through that,
[00:37:29.460]I'll share my email at the end of this presentation,
[00:37:31.710]and we can definitely throw around ideas.
[00:37:34.130]I think if you join Zoom
[00:37:38.112]from your iPad
[00:37:40.440]with your communication device,
[00:37:42.480]share your screen from your iPad,
[00:37:44.356]and have your Zoom meeting on your computer
[00:37:46.720]you could be manipulating both what's on the screen
[00:37:49.493]and your computer screen at the same time.
[00:37:54.300]If that makes sense.
[00:37:55.400](laughing)
[00:37:56.310]That's more or less the comment
[00:37:57.480]that Ben just put in as well
[00:37:58.959]is having a second camera available.
[00:38:01.990]Those are the only other things in your chat right now.
[00:38:04.755]Okay.
[00:38:07.231]Okay,
[00:38:08.930]teaching.
[00:38:10.100]So, resources for teaching core.
[00:38:13.750]This is from the center,
[00:38:15.400]from the Center for AAC and Autism,
[00:38:19.660]which you may know as the LAMP people,
[00:38:22.213]hope you guys have done LAMP trainings.
[00:38:24.405]They work very closely with that.
[00:38:26.690]So this is an extensive document
[00:38:30.280]that I think you could use with families
[00:38:32.430]while we're closed now,
[00:38:33.410]but this is core word of the week.
[00:38:36.610]So it gives you core vocabulary.
[00:38:39.780]So maybe again, there's the word stop,
[00:38:42.440]and then you have,
[00:38:44.740]you have balloons or whatever.
[00:38:47.100]And so I just wanna show you bit models of course,
[00:38:49.860]where it is on their system,
[00:38:51.367]but the activities are relevant for any system,
[00:38:56.858]so say your word is stop.
[00:38:59.660]And then it goes through the situations
[00:39:02.330]where you might use stop.
[00:39:03.640]And so I think these would be great resources
[00:39:05.660]to share with parents, you know,
[00:39:07.210]if you met with them and said,
[00:39:09.550]okay the word working on is stop,
[00:39:11.690]and here's why we use it,
[00:39:12.670]here's some information about it.
[00:39:14.280]Stop pairs easily with go,
[00:39:16.430]so you can contrast those and different ways to use that.
[00:39:20.150]And then it just goes on and on of different core words,
[00:39:24.780]and activities that you could use them with.
[00:39:28.470]So that's a great resource.
[00:39:30.940]There are 93 pages of information in there.
[00:39:35.040]So that would,
[00:39:36.440]that could keep us busy
[00:39:37.717]until the time we can see our kids again at school.
[00:39:42.378]A system where again,
[00:39:44.110]has a good core word of the week.
[00:39:47.756]So if your word was I don't know if stop was in here,
[00:39:51.570]I was gonna go to that one
[00:39:52.770]just for the sake of what we're doing.
[00:39:55.122]They have a planner that you could look at.
[00:39:58.356]You might,
[00:39:59.270]I think you might have make an account for this one,
[00:40:01.320]but it's a free account.
[00:40:02.370]So this would give you a video.
[00:40:05.470]So if you're using the word stop,
[00:40:07.437]here's the video that would go along with it.
[00:40:11.003]Communication Workshop is the one I was referencing
[00:40:14.970]when I was just talking to you.
[00:40:17.270]But I love this.
[00:40:18.990]I just stumbled upon this,
[00:40:19.823]I don't know, maybe a year and a half ago,
[00:40:21.980]I'm not even sure why or how.
[00:40:24.470]But so here it tells you
[00:40:26.290]if you're just starting,
[00:40:27.390]here are five words that are going to be really,
[00:40:30.830]really critical to start with, right?
[00:40:33.037]So we'll stick with stop again,
[00:40:35.680]that's our core word of the week this week.
[00:40:38.450]And so it shows you what the,
[00:40:40.810]what the symbol might look like.
[00:40:42.500]It gives you examples of when to use,
[00:40:44.371]so if you're going to stop doing something,
[00:40:46.320]or something stops working,
[00:40:48.065]it gives you modeling examples.
[00:40:50.470]So if your student is a one-word communicator,
[00:40:53.080]it would show you stop now,
[00:40:56.130]you stop,
[00:40:57.130]stop it.
[00:40:58.250]Words to combine that with,
[00:40:59.619]and then if there are two to three words,
[00:41:02.170]here's how you might combine that.
[00:41:03.920]If they are at four or more words,
[00:41:07.070]here's how you might combine that and work on that.
[00:41:09.981]And then they also have all of these additional resources.
[00:41:14.020]So here are learning projects
[00:41:16.974]where you can focus on the word stop.
[00:41:20.170]So you're stopping a song.
[00:41:21.930]Here are activity ideas,
[00:41:23.108]here are books,
[00:41:24.820]and these are books that are just,
[00:41:26.990]like built in.
[00:41:27.823]So they're not books like go get it at the library,
[00:41:29.640]or whatever.
[00:41:30.473]These are books on Tar Heel Reader,
[00:41:31.990]that would focus around that word.
[00:41:35.396]Topic starters,
[00:41:36.550]if you're starting in conversation,
[00:41:37.921]things to send home,
[00:41:39.482]ways to prompt it,
[00:41:41.210]like all this stuff,
[00:41:42.250]and so these I think,
[00:41:44.090]when we're at home
[00:41:45.331]would be excellent resources to use with parents.
[00:41:53.335]Okay,
[00:41:54.200]so if we're thinking about classroom interaction,
[00:41:56.273]Buekelman and Mirenda
[00:41:58.070]talk about three levels of interaction for kids using AAC.
[00:42:02.990]One is being present,
[00:42:04.192]so being in the room.
[00:42:06.500]One is participation,
[00:42:08.268]so maybe they have some kind of participation,
[00:42:11.910]maybe some pre-recorded things that they can say
[00:42:14.710]during whatever class,
[00:42:15.870]and one is competition,
[00:42:18.600]and being able to compete with other kids,
[00:42:20.495]to say things that other kids are saying,
[00:42:22.880]to interrupt other people
[00:42:24.280]and do all those things that we know kids do.
[00:42:27.494]And so one of the biggest things
[00:42:32.203]that I think we,
[00:42:34.800]like we as people working with these kids can work with
[00:42:38.769]both the kids and maybe those general education teachers,
[00:42:42.507]and those other professionals,
[00:42:44.645]is to focus on descriptive teaching.
[00:42:48.350]So this is a side-by-side
[00:42:50.030]of what referential teaching looks like,
[00:42:52.570]versus what descriptive teaching looks like.
[00:42:55.700]So for example,
[00:42:56.980]a teacher might ask a question that would elicit response.
[00:43:00.510]that's Fringe vocabulary.
[00:43:02.090]So what's the type of housing Native Americans used?
[00:43:05.220]And maybe the vocabulary word is teepee, or whatever.
[00:43:09.845]These questions are,
[00:43:11.500]are more efficient like they,
[00:43:14.370]I think teachers think it's easier, you know,
[00:43:16.380]if that we're tepee is just programmed into a device.
[00:43:19.316]They asked that question and kids know that they push that
[00:43:23.120]and that's the right answer.
[00:43:24.830]That's participation,
[00:43:25.961]but that's not competition, right?
[00:43:32.220]And so for you guys,
[00:43:33.950]as the people working directly with those kids,
[00:43:36.280]that is a lot of programming time.
[00:43:38.500]I mean, besides the fact that
[00:43:39.800]just core vocabulary gives kids more options,
[00:43:44.610]and ways to communicate.
[00:43:45.772]If you're thinking about,
[00:43:47.650]and I've been in this position too,
[00:43:50.560]all of the random science or social studies vocabulary
[00:43:54.860]that we could program into devices,
[00:43:58.540]that kids then will never use again.
[00:44:01.687]That's a lot of time and a lot of work.
[00:44:04.790]So it's, you know,
[00:44:06.240]it's not stuff that they're gonna use again,
[00:44:08.500]and so what is the value in teaching that to them?
[00:44:11.980]So moving towards descriptive teaching,
[00:44:14.900]and emphasizing core vocabulary,
[00:44:17.930]it gives our kids ways to express themselves
[00:44:20.650]and have new ideas, and construct their own knowledge,
[00:44:24.010]and work through Bloom's Taxonomy
[00:44:25.540]in those different language levels.
[00:44:28.520]And so we're gonna talk more about what that looks like
[00:44:31.260]working through
[00:44:34.140]some kind of Bloom's Taxonomy things.
[00:44:37.514](coughing)
[00:44:44.410]Okay, so we are probably all familiar with Bloom's taxonomy,
[00:44:48.802]remembering, understanding,
[00:44:50.610]applying, analyzing,
[00:44:52.000]evaluating, creating,
[00:44:53.507]and so descriptive teaching
[00:44:57.440]lets us use open-ended prompts and questions.
[00:45:01.127]And so in our real life,
[00:45:05.260]AAC session
[00:45:06.110]that we were going to have together in Lavista,
[00:45:08.450]I was going to have you,
[00:45:09.330]using your core vocabulary or whatever
[00:45:11.050]to answer these questions.
[00:45:12.890]But, you know,
[00:45:14.630]so kids could answer these questions,
[00:45:17.696]like, what is a teepee.
[00:45:19.790]And instead of having that one word
[00:45:22.740]that says teepee that we know,
[00:45:24.220]it's a home that Native Americans lived in or whatever,
[00:45:27.282]that they might be able to construct something that says,
[00:45:32.341]home,
[00:45:33.740]live,
[00:45:34.970]house,
[00:45:36.050]people,
[00:45:38.130]move,
[00:45:38.963]like that it was a,
[00:45:39.796]like they were nomadic and moved from place to place.
[00:45:42.340]And I think as a teacher,
[00:45:43.850]if I've done this teaching lesson
[00:45:45.618]on what kind of homes and lifestyle Native Americans had,
[00:45:50.841]that I'm feeling the kid got it.
[00:45:52.730]Like they told me that it's a type of house,
[00:45:55.010]it's where they live,
[00:45:57.000]it's where people live,
[00:45:58.750]not the animals, and then it moves,
[00:46:00.950]like that they move from place to place.
[00:46:02.500]And I would say that kid got it.
[00:46:04.400]And it lets them express their own ideas
[00:46:06.220]instead of some pre-recorded thing that we've given them,
[00:46:08.907]and that they know was the right answer.
[00:46:13.920]And this is kind of true for a lot of core vocabulary,
[00:46:17.930]but using descriptive teaching
[00:46:19.470]lets us give kids new and flexible ways
[00:46:22.777]to use permanent words that we've already taught them.
[00:46:25.440]So that's an example.
[00:46:30.110]And then again,
[00:46:31.820]I guess here are some more examples
[00:46:33.290]that we're working on key vocabulary.
[00:46:35.750]So instead of,
[00:46:36.899]a teacher or a test question or an assignment being
[00:46:41.230]what's a name for a group of people,
[00:46:43.460]and then the kid hits tribe,
[00:46:44.910]because they know that that's a pre-recorded message
[00:46:47.253]that gives them the right answer.
[00:46:49.520]We instead let them develop their own ideas,
[00:46:53.200]and their own suggestions,
[00:46:54.610]and sometimes they might get it wrong.
[00:46:56.550]You know,
[00:46:57.383]I think sometimes our teachers
[00:46:58.790]have the absolute best of intensions of like,
[00:47:00.970]we're gonna ask this kid this question,
[00:47:04.350]and we really want them to get it right,
[00:47:05.910]and that's wonderful,
[00:47:06.880]but I think we owe it to our kids
[00:47:08.700]to give them the dignity of risk
[00:47:11.230]to let let them get the question wrong sometimes too.
[00:47:15.069]So we really emphasize the concepts
[00:47:18.130]behind the curriculum,
[00:47:19.780]and different ways to be flexible with the vocabulary.
[00:47:27.490]This is just more examples.
[00:47:29.305]Again, we were gonna do some things with the same person,
[00:47:31.600]but,
[00:47:33.090]we won't.
[00:47:37.230]I also wanted to share with you
[00:47:38.550]some ways that kids might express these things to you.
[00:47:42.500]So you might use something like an idea web,
[00:47:45.030]and you have the kid tell me
[00:47:47.211]six things you learned about the ocean,
[00:47:49.420]and you might get
[00:47:51.338]water,
[00:47:52.790]fish,
[00:47:53.640]live,
[00:47:54.560]wet,
[00:47:55.540]dark,
[00:47:56.373]cold,
[00:47:57.206]salt,
[00:47:58.039]those kinds of things
[00:48:00.100]that tell you whether or not
[00:48:01.300]they actually are understanding the concept
[00:48:03.540]of what you're teaching them.
[00:48:06.730]This is another example these are frayer models,
[00:48:09.090]so you might have a kid,
[00:48:12.040]again,
[00:48:12.873]I'm so bummed we cannot do these in person.
[00:48:14.050]And I had really cool prizes for you guys too,
[00:48:16.450]which also makes me super bummed.
[00:48:19.640]But maybe next year.
[00:48:21.605]So what how would you define that word?
[00:48:24.140]What are some characteristics of that concept?
[00:48:27.662]What are some examples?
[00:48:29.270]What are some non examples?
[00:48:30.650]So you can see that instead of giving them one answer,
[00:48:33.590]where they're saying liquid,
[00:48:35.590]you're building the concept
[00:48:36.870]and you're building the knowledge using core vocabulary
[00:48:40.210]and whatever system you've got going on.
[00:48:42.878]And Venn diagrams are great
[00:48:44.258]for this kind of descriptive teaching too,
[00:48:46.883]because you can really easily compare some things,
[00:48:51.030]and learn what they're getting in what they're not getting.
[00:48:58.240]So I hope that gives a good example
[00:48:59.670]of how we move because participation is wonderful.
[00:49:02.120]And I know that,
[00:49:03.073]that that's just where some of our teachers,
[00:49:05.770]and some of our kids in some of our schools are at,
[00:49:08.290]it's getting those kids in the classroom,
[00:49:10.570]and able to participate in one or two questions,
[00:49:14.750]or discussions or whatever.
[00:49:16.199]But this kind of teaching,
[00:49:18.070]and kind of switching our mindset
[00:49:19.480]leads us to more competition,
[00:49:22.265]which I think our kids deserve.
[00:49:25.831]So this is an example of how you might do a whole unit.
[00:49:31.060]I wanted to show you guys Tar Heel Reader,
[00:49:32.980]if you're not familiar with that.
[00:49:35.427](coughing)
[00:49:36.260]Excuse me.
[00:49:37.093]It's just tarheelreader.org,
[00:49:39.299]and you can find books here.
[00:49:43.480]So we were working on a caterpillar lesson plan next week,
[00:49:47.890]but my lesson for example that I'm using here is Hatchet.
[00:49:53.420]So we all probably had to read the book Hatchet, right?
[00:49:56.380]When we were younger.
[00:49:58.300]And Tar Heel Reader you can create an account,
[00:50:01.160]and then you can write your own books.
[00:50:03.690]It's a free account,
[00:50:04.930]you have to get a code, but it's a free account,
[00:50:07.850]but,
[00:50:09.280]it just has,
[00:50:11.410]I'm looking for chapter one, there it is,
[00:50:13.659]a picture,
[00:50:15.113]lemme move my Zoom controls real quick too,
[00:50:18.320]a picture and then very simple sentences
[00:50:22.850]or information to go along with that.
[00:50:24.730]So if you're working on some literacy objectives,
[00:50:27.033]Tar Heel reader is a wonderful way to go.
[00:50:29.980]And this does have settings
[00:50:31.330]that will read the story to them.
[00:50:35.218]So if you have non readers,
[00:50:36.960]it will read the story out aloud,
[00:50:38.540]and it also is switch accessible.
[00:50:41.430]So if you have switches that work with your computer,
[00:50:43.670]or alternative access methods
[00:50:46.170]the next and the back buttons
[00:50:48.080]are switch accessible too.
[00:50:51.170]So that,
[00:50:52.920]that's an aside,
[00:50:53.753]but that's something I wanted to share with you guys.
[00:50:55.678]So,
[00:50:56.880]if you haven't read Hatchet here's a brief synopsis.
[00:51:00.210]He's 13,
[00:51:01.043]he's going to Canada,
[00:51:02.064]he's on a plane,
[00:51:03.210]the pilot crashes,
[00:51:04.623]the plane crashes, the pilot dies.
[00:51:07.636](coughing)
[00:51:08.520]He's stranded, he has to survive.
[00:51:11.100]And so we will just go through this.
[00:51:13.770]So if you're thinking about ways you could include
[00:51:16.309]your AAC learners in remembering,
[00:51:20.197]here are some questions you might ask,
[00:51:22.250]how was Brian traveling?
[00:51:23.600]And you might get plane,
[00:51:25.575]air,
[00:51:26.830]you might get crashed,
[00:51:28.460]you might get,
[00:51:30.430]I don't know,
[00:51:31.263]whatever else you might get has to do with the plane.
[00:51:33.318]So those are simple questions that your kids could answer.
[00:51:37.053]You could have them move it up a notch, and tell me,
[00:51:41.440]retell how Brian survived by himself.
[00:51:43.690]So you might get things like hunt,
[00:51:46.683]cut,
[00:51:49.210]water,
[00:51:50.140]scared,
[00:51:51.258]those kinds of things,
[00:51:53.330]to see that they're checking for understanding.
[00:51:56.250]Ways you might apply that information.
[00:51:58.382]Three things you would want
[00:52:00.230]if you were stranded in life.
[00:52:03.923]Analyzing, compare and contrast.
[00:52:06.200]So here's your Venn diagram, right?
[00:52:08.900]And so you're working through, you've read this information,
[00:52:11.920]and you want them to tell you more
[00:52:14.150]about what was the same and what was different.
[00:52:18.440]Evaluating,
[00:52:19.330]if you were Brian,
[00:52:20.163]would you tell your dad the secret,
[00:52:21.890]and the secret in Hatchet
[00:52:23.320]is that the mom is seeing another man,
[00:52:25.141]so, some some time for some social emotional learning,
[00:52:29.599](laughing)
[00:52:30.432]or skills there too.
[00:52:32.560]And then creating,
[00:52:33.760]so rewrite the end of the story.
[00:52:35.250]And that might look like one sentence,
[00:52:37.710]that might look like a paragraph,
[00:52:39.610]that might look like a bunch of core words
[00:52:42.565]that have something to do with the story,
[00:52:45.580]but aren't really in a sentence format.
[00:52:47.290]But this lets us,
[00:52:48.210]our kids compete and tell us what they know
[00:52:50.690]through different levels of thinking and analyzing.
[00:52:56.310]I have some final thoughts,
[00:52:57.500]and then I know there are some things in the chat,
[00:53:00.260]and then we can have some time
[00:53:01.810]to
[00:53:04.160]just answer more questions,
[00:53:05.930]or talk about whatever you guys want.
[00:53:07.616]So support and honor communication attempts,
[00:53:10.930]I said a few minutes ago that
[00:53:14.160]it's okay
[00:53:15.960]that our kids get things wrong,
[00:53:18.090]and that the goal of learning
[00:53:19.080]is not to get the perfect answer all the time,
[00:53:22.350]and I hope you guys think about giving your kids
[00:53:25.660]the opportunity to get things wrong.
[00:53:27.555]And so if they're communicating something with you
[00:53:30.510]that, you know, is it's just not the right thing,
[00:53:32.928]then work through that
[00:53:33.970]like you would with any other,
[00:53:36.860]any other verbal student,
[00:53:38.280]and I feel like a question I get a lot is,
[00:53:42.370]well, should we take the device away from them,
[00:53:45.130]or should we turn it on mute,
[00:53:46.690]or should we turn the volume down?
[00:53:48.350]You know, they just keep blurting,
[00:53:51.172]you know,
[00:53:52.380]fish,
[00:53:53.213]fish,
[00:53:54.046]fish during class,
[00:53:54.879]and all the kids think it's funny,
[00:53:55.760]and they're creating a disruption.
[00:53:57.520]And my answer to that is no,
[00:53:59.453]because that would be like duct taping
[00:54:01.550]a kid's mouth shut, and we don't,
[00:54:03.400]we don't do that.
[00:54:05.010]And so honoring those communication attempts,
[00:54:07.800]even when they're inappropriate,
[00:54:09.260]and using them as teaching times.
[00:54:11.826]So if you had a kid,
[00:54:13.292]a typically developing kid who kept blurting,
[00:54:16.140]what would you do?
[00:54:17.120]And that's how you handle those things.
[00:54:18.804]And even when you're first learning,
[00:54:22.202]maybe they're telling you they're thirsty,
[00:54:24.150]and it's the middle of math class,
[00:54:25.660]and so,
[00:54:26.700]now is not the time for that.
[00:54:28.480]I noticed that you communicated that,
[00:54:30.339]thank you for doing that,
[00:54:31.683]I understand what you're wanting,
[00:54:33.470]but now is not the time.
[00:54:34.997]Nobody else can do it right now.
[00:54:36.480]So you can't either.
[00:54:39.220]Ask those open-ended questions.
[00:54:41.140]So life this more than yes or no.
[00:54:43.025]I've talked a lot about that
[00:54:45.286]with the disruptive teaching thing.
[00:54:48.264]Provide early intervention as early as possible.
[00:54:51.719]I don't remember where the what the study was.
[00:54:55.520]I see I didn't cite it,
[00:54:56.700]but oh, yes I did.
[00:54:58.370]Never mind.
[00:54:59.417]80% of children are over the age of two when they start AAC,
[00:55:04.690]and so we as professionals know
[00:55:07.070]that those first two years of life are so, so critical
[00:55:10.710]for developing language skills and communication,
[00:55:13.110]and so our kids who are nonverbal,
[00:55:16.140]have no means of communicating
[00:55:17.980]during those critical two years.
[00:55:19.720]And so,
[00:55:21.370]even if, you know,
[00:55:22.203]you think
[00:55:23.036]Well, I think this kid
[00:55:23.930]will end up being verbal,
[00:55:25.550]or using language or whatever.
[00:55:27.239]Systems do not hurt language development at all.
[00:55:30.830]There's no research supporting that whatsoever.
[00:55:33.670]So start early,
[00:55:35.870]practice breakdowns and I kind of talked about this too,
[00:55:39.440]letting them do your search,
[00:55:41.250]letting them see you fumble,
[00:55:42.750]letting see you say the wrong thing.
[00:55:45.273]Like that's fine.
[00:55:46.290]So practice breakdowns and what to do in those situations.
[00:55:50.616]Generalized gradually across environments and partners,
[00:55:53.750]so don't,
[00:55:56.100]just like kids are shy,
[00:55:57.756]they're shy with speaking using AAC too,
[00:56:00.590]so don't go too fast, too quickly.
[00:56:05.250]Having practice the backup plan,
[00:56:06.830]so if you're using a high tech system,
[00:56:08.720]always think about what is my backup plan,
[00:56:10.994]whether that's, you know,
[00:56:12.600]well, I also have this on my iPad,
[00:56:14.100]that they have a dedicated device,
[00:56:16.100]but I also have this on my iPad just in case it breaks,
[00:56:18.724]or I have things printed out,
[00:56:20.534]or we have this core board if things go wrong,
[00:56:23.700]have them practice that.
[00:56:26.600]And then AAC therapy is language therapy.
[00:56:30.533]And I feel like this is something
[00:56:33.161]I want to tell SLPs all the time
[00:56:36.610]when they get a nonverbal kid,
[00:56:38.560]or maybe somebody moves in with this system,
[00:56:40.370]and they're like,
[00:56:41.203]oh, my gosh,
[00:56:42.036]I have to do AAC therapy now,
[00:56:43.510]what the heck do I even do?
[00:56:45.880]And that is language therapy.
[00:56:47.299]It's do the same stuff you would be doing
[00:56:49.560]if the kid was verbal,
[00:56:50.740]if you were working on expanding utterances
[00:56:53.410]with a seven-year old,
[00:56:54.558]use those same tactics and techniques with,
[00:56:59.980]to expand the utterance length of an AAC user,
[00:57:03.940]so don't let AAC freak you out,
[00:57:07.490]or make you think that it's
[00:57:11.130]too much different than just what we do
[00:57:13.257]regularly as speech pathologist,
[00:57:16.830]or special education teachers,
[00:57:18.580]or parents or whoever you are.
[00:57:22.854]If you,
[00:57:24.210]I hope you have learned something,
[00:57:25.520]but if you take nothing but this from this presentation,
[00:57:28.850]I think that's good too,
[00:57:30.210]is that the goal is to make conversations and relationships,
[00:57:34.720]and build shared interest,
[00:57:36.860]not teaching AAC.
[00:57:39.400]And then if you do those things,
[00:57:41.049]and you work on the modeling,
[00:57:42.950]you know you're doing these things together,
[00:57:44.390]and learning together with the kid,
[00:57:47.877]that things will go okay.
[00:57:51.330]So,
[00:57:53.010]that is what I have for you.
[00:57:54.760]I know there are some questions in the chat.
[00:57:56.490]So we'll look at those.
[00:57:57.760]I do want to, before we get into that,
[00:57:59.540]here's my information,
[00:58:01.140]here's my email.
[00:58:02.678]As we're figuring out all this closure stuff,
[00:58:05.569]I've, you know,
[00:58:06.710]please email me we can throw around ideas.
[00:58:09.694]I would love to talk more about any of this stuff.
[00:58:15.960]Okay,
[00:58:17.230]I'm going to
[00:58:19.420]look at the chat.
[00:58:22.260]Lemme see where it was.
[00:58:24.890]Whoops.
[00:58:28.498]Scrolling.
[00:58:29.500]It's been very crazy.
[00:58:31.310]There were two that came in
[00:58:32.410]that were pretty related.
[00:58:33.360]So have you had success using AAC
[00:58:35.287]and verbal behavior programs?
[00:58:36.840]If so,
[00:58:37.920]do you focus on core words rather than labeling?
[00:58:40.198]The second one below that was pretty much related.
[00:58:42.620]How do you tease or coach on using core words
[00:58:44.960]with students who are doing verbal behavior programs
[00:58:47.364]that primarily focus on fringe?
[00:58:52.093]That's a question I get a lot.
[00:58:54.606]my beautiful friends Ashley and Megan
[00:58:56.700]that I referenced earlier,
[00:58:57.990]all do a lot of verbal behavior training
[00:59:01.506]throughout the state,
[00:59:02.460]and I join them sometimes
[00:59:03.730]to talk about what that looks like with the AAC.
[00:59:05.820]And actually my presentation
[00:59:07.800]at the state conference last year
[00:59:09.450]was about verbal behavioral programs for kids who use AAC.
[00:59:12.942]And so,
[00:59:14.230]we talked through all of those different operands,
[00:59:18.160]and that obviously, if your target skills are tacting,
[00:59:22.375]then you are labeling.
[00:59:25.810]You know,
[00:59:26.643]but I think some things like inter verbals
[00:59:29.320]lend themselves really well
[00:59:30.640]to some of those descriptive teaching things
[00:59:33.293]that we talked about,
[00:59:34.590]answering questions and having conversations,
[00:59:37.050]and what that looks like.
[00:59:39.420]We also,
[00:59:41.012]talked about using core words for manding.
[00:59:44.620]And so words like go,
[00:59:47.000]more,
[00:59:47.833]stop
[00:59:49.587]are excellent, you know.
[00:59:50.940]If you have a car and that's their favorite thing,
[00:59:52.530]that's they wanna play with,
[00:59:53.770]to have them tell you to go,
[00:59:55.373]to have you have them tell you to stop.
[00:59:58.410]Maybe you have a racetrack that you're going down,
[01:00:01.250]and to build some core words into manding programs too,
[01:00:07.210]and so,
[01:00:08.200]and the other thing that I talked about in that session,
[01:00:11.260]that I think gets forgotten a lot,
[01:00:13.770]are what,
[01:00:14.842]like motor imitation skills,
[01:00:17.078]or listener responding skills
[01:00:21.556]for AAC users,
[01:00:22.780]obviously you do like your typical do this or whatever,
[01:00:25.530]but to think about having goals also around like,
[01:00:29.570]how do you plug the device in?
[01:00:31.064]So maybe you have a whole sequence of teaching them
[01:00:35.410]to plug their device in,
[01:00:36.850]you know, do this,
[01:00:38.130]and you're plugging it into the court,
[01:00:39.760]or maybe you're showing them how to turn it on.
[01:00:41.670]And that turns into,
[01:00:42.698]show me how you turn your device on.
[01:00:45.100]That might be turning the volume up and down,
[01:00:46.884]that might be, you know,
[01:00:48.680]if you're putting it away,
[01:00:49.977]and so there's this whole other set of,
[01:00:52.210]of some of those more listener responding kinds of skills,
[01:00:55.703]that relate to device use
[01:00:58.950]that I would encourage you to think about too.
[01:01:02.670]And so there is
[01:01:06.410]disagreement,
[01:01:07.243]I suppose about,
[01:01:09.650]about tacting skills with AAC
[01:01:12.110]because you're kind of actually matching to sample,
[01:01:17.890]you know,
[01:01:18.723]if you're saying what is this,
[01:01:19.880]and it's a dog and the kid finds a dog,
[01:01:21.810]they've kind of matched it,
[01:01:22.940]but is it really a label?
[01:01:24.130]And so,
[01:01:25.174]I don't know if there's a good answer for that,
[01:01:27.350]but just something to consider
[01:01:30.590]that it might be easier to truly tact,
[01:01:34.170]like an ongoing action or something for kids using AAC.
[01:01:41.000]And do I mean,
[01:01:42.720]do focus on the fringe too,
[01:01:44.080]because if that kid's favorite thing is this,
[01:01:46.850]I don't know toy that has this special name,
[01:01:49.161]then that's really important to them, you know,
[01:01:51.650]that's gonna be an important label or mand for them to have.
[01:01:56.370]So don't totally scrap the fringe
[01:01:58.860]but I think there are some things to work on
[01:02:00.755]in verbal behavior programs
[01:02:03.445]that are unique to AAC learners.
[01:02:13.080]Well, this--
[01:02:13.913]Another person wrote that
[01:02:15.590]I love all these resources,
[01:02:16.650]I feel more comfortable putting together
[01:02:18.010]maybe a binder resource for teachers, parents
[01:02:19.930]to access with some of this info,
[01:02:22.040]then they can look it over at their convenience,
[01:02:24.070]and repeatedly,
[01:02:25.020]to remind themselves about some key points
[01:02:27.190]we're trying to teach.
[01:02:28.440]Have you done anything similar to that,
[01:02:30.790]instead of having them recreate the wheel?
[01:02:35.290]No,
[01:02:36.123]I feel like I give parents resources
[01:02:37.750]as I feel they can handle it.
[01:02:39.191](laughing)
[01:02:40.024]Sometimes, you know,
[01:02:40.857]they're those parents that just like,
[01:02:42.260]dive in and they want everything, and they are on board.
[01:02:45.080]And then there are those parents who are pretty scared,
[01:02:47.237]but just trusting that you know what you're doing
[01:02:50.230]and that'll be okay.
[01:02:52.920]So yeah,
[01:02:53.753]I think,
[01:02:54.586]Chris that there are a lot of great ways you can do that,
[01:02:57.310]especially with some of those,
[01:02:58.560]like those core workshop resources,
[01:03:00.800]or even just putting together
[01:03:03.866]some activity ideas how to's for parents,
[01:03:07.830]especially when we're closed,
[01:03:10.500]and our parents are our being the wonderful teachers,
[01:03:13.680]and facilitators for our kids.
[01:03:17.450]I also think anytime you can do quick video models of stuff,
[01:03:22.138]so maybe you have three kids who are,
[01:03:24.493]who are AAC users,
[01:03:25.897]and you take a video of yourself
[01:03:29.240]using stop, using go,
[01:03:31.046]making your kid, or your significant other,
[01:03:33.883]or somebody be the learner,
[01:03:36.501]and how you would model that too.
[01:03:38.762]And sharing videos with parents I think is important.
[01:03:43.057]And there are like I said a ton of those on YouTube as well.
[01:03:47.380]If you have parents who might learn better visually,
[01:03:52.967]than by reading something.
[01:03:54.877]And I also,
[01:03:59.120]I would also encourage you that if you're working,
[01:04:01.010]you know,
[01:04:01.843]with that company who has dedicated devices,
[01:04:06.242]that to check with them too
[01:04:08.180]because they have a lot of really wonderful trainings,
[01:04:10.940]just online professional development opportunities
[01:04:13.333]full of professionals,
[01:04:15.050]but also for parents to join.
[01:04:17.050]And so we've, you know,
[01:04:17.970]we've worked with a lot of parents to jump on
[01:04:20.174]Toby Dynavox's webinar about this,
[01:04:22.543]or PRC's webinar about that or whatever and,
[01:04:25.779]and connect the parents directly
[01:04:27.940]with those professionals too
[01:04:29.260]if you have those dedicated devices,
[01:04:30.890]because that is who
[01:04:34.452]can be their main,
[01:04:36.341]a major support for them.
[01:04:37.890]Maybe the kid is getting ready to graduate or something,
[01:04:40.880]to make sure they have access to those people.
[01:04:47.090]My students spells tons of words,
[01:04:48.570]because it's faster,
[01:04:49.403]he's now using the F bomb.
[01:04:51.010]That's always fun.
[01:04:52.420](laughing)
[01:04:54.020]But yeah,
[01:04:56.676]yeah,
[01:04:57.509]I would just say those consequences for him
[01:05:02.618]are the same, and so if that's if, you know,
[01:05:05.330]any other student for dropping the F bomb gets a detention
[01:05:09.200]then the kid gets a detention,
[01:05:12.600]because I think there are those,
[01:05:14.980]are typical kids too who,
[01:05:16.694]even though we've explained to them
[01:05:18.700]why we don't drop the F bomb in class,
[01:05:20.700]that they continue to do it,
[01:05:22.140]and so I think keeping consequences the same is important.
[01:05:32.120]Okay,
[01:05:33.360]we have five minutes I think so far,
[01:05:37.430]if there are other questions,
[01:05:40.130]drop them here,
[01:05:41.400]or you guys can email me anytime.
[01:05:46.002]I love to geek out about AAC stuff.
[01:05:50.551]Love it,
[01:05:51.384]love it.
[01:05:52.920]There are also resources in that Padlet
[01:05:55.120]or if you are at the point of acquiring a device, you know,
[01:06:01.110]if you're at that point,
[01:06:02.390]like, how do I do the trials?
[01:06:03.710]How do I write the insurance forward?
[01:06:06.020]All that kind of stuff.
[01:06:07.360]And then there's also resources on writing goals,
[01:06:12.239]and doing things like that,
[01:06:13.700]so,
[01:06:16.500]I can stop sharing my screen if everybody has.
[01:06:22.350]And Jen, I don't know,
[01:06:23.387]I left that comment in there about giving feedback
[01:06:26.360]in the guidebook,
[01:06:27.193]or the evaluation survey,
[01:06:28.440]is do you know
[01:06:31.554]if there's a survey still,
[01:06:34.010]or is that gonna be emailed?
[01:06:35.080]Or--
[01:06:35.913]They're still like the end of conference survey.
[01:06:38.146]I don't know that anybody's using the guidebook,
[01:06:40.330]absent since we just went shorter schedule
[01:06:44.190]that was just shared with all the links for everybody.
[01:06:46.500]So I would just say just wait for it in the evaluation.
[01:06:49.670]Oh, somebody just said no guidebook now,
[01:06:51.350]thanks, Teresa.
[01:06:52.480]I must have missed that in all the little things we did.
[01:06:56.451]Okay,
[01:06:57.284]yeah, I saw that earlier
[01:06:58.550]when I was looking through this,
[01:06:59.480]and I was like,
[01:07:00.313]oh, like I guess I'll leave it,
[01:07:01.450]but I didn't know if you guys were switching to a,
[01:07:03.890]to something else because of that so,
[01:07:09.170]okay,
[01:07:10.003]yeah, leave feedback.
[01:07:10.870]I love to do this.
[01:07:12.590]I try to put in this conference every year,
[01:07:14.500]something AAC-related,
[01:07:15.950]'cause I feel like it's something people...

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Teaching Language Using AAC

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