Tell Me About It: AAC for Students with Complex Needs

Ben Harder Author

04/13/2022 Added

20 Plays

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Conference 2022

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[00:00:00.000]Student or an individual
[00:00:02.060]you're not gonna be able to teach.
[00:00:05.350]I mean, it's gonna be a lot more difficult
[00:00:07.490]to teach skills with a student
[00:00:08.910]that you don't have a strong relationship with
[00:00:11.544]at the end of the day.
[00:00:13.530]And looking at communication,
[00:00:15.720]communication is one of the few skills
[00:00:17.670]that we can't force a student to do.
[00:00:21.000]So if they don't wanna communicate with us,
[00:00:25.010]it's a lot harder to teach that or force it
[00:00:27.393]if they do not wanna interact with us.
[00:00:29.560]So it's kind of one of those things that
[00:00:31.840]if they don't want to do it, they don't want to do it.
[00:00:39.930]So I really like this visual
[00:00:41.740]of what we would consider functional communication.
[00:00:45.670]So if you look here on the left side,
[00:00:48.716]these are kind of things that even, you know,
[00:00:50.240]in my setting, I feel like at times we get
[00:00:52.420]kind of hung up on.
[00:00:54.810]So just some things that I think we sometimes
[00:00:57.920]kind of get too comfortable with is, you know,
[00:01:00.450]just requesting things to request for things.
[00:01:03.720]Whereas looking at teaching,
[00:01:05.710]requesting as a skill of what do you want,
[00:01:08.720]or what do you need within that situation.
[00:01:13.000]And then really thinking about
[00:01:14.970]sometimes we get too comfortable
[00:01:16.480]with wanting to teach the skills
[00:01:20.330]that we think are important,
[00:01:21.840]but not really taking into account
[00:01:23.620]what their perspective is,
[00:01:25.640]and what their interests are,
[00:01:27.910]and what things they're doing at home,
[00:01:29.950]and what things the family is doing at home.
[00:01:32.670]So really getting on the same page of
[00:01:35.340]what are they doing at school
[00:01:37.410]and what are they doing at home,
[00:01:38.670]and how can we intertwine those together
[00:01:40.630]to make it meaningful and functional for them.
[00:01:43.870]And then the other big piece I think to that
[00:01:45.770]sometimes we forget about is literacy.
[00:01:47.860]So being able to teach literacy skills for individuals
[00:01:52.910]that might use AAC is another kind of oversight.
[00:01:57.670]I feel like at times that we forget about,
[00:01:59.660]so really teaching and pairing those literacy skills
[00:02:02.890]as we're interacting and just working
[00:02:09.210]with students in general.
[00:02:17.070]So now we're just gonna dive into communication functions.
[00:02:20.820]So this is just a list of different functions
[00:02:24.560]of why we might communicate.
[00:02:26.550]So looking at, you know, we might communicate
[00:02:30.620]to request for something.
[00:02:32.280]You know, I need this or I will have this,
[00:02:35.240]or can I have this?
[00:02:37.590]Commenting so that would be something like,
[00:02:39.680]look over there, can I show you something that's cool,
[00:02:44.060]things like that.
[00:02:46.130]Being able to direct others.
[00:02:47.920]So that would be like, give me that, or get that.
[00:02:52.730]But it just gives a nice overview of
[00:02:54.620]there's not just certain functions
[00:02:57.930]that we should be focusing on.
[00:02:59.820]I think a lot of times too we focus on requesting
[00:03:03.290]as kind of like our main communicative function,
[00:03:06.750]which is like, it is a very important early developing skill
[00:03:10.740]that we should be working on.
[00:03:12.370]But these are other skills we should be working on as well
[00:03:15.900]as we're teaching communication.
[00:03:17.560]So can they gain someone's attention,
[00:03:20.040]can they participate in a group activity?
[00:03:22.620]Can they make choices?
[00:03:25.059]So if you have two things,
[00:03:26.255]can they make choices about what they wanna do?
[00:03:37.080]So now we're gonna dive into the four key components
[00:03:41.440]of successful implementation.
[00:03:43.140]And this is just something I pulled from
[00:03:45.640]the Speechy Musings AAC Implementation Toolkit,
[00:03:48.570]which is a really good resource as well.
[00:03:51.240]But we're just gonna kind of talk through
[00:03:52.690]each of these four domains and what that looks like
[00:03:57.410]when it kind of intertwines or how it relates to AAC.
[00:04:01.250]So we're just gonna talk about each bullet point here
[00:04:04.300]and what that looks like.
[00:04:11.380]So access is kind of our first
[00:04:14.820]component of successful implementation.
[00:04:17.810]So all access means is the student
[00:04:20.760]should always have access to communication
[00:04:24.347]and to the communication system that they're using.
[00:04:26.870]And another big thing that I've witnessed over the years
[00:04:31.740]or just in general, is not having their device
[00:04:35.300]taken away from them.
[00:04:36.860]So this could include, you know, just physically taking it.
[00:04:40.050]This can be hiding buttons on the device.
[00:04:43.560]I've had students where they have wanted to communicate
[00:04:48.190]about desired foods and things like that.
[00:04:50.310]And the teachers kind of just like over it
[00:04:53.450]and they decided to hide the button.
[00:04:56.389]Which at the end of the day,
[00:04:58.120]if we think about how we're doing that,
[00:05:01.042]it is limiting that student's ability to wanna communicate
[00:05:05.060]about what they want to communicate about.
[00:05:06.920]So really think about access
[00:05:11.390]is just an absolute critical component of this.
[00:05:14.130]And it's kind of something I think we forget about.
[00:05:17.010]But it's just something that we just really need
[00:05:20.329]to try and be cognizant about
[00:05:22.260]and how it's just really important for a student to have.
[00:05:34.430]So kind of going through,
[00:05:35.540]I'm gonna show you guys some pictures and some videos
[00:05:37.830]of students that I work with.
[00:05:39.150]I'm not gonna mention any names.
[00:05:41.880]I have received written permission
[00:05:43.610]from their parents as well to show this to everyone today.
[00:05:47.710]So this is just an example of a student.
[00:05:50.360]And in this activity we made hot chocolate,
[00:05:53.350]a couple months ago.
[00:05:55.040]So we really tied in those different skills
[00:05:58.990]of being able to follow step by step direction
[00:06:01.710]of how to make hot chocolate,
[00:06:04.370]following directions, things like that.
[00:06:07.150]But you can see here that the device is right there.
[00:06:09.960]So as he's making it, he's able to communicate
[00:06:13.200]about different things during the activity,
[00:06:15.720]but then we're also able to teach to the device as well.
[00:06:19.300]And we're gonna talk a little bit more
[00:06:20.810]of what some strategies that you can do.
[00:06:23.840]But it just gives you a nice example of what it looks like,
[00:06:26.980]and why it's just beneficial to have it there all the time,
[00:06:32.400]or as much as possible.
[00:06:41.360]So now we're just gonna spend,
[00:06:42.950]we're gonna do a little question answer.
[00:06:45.490]So we're gonna do some true and false.
[00:06:47.950]So for those of you that are on Zoom,
[00:06:50.530]if you just wanna put what your answers are in the chat box,
[00:06:54.310]and then for those of you in person,
[00:06:57.445]we'll just kind of go through these
[00:06:58.680]and you can kind of keep it in your head.
[00:07:01.610]Or if you have a shoulder partner,
[00:07:02.860]you can kind of talk through this.
[00:07:05.380]So the first question here, true or false.
[00:07:07.870]Speech therapy sessions are the only time
[00:07:10.090]students should be using communication devices or systems.
[00:07:16.670]Yep false, good.
[00:07:19.790]The second one, snack or lunch time is the only time
[00:07:23.240]student should be using their device or system?
[00:07:28.400]False, yep.
[00:07:32.440]And then the last one here, teaching communication
[00:07:36.150]is the sole responsibility of the SLP.
[00:07:41.490]False, correct.
[00:07:43.626]And I think sometimes we think it's like, duh,
[00:07:48.570]like those are all false.
[00:07:49.840]But I feel like in my practice,
[00:07:52.200]these are like common things that I see across the board
[00:07:55.130]and just talking to people throughout the area.
[00:07:57.410]I think this is something that we're like,
[00:07:58.880]that shouldn't be happening,
[00:07:59.830]but I think it happens a lot more frequently than we think.
[00:08:03.516]So yeah, you guys are all correct.
[00:08:05.510]They are all false.
[00:08:06.400]So good job.
[00:08:07.520]You're three for three.
[00:08:15.910]So now we're gonna talk about
[00:08:17.210]the second component of successful implementation.
[00:08:20.570]So we're gonna talk about core vocabulary
[00:08:23.250]and what that looks like.
[00:08:24.880]And I don't think core vocabulary,
[00:08:26.550]it's not a new concept at all.
[00:08:28.820]But we're just gonna talk through it and what it is.
[00:08:31.740]So when we look at core vocabulary
[00:08:34.870]and when we're communicating,
[00:08:36.260]we use core vocabulary about 70 to 90% of the time.
[00:08:40.660]And then Cross, Baker, Klotz, and Badman in 2006,
[00:08:45.430]they described it as a small set of basic words
[00:08:48.978]in any language that are used frequently and across context.
[00:08:51.650]So that's just their definition of what it is.
[00:08:54.890]And then when we look at fringe vocabulary,
[00:08:57.240]this is about 20% of what we communicate.
[00:09:00.494]And these are things that are nouns.
[00:09:04.060]So just some examples here, ball, stove, and phone
[00:09:07.930]are all what we would consider fringe vocabulary.
[00:09:11.390]And oftentimes these are easier to teach
[00:09:13.680]because A, they're more concrete.
[00:09:16.380]So you're able to kind of visualize what that is
[00:09:19.610]and B, a lot of academics involve these kinds of vocabulary,
[00:09:24.970]so different programs and things like that
[00:09:28.420]might use more fringe vocabulary as a means of teaching.
[00:09:33.490]And then really thinking about
[00:09:35.130]students need a balance of both.
[00:09:37.520]So they really need access to core vocabulary,
[00:09:41.760]but they should also have access
[00:09:43.760]to highly motivating fringe vocabulary
[00:09:46.870]to be successful communicators.
[00:09:48.540]So it's not just...
[00:09:50.070]They need all core words or they need all fringe words.
[00:09:52.810]It's kind of tying in the core words
[00:09:55.070]that they need to communicate,
[00:09:56.260]but then also tying in the fringe vocabulary
[00:10:00.270]that's meaningful and motivating in their life.
[00:10:10.990]So these are just some examples
[00:10:12.630]of how it's been integrated in the setting that I work in.
[00:10:16.510]So if you look here at the top left,
[00:10:19.300]those are just some visuals of core words.
[00:10:22.180]And I use those a lot when I'm just on the go.
[00:10:26.160]So like on the rings, I just take 'em with me
[00:10:28.760]when I'm going throughout the day.
[00:10:30.680]And the teachers I work with as well utilize these,
[00:10:34.510]'cause you just never know when you're gonna need 'em.
[00:10:37.860]Or when you can use it as a teaching moment.
[00:10:40.600]So keeping it on a ring and just having it with you
[00:10:43.470]throughout the day, kind of helps with reminding yourself
[00:10:47.980]to use it throughout the day.
[00:10:50.640]Looking at the top right.
[00:10:53.290]This is just a communication book
[00:10:55.210]that was pulled off Boardmaker.
[00:10:57.810]All the classrooms that we have at Brook valley
[00:11:00.940]have one of these books.
[00:11:02.880]So this is kind of our universal way of teaching it
[00:11:07.330]to classroom teachers and paraprofessionals.
[00:11:10.410]So that they become familiar with
[00:11:12.120]where things are located on the communication book.
[00:11:15.280]So we use these as kind of our universal tool of teaching.
[00:11:18.060]But again, each student kinda has their own
[00:11:20.650]individual communication system or device
[00:11:23.070]that they're using to help support it.
[00:11:27.020]And then looking at the bottom left,
[00:11:29.180]this was a visual that was made just for the word go.
[00:11:33.200]So we're able to change out different pictures
[00:11:36.810]as the student is transitioning,
[00:11:39.020]but we're able to teach the word go.
[00:11:40.770]So go to the sensory room, go to the bathroom,
[00:11:43.530]go to PE those kinds of things.
[00:11:47.150]And then on the bottom right, we have these visuals in place
[00:11:51.520]in all of our light switches for turn on and turn off.
[00:11:55.530]And these were just ones that I made on Boardmaker,
[00:11:59.750]as some ideas for you guys to kind of
[00:12:02.390]how you can incorporate this in the classroom.
[00:12:04.590]So it's, you know, you could put that anywhere.
[00:12:07.420]You know, you can put that at your house,
[00:12:09.560]you can put it in your classrooms,
[00:12:11.220]you can put it throughout the school building
[00:12:13.800]wherever you are at.
[00:12:16.450]Those are things that could easily be integrated
[00:12:19.140]for students that use AAC to teach core vocabulary.
[00:12:29.740]So kind of just jumping back into communicative functions
[00:12:33.600]as we talk through earlier, looking at the two rows,
[00:12:38.940]the middle row and the row on the right.
[00:12:41.270]So the row, the...
[00:12:42.662]Excuse me, the row in the middle looks at just core words
[00:12:46.230]and some examples of the core words
[00:12:48.170]that might be used for that function of communication.
[00:12:51.860]So looking at like commenting, look that, see them,
[00:12:57.566]directing, give me, put in, put on.
[00:13:01.740]And then when you look to the right,
[00:13:03.570]it gives you some ideas of how the core words
[00:13:06.958]and the fringe words might tie together.
[00:13:09.140]So just some examples of that might be, stop that music,
[00:13:13.330]do more swinging, when are we gonna go shopping,
[00:13:17.070]those kinds of things.
[00:13:18.050]So that's kinda gives you an idea of what it looks like
[00:13:20.806]with just the core words,
[00:13:22.460]and the core words with the fringe words,
[00:13:24.520]and what function of communication that it conveys.
[00:13:34.670]And these are just some more example.
[00:13:36.670]So being able to give an opinion,
[00:13:38.770]start a conversation with someone sharing news,
[00:13:41.860]these are just some more examples of core words
[00:13:44.775]and then core and fringe words
[00:13:45.608]that tie into those communicative functions.
[00:13:54.440]So now we're gonna talk about
[00:13:55.690]how do we teach core vocabulary?
[00:13:57.500]Like what strategies might we use
[00:13:59.390]to help teach core words or core vocabulary?
[00:14:02.580]The biggest one I think we use
[00:14:05.717]is what we call aided language stimulation,
[00:14:08.300]or better known as modeling.
[00:14:10.970]So in a nutshell, aided language stimulation
[00:14:13.970]is where you are touching the buttons or the icons
[00:14:18.410]on either a low tech system, or are on a high tech system,
[00:14:22.760]as you're saying the word.
[00:14:23.960]So if I'm saying we're gonna go to McDonald's,
[00:14:27.888]I'm touching the word, go, as I'm saying it on the device
[00:14:31.130]or on the system that is available.
[00:14:33.984]And the whole purpose of it is to build again
[00:14:36.530]spontaneous communication for students
[00:14:39.100]that might use AAC.
[00:14:42.200]And then really thinking about when you're teaching this,
[00:14:45.170]it should really reflect typical language development.
[00:14:48.380]So as you know, typically developing children
[00:14:52.630]acquire language, the same goes for students that use AAC.
[00:14:56.670]So if we're looking at the different levels
[00:14:58.860]here at the bottom, so we have students
[00:15:01.510]that might be at the pre-linguistic level.
[00:15:03.270]So if I have a student that's at the pre-linguistic level,
[00:15:06.210]I'm really focusing on that one word
[00:15:08.780]or teaching that one word.
[00:15:10.150]So in this example, it could be ready, set, go.
[00:15:14.000]Then if I move to the next level,
[00:15:15.780]I might have a student that uses one word,
[00:15:18.780]one word phrases to communicate,
[00:15:20.330]or one word utterances to communicate.
[00:15:22.690]So if they're able to push, go on the device,
[00:15:25.350]I might model go in.
[00:15:26.883]So I'm expanding it to two word phrases.
[00:15:31.000]And then if I have a student that gets the two word level,
[00:15:33.920]so they're able to say, go in on their device
[00:15:36.480]or their system, I might model car go in.
[00:15:38.940]So I'm expanding it to a three word phrase.
[00:15:50.360]So for some of you that probably are wondering
[00:15:52.810]about the research part of aided language stimulation.
[00:15:55.575]This is an article that I pulled.
[00:15:59.330]It's back from 2009, so it's a little bit dated now.
[00:16:02.250]But it just has some good information.
[00:16:05.450]So basically this study,
[00:16:07.380]they did a study where they had a three week program
[00:16:12.380]of aided language stimulation
[00:16:14.850]with children who had little to no functional speech.
[00:16:18.400]And basically what they did is they chose eight target words
[00:16:21.660]that they wanted to teach the students
[00:16:24.580]throughout the intervention period.
[00:16:26.730]And basically what they found was
[00:16:28.620]all the students acquired all of the targets
[00:16:32.206]that they were wanting to teach.
[00:16:33.990]However, each student kind of
[00:16:35.330]acquired them in their own way.
[00:16:36.790]So some students or some children
[00:16:38.730]acquired it quicker than others,
[00:16:40.700]some took a little bit to get.
[00:16:43.700]But at the end of the study
[00:16:44.890]they found that all the children
[00:16:47.010]acquired the vocabulary that they were teaching.
[00:16:51.430]So it goes to show that our students might learn it.
[00:16:55.840]It might vary based on the learner,
[00:16:59.290]but at the end of the day,
[00:17:00.123]they were able to acquire the words that they were teaching.
[00:17:11.150]This just kind of explains
[00:17:12.650]what we were just talking about a little bit earlier.
[00:17:14.810]So, you know, using language expansion
[00:17:17.130]as a technique for teaching core words and things like that.
[00:17:23.740]So it's just where you are going one level above
[00:17:27.920]where the student, or the child, or the individual is at.
[00:17:31.850]And I think the other thing too to really think about
[00:17:34.060]is we shouldn't be requiring a response.
[00:17:36.730]So it's more or less thinking about
[00:17:38.780]teaching language as an input method.
[00:17:41.740]So giving them lots, and lots, and lots of input
[00:17:44.600]before we expect output from them.
[00:17:46.670]So really thinking about,
[00:17:48.230]we have to give them lots of opportunities to teach it
[00:17:52.042]before we can expect them to show us
[00:17:53.660]that they've learned it independently.
[00:18:02.660]So this is just a video that I'm gonna show you guys.
[00:18:05.530]I just gives a nice overview of
[00:18:07.480]aided language stimulation and what it looks like.
[00:18:20.027](upbeat music)
[00:18:26.090]Hi everyone, I'm Sarita.
[00:18:27.750]And welcome to the communication toolbox.
[00:18:29.980]Today we're gonna talk about a strategy
[00:18:31.650]called aided language stimulation,
[00:18:33.550]which can really help people in learning to use AAC.
[00:18:38.556]For a child to learn to use AAC like a communication book,
[00:18:43.145]a communication board, or perhaps a device.
[00:18:48.487]They need to see people around them
[00:18:50.410]using the AAC strategy.
[00:18:52.690]This is when we use strategy called
[00:18:54.759]aided language stimulation or ALS.
[00:19:03.249]Aided language stimulation is a commonly used strategy
[00:19:06.620]and is sometimes also known as modeling.
[00:19:09.060]It involves pointing to pictures
[00:19:11.580]on a person's AAC as you speak.
[00:19:14.870]You might use the child's AAC
[00:19:17.559]with aided language stimulation,
[00:19:18.990]or you might have your own AAC
[00:19:21.370]that you can use next to the child.
[00:19:25.040]In ALS, we can point to keywords
[00:19:27.240]that match to what they're saying.
[00:19:28.950]For example, I could say, where should we go?
[00:19:33.967]Think about the child's current communication
[00:19:36.170]and model at a level that matches.
[00:19:38.590]For example, if a child is not using words yet
[00:19:41.970]you could just point to one word.
[00:19:43.850]But if they're learning to put words together,
[00:19:46.460]you might point to two words.
[00:19:50.560]Research shows that using ALS can help a child learn
[00:19:55.310]to use that AAC strategy by showing them
[00:19:58.080]what the pictures mean, showing them how to use it,
[00:20:01.340]and letting them see that their AAC strategy
[00:20:04.460]is used and valued by people around them.
[00:20:09.198]Thanks for watching.
[00:20:10.031]To learn more about ALS get in touch.
[00:20:12.930]You could have a look at our Facebook page,
[00:20:15.340]check out our YouTube channel,
[00:20:17.530]or have a look on our website.
[00:20:23.200]So it just gives you a nice visual
[00:20:24.470]of what it looks like and how aided language looks,
[00:20:28.690]and how you can teach it with individuals who might use AAC.
[00:20:39.010]All right, so looking at aided language stimulation
[00:20:42.080]and just some dos and don'ts.
[00:20:44.030]So some things to do is always focus on keywords.
[00:20:48.010]So what are the words that you're willing to focus on
[00:20:50.990]and allowing the individual or the student
[00:20:53.960]to see you search for it, or look for it on the device
[00:20:59.420]or the system that you're using.
[00:21:01.520]Always include the verbal input with a model.
[00:21:04.874]So when you're touching the word, stop,
[00:21:06.270]you're gonna say the word stop.
[00:21:08.670]And then again, thinking about going
[00:21:10.300]one level above where the student is at.
[00:21:13.690]And then just some things not to really be too hung up on
[00:21:16.780]is thinking that it has to be perfect
[00:21:20.440]or grammatically correct.
[00:21:22.060]So if a student or someone says, no like,
[00:21:24.808]we have to think about typical language development
[00:21:27.440]follows that progression as well.
[00:21:29.500]So not really thinking about grammar right off the bat.
[00:21:33.070]Obviously as the student becomes more equipped
[00:21:36.160]and is using more words, we're gonna teach to that,
[00:21:38.470]but not really thinking about that right off the bat.
[00:21:42.750]And then not switching icons on the device.
[00:21:46.250]And we're gonna talk a little bit
[00:21:47.450]about this here in just a moment.
[00:21:49.330]About why it's important to keep things in the same place.
[00:21:53.952]One reason being is it takes time for staff.
[00:21:57.980]So school staff, or even parents to know
[00:22:00.240]where things are located out on the device.
[00:22:02.270]So if we're spending time switching it all up all the time,
[00:22:06.440]you don't really know where things are at.
[00:22:08.440]So if you have a consistent layout,
[00:22:10.860]they're gonna be able to A, know where things are located
[00:22:13.840]and they'll be more competent in using it.
[00:22:21.390]So this is a video of just core vocabulary.
[00:22:24.000]So this is again another student.
[00:22:27.829]And this is a graduate student that I had
[00:22:30.540]working with the student.
[00:22:32.320]But this is just a video of...
[00:22:35.200]She provided an aided language input
[00:22:37.380]but she did a couple other strategies as well.
[00:22:40.310]And then we'll talk about what she did.
[00:22:46.070]Okay.
[00:22:47.690]We're going to.
[00:22:51.413]You're good.
[00:22:52.246]In.
[00:23:00.893]In.
[00:23:04.300]Good, in the box.
[00:23:05.910]Good job.
[00:23:09.190]So looking at that, what were some things
[00:23:12.810]that you guys noticed in the video?
[00:23:16.280]What word was she focusing on?
[00:23:20.040]And yeah.
[00:23:23.440]Put, yeah, put was the other core word
[00:23:25.600]that she was working on.
[00:23:28.040]So looking at that, you probably noticed
[00:23:29.530]she had a green pipe cleaner.
[00:23:31.440]So that's something else we use as kind of a,
[00:23:34.720]what we call a prompt.
[00:23:35.790]So just being able to know
[00:23:37.540]where the icons are at on the device.
[00:23:39.740]And all we did was, is we took a pipe cleaner
[00:23:41.810]and we just made a circle in the end.
[00:23:43.760]So it knows where, or she knows where to go
[00:23:47.530]when using the device.
[00:23:49.370]And again, you see here,
[00:23:50.670]she's not pulling an activity that's boring,
[00:23:53.700]it's a sensory bin.
[00:23:54.770]It's something that she likes doing.
[00:23:58.033]And again, she's not focusing a lot
[00:23:59.500]on the fringe vocabulary.
[00:24:01.370]She's focusing on the core words and the activity.
[00:24:08.400]Okay.
[00:24:11.700]All right, this is another resource that I created.
[00:24:15.570]So this is a calendar that I made.
[00:24:18.510]And for anyone that's interested in it, my email,
[00:24:22.370]I'll share my email at the end of the presentation.
[00:24:24.590]So if you're interested in this resource,
[00:24:27.200]I can share it with you.
[00:24:28.950]But basically what I did this school year
[00:24:31.590]was I created a calendar of 18 core words.
[00:24:37.280]So I took a core word and made
[00:24:39.720]a two week interval of the word.
[00:24:42.170]And then I created lesson plans for the classrooms
[00:24:45.100]that I work in to help teach the core word.
[00:24:49.630]So looking at all these different words,
[00:24:52.770]these are just general ideas or guidelines
[00:24:55.480]for teachers to really understand
[00:24:58.270]how to teach the core words.
[00:25:01.013]And I will show you guys some activities
[00:25:03.190]that I made to teach certain core words.
[00:25:05.420]But this is just a nice guideline
[00:25:07.630]that I just tried this year.
[00:25:10.578]But it kind of gives a nice framework for classrooms
[00:25:15.500]and prepare professionals to know what the word is
[00:25:18.300]and how they can teach it with students.
[00:25:28.200]So we're just gonna talk a little bit
[00:25:29.530]about just one of the words.
[00:25:30.830]So back in February, we worked on the word come.
[00:25:35.390]So these are just some ideas on how to teach the word.
[00:25:38.170]So having students gain attention with their devices
[00:25:41.900]to tell someone to come here.
[00:25:43.290]So going up and telling someone to come here, or come over,
[00:25:48.450]inviting someone into a space.
[00:25:50.400]So telling someone to come in.
[00:25:52.570]So you see there, there's a visual
[00:25:54.410]that I just taped on my door and we set up opportunities
[00:25:57.770]for the student to tell another peer to come into the room.
[00:26:02.810]And then showing or telling a person something.
[00:26:05.320]So like, come and see, or come and look.
[00:26:07.570]So inviting someone to show something that they did.
[00:26:14.620]So these are some other examples of just that word.
[00:26:17.950]So the top left, I made big visuals
[00:26:21.990]for all of our bigger spaces.
[00:26:23.860]So in our gymnasium, in our lunch room, our sensory room,
[00:26:28.750]all of the common spaces that all the classrooms
[00:26:31.130]were utilizing, I made visual reminders
[00:26:33.440]of what the word was for that week.
[00:26:36.700]And then looking at just some different activities.
[00:26:40.030]The top right, is just an airless book of teaching the word.
[00:26:44.910]So for our students that don't have good discrimination
[00:26:49.740]or are just kind of at that level
[00:26:51.480]of just doing airless things.
[00:26:54.370]We were teaching it in that way as well,
[00:26:56.380]of just them putting it on in an airless way.
[00:27:00.170]Looking at the bottom left, these are just visual
[00:27:03.020]that we made on Boardmaker.
[00:27:04.430]So come and see, come with me.
[00:27:06.500]So for students that kind of had some speech,
[00:27:09.840]we were able to use those visuals
[00:27:11.490]as kind of a means to support and teach the word as a whole.
[00:27:16.620]And then at the bottom right,
[00:27:17.880]are just little doorknobs that I found.
[00:27:20.320]And I just wrote the word for that two week interval,
[00:27:25.720]just as a reminder for people
[00:27:27.160]of what the word was for those two weeks.
[00:27:36.060]So now we're gonna talk
[00:27:37.120]a little bit about just some teaching strategies
[00:27:40.440]beyond aided language stimulation
[00:27:42.450]that you can use for teaching AAC.
[00:27:45.680]So looking at least to most prompting.
[00:27:48.540]And we're gonna talk a little bit more
[00:27:49.960]about what that looks like and what examples
[00:27:51.980]of least to most prompting are.
[00:27:55.060]Looking at descriptive teaching.
[00:27:56.900]So this is just where you are teaching different words
[00:28:00.030]that are either in the device
[00:28:01.330]or the system of a certain concept.
[00:28:03.870]So if I'm teaching the word fire,
[00:28:06.650]I'm using these three words, red, hot, and not safe
[00:28:11.050]to teach what fire means.
[00:28:12.640]So I'm not just teaching the word fire,
[00:28:14.610]I'm teaching descriptors of it and what it looks like.
[00:28:19.870]And then looking at motor planning.
[00:28:21.980]So that's that whole process of keeping things
[00:28:25.680]in the same place on the device
[00:28:27.880]to develop a consistent motor plan.
[00:28:30.790]There are some applications that promote motor planning
[00:28:34.700]for students that really benefit from motor planning.
[00:28:39.747]So now what we're gonna do,
[00:28:41.380]is we're gonna do a little activity.
[00:28:43.610]So each of you has, or most people have a computer in here.
[00:28:47.840]And then for our Zoom participants,
[00:28:50.230]they can do this as well.
[00:28:52.020]So what I'm gonna have you guys do
[00:28:53.430]is just type out a sentence or two on your computers.
[00:28:56.400]You can put it in an email or just on word,
[00:29:00.110]whatever you would like.
[00:29:01.790]So I'm gonna give you guys just a minute or so
[00:29:03.610]to type out a message,
[00:29:05.300]and then we will talk about what you typed.
[00:29:31.260]You could use your phone too I guess.
[00:29:39.230]Okay, I was like, what's going on?
[00:29:40.940]It was like--
[00:29:42.299]Maybe if we (indistinct)
[00:29:44.037]'cause I think everybody (indistinct).
[00:29:45.430]Oh, sorry.
[00:29:46.263]Okay, so if you have a computer just type out a sentence
[00:29:49.880]or a phone type out a text or something.
[00:29:53.270]Either a sentence or two, just whatever you want.
[00:29:56.190]So I'll just give you guys like 30 seconds
[00:29:58.290]to type something out quick, and then we'll talk about it.
[00:30:24.590]Does anyone wanna share what they typed out?
[00:30:30.550]Yes, Calvy.
[00:30:32.331]So Michelle wrote
[00:30:33.265]that Christmas is my favorite time of year.
[00:30:35.740]All right.
[00:30:36.720]So we're gonna use that as our example.
[00:30:38.520]So Christmas is my favorite time of year.
[00:30:41.150]So if you're typing that, you probably notice
[00:30:43.990]you don't have to look at the keyboard,
[00:30:46.350]you can do it pretty quickly.
[00:30:48.230]For those of you that type something else out,
[00:30:50.140]you probably did it within a couple seconds.
[00:30:52.410]So that's what motor planning is.
[00:30:54.340]Is you know, where the buttons are located
[00:30:56.620]and you know what you're typing
[00:30:58.010]because you have done it so many times.
[00:31:00.360]So the same thing goes for students that use devices.
[00:31:04.020]So if I were to come over and for that example,
[00:31:07.640]Christmas is my favorite time.
[00:31:09.080]If I switched up all of the letters on that keyboard,
[00:31:13.350]what would you think would happen?
[00:31:18.000]Yep, it'd be slower, yep.
[00:31:22.640]How would you feel?
[00:31:24.342]Frustrated
[00:31:25.175]Frustrated, yeah.
[00:31:26.190]So you have to think too, our students feel the same way
[00:31:29.230]when that happens to them.
[00:31:31.050]So really thinking about motor planning
[00:31:34.440]is evidence based.
[00:31:35.750]And for our students, that really depend on motor planning
[00:31:38.480]that absolutely critical to be cognizant of that.
[00:31:44.810]So we're just gonna talk a little bit
[00:31:46.380]about least to most prompting.
[00:31:47.610]This is just one prompting hierarchy that I found.
[00:31:50.060]There's like a million of them out there.
[00:31:51.860]So looking at using least to most prompting.
[00:31:55.760]So really starting with aided language stimulation first,
[00:31:58.530]and then working your way down to more obtrusive prompts.
[00:32:02.290]And then if your prompting isn't working
[00:32:04.620]really reevaluating yourself and seeing
[00:32:07.330]if you need to do something different.
[00:32:09.090]So is that whether you need to increase their motivation,
[00:32:13.400]do you need to re-expose them to
[00:32:15.370]what the words are that you're teaching 'em.
[00:32:17.300]So really if you're using these prompts
[00:32:19.150]and they're not working,
[00:32:20.580]really self-evaluate and just check in with yourself
[00:32:24.140]and see, what do I need to do
[00:32:25.650]to help teach what I want to teach.
[00:32:31.400]This is just another least to most prompting hierarchy.
[00:32:34.610]And the biggest thing on this slide that I wanna point out
[00:32:37.540]is that the physical prompting or hand over hand assistance.
[00:32:42.470]Personally, I'm not a huge fan of physical prompts.
[00:32:45.110]And the reason I'm not a huge fan of it is A,
[00:32:48.180]it really creates what we call facilitated communication.
[00:32:51.820]So it's more or less, we're trying to control
[00:32:54.730]what we want them to communicate.
[00:32:56.310]They're not independent at all.
[00:32:59.680]And there's been a lot of things out there
[00:33:01.340]where they've used facilitated communication.
[00:33:04.390]And there's been a lot of situations where individuals
[00:33:08.250]went through things that shouldn't have happened to them.
[00:33:10.610]So really avoid physical prompts with a device
[00:33:16.520]and just using hand over hand with that.
[00:33:18.750]I'm just not a fan of it.
[00:33:20.450]So look at these other prompts as a means of teaching.
[00:33:24.300]So, you know, giving wait time to the students,
[00:33:27.560]you know, using a gestural prompt.
[00:33:29.210]So you might just point modeling.
[00:33:31.770]So just touching a couple options for them to respond.
[00:33:34.890]Those are other prompts that you can use
[00:33:36.880]instead of physical prompts.
[00:33:43.110]But then looking at prompting in itself,
[00:33:45.630]we also need to consider these other things.
[00:33:48.700]So again, relationship and connection
[00:33:51.670]is the first thing we should be looking at.
[00:33:53.720]So are we connecting with the student or the individual?
[00:33:56.990]Are we providing lots of models
[00:33:58.860]without expecting them to respond?
[00:34:01.020]Are we using things that are in interesting
[00:34:02.620]and motivating for them?
[00:34:04.580]Are we providing feedback?
[00:34:06.320]So those are other things we should be looking at
[00:34:08.250]and assessing as well before we're using prompts
[00:34:11.023]with students or individuals.
[00:34:16.770]And then I'm gonna skip that one.
[00:34:18.370]So we're gonna go to communication opportunity.
[00:34:20.830]So this is the fourth component of implementation.
[00:34:24.090]And this is just, is where we increase
[00:34:26.580]their desire to communicate and really showing them
[00:34:30.370]what the power of communication is.
[00:34:33.290]And looking at when we're using communication opportunities
[00:34:35.910]strategically, our hope is that the student
[00:34:39.200]or the individual is going to use
[00:34:40.710]more spontaneous communication
[00:34:42.600]rather than us prompting them the communicate.
[00:34:48.910]So this is a video of a student at our school store.
[00:34:51.800]So this is something that we do every day.
[00:34:54.800]So I'm just gonna show you a clip of what it looks like
[00:34:59.131]and some different things that he did to communicate.
[00:35:01.320]So let's see if I can get this.
[00:35:14.410]We might just skip that
[00:35:16.090]'cause the volumes being kind of touchy.
[00:35:18.020]All right, we're gonna skip that.
[00:35:20.993]'Cause the volumes kind off.
[00:35:22.760]But basically in that situation he used a greeting.
[00:35:28.150]He used, we had different visuals on the table
[00:35:31.160]for him to communicate what he wanted
[00:35:32.970]from the school source.
[00:35:34.020]So it would be like, I would like chocolate please.
[00:35:37.350]And then being able to use like
[00:35:38.730]a social mannerism or a farewell.
[00:35:41.030]So those are visuals on the table
[00:35:42.840]to let him know what to do.
[00:35:44.960]And the nice thing about that is,
[00:35:46.780]is we don't have to sit there and do anything.
[00:35:48.800]The visuals are already in place.
[00:35:50.320]So he just has to go and use the visuals as a support
[00:35:54.640]to be able to communicate what he wanted to communicate.
[00:35:59.070]So really looking at communication throughout the day,
[00:36:03.120]just holding ourselves accountable
[00:36:04.730]and modeling language consistently with students
[00:36:07.070]is kind of the first step of how to teach
[00:36:09.300]communication throughout the day.
[00:36:11.600]And then really thinking about
[00:36:13.230]using real language with students.
[00:36:15.010]So not just focusing on requesting things
[00:36:18.210]or labeling things in the environment, things like that.
[00:36:22.790]Looking at those other communicative functions
[00:36:25.120]that we talked about.
[00:36:26.130]So being able to tell someone that you don't want something
[00:36:29.290]or you don't like something, being able to use humor,
[00:36:32.480]ask questions, things like that.
[00:36:35.190]And then really thinking about building doing communication
[00:36:38.110]throughout the day in different contexts.
[00:36:41.550]So different parts of the day
[00:36:45.590]doing communication in different environments,
[00:36:48.590]having different people involved.
[00:36:50.050]So not just the SLP or not just the classroom teacher,
[00:36:53.050]but involving other people in that as well.
[00:36:55.860]And then for different purposes.
[00:36:58.180]Because at the end of the day,
[00:36:59.640]when we're focusing on those three things,
[00:37:01.680]that's how the students are going to generalize
[00:37:04.710]and learn the skills to be able to apply it
[00:37:07.970]in their everyday life.
[00:37:14.570]I'm just looking at my time here.
[00:37:16.430]So I'm gonna play you this video quick.
[00:37:18.990]This is just an example of a student
[00:37:20.620]in the sensory room that we have.
[00:37:22.820]So you're gonna see a couple different things going on
[00:37:25.210]and then we'll talk about what you guys saw.
[00:37:30.410]Hopefully this one works.
[00:38:50.820]So on that part, he said go
[00:38:52.380]for those of you that couldn't hear.
[00:38:53.510]I know it's really faint.
[00:39:06.190]I'm gonna go ahead and jump a little bit ahead if I can.
[00:39:09.500]So basically two, we try to incorporate
[00:39:13.730]not just the communication piece here,
[00:39:15.760]we're also incorporating the sensory integration piece.
[00:39:18.684]So for those of you that are familiar with that,
[00:39:21.816]being able to provide different input sensory wise
[00:39:23.860]to help regulate students.
[00:39:26.040]So that's why we're doing certain pushes
[00:39:28.140]on the platform swing as well
[00:39:29.630]to help promote the sensory integration piece.
[00:39:40.277]Yay.
[00:39:41.303]You hear that?
[00:40:46.500]So you guys could kind of see what that looks like.
[00:40:49.360]So we also incorporated an activity
[00:40:51.520]where it was things in the bedroom.
[00:40:52.950]So what were some things
[00:40:54.700]that you guys saw really quickly that were used.
[00:41:01.260]Yep.
[00:41:02.280]So we were giving him wait time,
[00:41:03.530]so using least to most prompting, yep.
[00:41:09.380]Anything else?
[00:41:14.730]Yep.
[00:41:15.563]And we need to do a lot of that
[00:41:16.480]before we throw in an activity.
[00:41:17.960]So sometimes we do fine motor activities.
[00:41:21.300]We do like this was a life skill activity
[00:41:23.360]that we were focusing on.
[00:41:25.360]But yes, we were doing the sensory piece
[00:41:27.530]to kind of get him regulated
[00:41:28.730]before introducing that task or the activity, perfect.
[00:41:35.370]So just really quickly about yes and no.
[00:41:38.381]Do I teach it?
[00:41:40.600]Yes and no can be really abstract,
[00:41:42.410]but I think sometimes that's another common thing
[00:41:44.240]we jump to right away is teaching yes and no.
[00:41:46.930]And we really have to think about
[00:41:48.950]the yes and no can be very abstract.
[00:41:51.400]So kind of our solution to that,
[00:41:53.690]is try giving more open-ended questions.
[00:41:56.200]So choices are always good.
[00:41:59.140]So do you want this or that?
[00:42:00.580]Do you want Plato or do you want bubbles?
[00:42:05.350]So offering choices helps confidence
[00:42:07.370]and it helps receptive language as well.
[00:42:12.450]Just to kind of end today's presentation.
[00:42:14.820]Just some things to remember.
[00:42:16.680]So as you guys kind of absorb the information
[00:42:21.880]and go back to your schools, or to your homes
[00:42:26.460]after the conference, really thinking about,
[00:42:29.250]we should always be confident that our students can do it
[00:42:32.660]and really presuming confidence and really thinking about
[00:42:36.240]if you are someone that's, you know,
[00:42:39.000]wanting to start with this
[00:42:40.280]or just really uncomfortable with AAC,
[00:42:42.410]really think about starting small.
[00:42:44.700]So that might be, you know, maybe you're just gonna focus on
[00:42:47.150]one word with a student or if you're a parent
[00:42:50.400]like your child, maybe you're gonna focus on
[00:42:52.870]all done for one week.
[00:42:54.240]And so you're gonna try really hard to know
[00:42:56.650]where all done is and how to integrate the word all done.
[00:43:00.983]And really holding yourself accountable in that
[00:43:04.910]it might not always be perfect,
[00:43:06.640]and it might be a learning process,
[00:43:08.940]but at the end of the day,
[00:43:10.315]just really holding ourselves accountable
[00:43:12.380]to be thoughtful communication partners
[00:43:15.570]and really striving ourselves to teach communication.
[00:43:18.860]Because again, communication is a human right.
[00:43:26.990]So with that said, this is my email.
[00:43:30.410]So if you guys have questions
[00:43:33.710]or if you want any of the resources that were shown today,
[00:43:37.470]you can email me.
[00:43:39.570]My email is bharder@esu3.org.
[00:43:43.210]And then if you have a student or you have a person in mind
[00:43:48.560]that you're thinking through and just need some assistance
[00:43:51.490]or just someone to bounce off of,
[00:43:54.300]I'd be happy to Zoom as well.
[00:43:57.480]So what questions do people have
[00:44:04.130]about the presentation or about the information?
[00:44:10.780]Yes.
[00:44:14.069]Do you have to like kinda (indistinct)
[00:44:24.800]or do you teach them one at a time
[00:44:31.710]as you just put it on the device
[00:44:32.623]at that time or is it all on there whether (indistinct)
[00:44:36.520]So the question was, do you have all the core words
[00:44:39.950]on the device or do you put them on as you go?
[00:44:42.990]And I think if you have a learner that can handle it,
[00:44:48.450]I try and do more robust, so I have more on there.
[00:44:52.050]But we do have students where we have done it one at a time.
[00:44:55.060]So it just kinda depends on the learner.
[00:44:58.300]But yes, most of the time I try and strive for more robust
[00:45:01.590]just to give them that opportunity.
[00:45:03.230]But yes, we do have some that we do as well.
[00:45:05.390]It's just kind of student by student.
[00:45:08.400]Yeah.
[00:45:10.660]Yes, yes.
[00:45:12.897](indistinct) Scrolling up and down on the device
[00:45:19.470]to go to the next page to locate something,
[00:45:22.270]any tips on that?
[00:45:23.250]Okay, so the question was about scrolling and tips
[00:45:27.460]about scrolling on the device.
[00:45:30.750]One thing that I've done is,
[00:45:34.970]and this might be something too
[00:45:36.190]where you might have to talk with your OT too.
[00:45:39.240]Like for the fine motor piece.
[00:45:42.210]I've had students where we've had to get like a key guard
[00:45:46.860]or something kind of on the screen
[00:45:48.510]to help kind of divvy out where things are at.
[00:45:52.850]You might have to change the option of the scrolling too.
[00:45:55.920]There's some of apps that have different ways of scrolling
[00:45:59.890]or you can eliminate it completely.
[00:46:01.640]I'm not really sure what application it is,
[00:46:04.950]but that might be an option as well.
[00:46:08.090]So, yeah. Yes.
[00:46:19.710]Yeah.
[00:46:23.770]Yep, perfect.
[00:46:27.910]Yes.
[00:46:28.750]Yep, so you might just have to talk to your OT too,
[00:46:30.930]'cause they would be a good resource for that.
[00:46:33.778]I have a couple of question to ask you.
[00:46:35.216]Yes.
[00:46:36.049]How do you (indistinct)lot with do not,
[00:46:42.790]all because they understand everything different.
[00:46:46.398]So I think...
[00:46:47.231]'Cause I run into that all the time also.
[00:46:49.070]So I think the biggest thing is,
[00:46:51.000]again, that goes back to access.
[00:46:53.160]So really having that conversation of,
[00:46:55.860]just have the device out and accessible.
[00:46:58.330]Because I feel like too, when I've encountered that
[00:47:00.940]the device isn't even...
[00:47:02.970]'Cause I'll ask, is the device out?
[00:47:05.460]And a lot of times it's like, no it's in the backpack.
[00:47:07.750]But a lot of times I just try and really promote that first
[00:47:11.530]to just get buying of, oh well let's just see it,
[00:47:13.910]you know, what they can do if the device is out.
[00:47:16.410]And just not really putting a lot on them,
[00:47:18.650]it's just the device is out, let's see what they can do.
[00:47:21.650]And then as they become more comfortable with it,
[00:47:23.540]just kind of slowly kind of like building upon that.
[00:47:26.560]So if they're comfortable with the device being accessible,
[00:47:29.780]maybe it's okay, let's, you know,
[00:47:31.550]every time he completes something at home,
[00:47:34.320]we're gonna try to find the all done button
[00:47:36.590]or model all done.
[00:47:38.230]Or as you're going throughout the day, you know,
[00:47:40.550]transitions, we're gonna touch and practice the word go.
[00:47:43.640]So really making it manageable
[00:47:45.940]and building it into small steps.
[00:47:47.810]Because a lot of times it's too much,
[00:47:50.810]and it's too overwhelming,
[00:47:51.910]and it's just easier to not have it at all.
[00:47:53.407]And I think that's why we face that.
[00:47:58.830]Any questions or any suggestions
[00:48:01.150]on writing (indistinct).
[00:48:07.479]Yes, so I use rubrics a lot to measure progress
[00:48:11.590]on teaching communicative functions.
[00:48:14.120]And I didn't show that today
[00:48:15.280]'cause I just didn't wanna throw too much at everyone today.
[00:48:17.790]So I use a rubric to help monitor what
[00:48:22.020]or how many communicative functions a student can do.
[00:48:25.230]And I can certainly share that
[00:48:27.030]with whoever would be interested in that.
[00:48:29.280]But I basically use a rubric to kind of measure
[00:48:32.746]what they're communicating.
[00:48:34.530]I use a rubric to measure how they're operating the device,
[00:48:40.400]like the social competence piece,
[00:48:42.650]just different skills based on
[00:48:44.260]what the student is needing to work on.
[00:48:46.050]So that's what I use as my progress monitoring.
[00:48:49.600]And I'd be happy to share that.
[00:48:53.580]Okay, that's fine.
[00:49:01.210]You talked about a lot (indistinct)
[00:49:14.853]Yes, so all of our students are on a ABAs
[00:49:17.750]or verbal behavior program.
[00:49:19.290]And I do help support that as well.
[00:49:21.300]I didn't talk about that just because
[00:49:23.140]this is kind of a different topic.
[00:49:25.350]But yes, all of our students
[00:49:26.650]are on a verbal behavior program.
[00:49:29.180]And I do help support that piece of it.
[00:49:32.690]So when we're thinking about that,
[00:49:34.030]'cause verbal behavior is kind of fringe heavy at times.
[00:49:36.720]So if we are focusing on fringe,
[00:49:38.610]we're trying to use things that are motivating to them
[00:49:42.310]and things that are pertinent for their life.
[00:49:43.930]So it's not just random, like I'm gonna pull this,
[00:49:46.560]I'm gonna pull that, I'm gonna do this.
[00:49:48.540]So we're really cognizant of the student
[00:49:50.670]and what their interests are.
[00:49:52.270]So when we're teaching those,
[00:49:53.570]it's really individualized for him or her.
[00:50:02.212]Oh, sorry, I missed you.
[00:50:07.410]Show me, I to go to the nurse
[00:50:11.750]and then they find that.
[00:50:15.060]Yeah, so for our verbal behavior programming,
[00:50:20.170]yes we have had students do things like that.
[00:50:23.700]Like touch go, you know, things like that.
[00:50:26.570]I think the biggest thing to watch out for
[00:50:28.410]is doing too much of that.
[00:50:30.000]'Cause we kind of need a balance of
[00:50:31.240]yes, we need to assess and see,
[00:50:32.860]but then also taking the time to teach that.
[00:50:35.750]So when they do need to go to the nurse,
[00:50:37.630]I'm gonna show that student,
[00:50:39.140]okay, it's I need to go to the nurse
[00:50:41.000]and you're showing them where it's at
[00:50:42.273]so that they get lots and lots of practice.
[00:50:45.150]So yes we do.
[00:50:46.350]But also teaching and modeling it too.
[00:50:49.580]So yes.
[00:50:54.051](indistinct) You were talking about
[00:50:58.940]you have the white switches (indistinct)
[00:51:00.710]puts it on, put it off.
[00:51:02.219]Yeah
[00:51:03.052]So I want to like (indistinct)
[00:51:07.030]do like the final hit
[00:51:09.859]or the whole motor plan of what it would take to do it?
[00:51:13.210]Because like what I'm getting at, does that sense or not?
[00:51:20.149]So what would an example?
[00:51:22.160]So people like wanted to say,
[00:51:26.550]I want to go to the bathroom, I guess you've label it,
[00:51:30.750]I'm trying to figure out, okay (indistinct)
[00:51:35.140]No, you're okay.
[00:51:37.600]We've been trying to get him to work on
[00:51:39.220]communicating with his peers and stuff like that,
[00:51:41.730]but he's not necessarily motivated.
[00:51:45.710]Like he does like (indistinct)
[00:51:48.350]So we're trying to teach him, to go up to somebody and say,
[00:51:51.310]how are you or hi.
[00:51:53.500]Would you just put like the whole motor plan out
[00:51:56.810]or would you model it for him?
[00:51:58.500]Or like how would you about in that kinda stuff.
[00:52:00.780]So it kind of depends.
[00:52:02.280]So the question was, do you tease apart the words
[00:52:05.020]or do you put it as a whole.
[00:52:06.230]And I'd say you could do...
[00:52:07.690]I mean I do both.
[00:52:10.760]It really just depends when you're using it too.
[00:52:13.560]So I guess if you're using LAMP,
[00:52:17.500]you probably should have it.
[00:52:19.350]I mean, I know LAMP is very motor plan heavy,
[00:52:21.560]so it might be helpful to have it separated out.
[00:52:24.400]But I also could see where it could be helpful
[00:52:26.100]to have it like in a pre-program space as well.
[00:52:29.620]So it just kind of depends on when you're using it.
[00:52:33.960]Are there certain times that you're wanting him to do that?
[00:52:37.210]I won't like put a whole phrase into one button,
[00:52:41.913]but if I'm trying to prompt him to do it,
[00:52:44.110]I'm trying to figure out like the word have,
[00:52:47.668]you have to (indistinct)
[00:52:54.020]So do you put the visual for all three hits
[00:52:56.610]or do you just put those visuals for the final hit
[00:52:58.960]if it goes they know that word.
[00:53:02.840]Oh, I see what you're saying now.
[00:53:04.350]So I would use the visual for the whole part
[00:53:10.450]and I think to what you have mentioned here
[00:53:12.140]is like the steps.
[00:53:13.520]So a lot of times too,
[00:53:14.870]'cause I have students that once I get to the page,
[00:53:17.190]they know where it's at.
[00:53:18.530]So a lot of times in that situation
[00:53:20.120]I do kind of like backward chaining,
[00:53:22.120]which is just like where I work myself backwards.
[00:53:24.420]So that would be kind of like more of
[00:53:26.550]a behavioral intervention of,
[00:53:28.140]okay, I'm gonna prompt them through the first step
[00:53:30.650]and then say the second step, say it's three steps.
[00:53:33.890]So the second step is where I'm gonna try and fade that out.
[00:53:36.370]And then the third step,
[00:53:37.300]I know they can do it independently.
[00:53:39.820]So you could break it down that way as well,
[00:53:41.970]kind of step by step.
[00:53:50.900]All right, well thank you guys for coming to my presentation
[00:53:54.540]and I hope you enjoy the conference.
[00:53:55.848](audience clapping)

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Tell Me About It: AAC for Students with Complex Needs

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