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Module: Communication Across the Day for Complex Learners Using AAC - Micro Lesson: Oral and Written Language Development

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04/16/2025 Added

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Micro Lesson: Oral and Written Language Development

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[00:00:00.000]This is just a quick slide about oral and written language development because the next
[00:00:13.080]activity we're going to do is literacy based and there's something in activities later
[00:00:19.120]also that's literacy based and we have heard loud and clear from like from when we've done
[00:00:27.140]this training previously or similar trainings that one of the needs is also how are we teaching
[00:00:32.240]literacy skills to students who are alternative communication learners and we did not feel like
[00:00:41.180]we could cover that today but we thought that might just be a look forward to some other part
[00:00:47.440]two or something like that so specifically around literacy. So this is just a brief touch
[00:00:51.820]but we what we do know is that oral and written language development are this like intertwined
[00:00:56.720]development.
[00:00:57.120]Development process and so as we are learning expressive communication you know we also want
[00:01:02.840]to be working on writing and putting that into a written form and as we're learning about receptive
[00:01:08.340]we're also working on reading and that just all kind of intertwines together.
[00:01:12.480]There was a question in the chat Megan and I as the behavior analyst would give that to you how
[00:01:23.520]would you redirect it like that?
[00:01:26.700]Yeah so I would ask how would you redirect a student they're typically developing peer if
[00:01:35.200]they were talking in class and so we would have to teach in now now is quiet time or now is the
[00:01:45.440]teacher's time to talk and so we can we can work in when is the appropriate time to have to turn
[00:01:52.740]your voice on and talk versus when is it not time.
[00:01:56.280]Are are they savvy with their vote the volume on their device is that a skill we need to teach in or train in that that just like our students vocal loudness they can be really loud outside voice right versus a really quiet indoor voice and so are they savvy on working their own volume on the device but it's definitely skills that need to be trained in just like that are there to
[00:02:24.140]developing peer. But we would have to work through the steps on what is it that we need to teach and
[00:02:34.080]to help the student know when it's okay to use that voice out loud versus when it's not okay.
[00:02:41.020]So again, we have to think about the context and teach the student the context. This is where you
[00:02:48.140]get to have your vocal volume up loud as possibly you can get versus quiet time or even have your
[00:02:58.380]voice off, right? Not the time to push the buttons. So yes, you do. It is all skills that need to be
[00:03:07.700]trained in for our students when they are, and honestly, if they are wanting to be pushing that
[00:03:16.720]button over and over on a
[00:03:18.120]device, you guys, that's actually a beautiful strength because I can't tell you how many times I've had teams, they were like, they have no interest in even attempting to use the device. So the student wanting to babble and have really figured out that it's a valuable thing that they can push these buttons and it means something, that's a huge strength. So don't punish what's actually a strength that we want to see more
[00:03:48.100]of. We want them utilizing the devices more.
[00:03:50.700]Thanks, Megan. I knew you'd be able to speak more eloquently to that than I would.
[00:03:57.780]There's always more, though.
[00:03:59.760]Okay. So we have, from here, we have an activity to kind of give you guys the opportunity to
[00:04:08.460]practice this idea of using mostly core words and adding in some fringe. It's a literacy-based
[00:04:14.560]activity. So I'm going to explain that. You're going to go through the course. You're going to
[00:04:18.080]go to your breakout rooms for 10 minutes. We'll come back and just do a little debrief. And then
[00:04:23.860]we have a 10-minute break. So we have that break coming up and scheduled. So we will
[00:04:28.400]be looking at that after our next activity.
[00:04:33.020]Thank you.
[00:04:33.140]Thank you.
[00:04:33.240]Thank you.
[00:04:33.280]Thank you.
[00:04:33.360]Thank you.

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