Module: Communication Across the Day for Complex Learners Using AAC - Micro lesson: DAGG-3 Protocol

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04/16/2025 Added

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Micro lesson: DAGG-3 Protocol

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[00:00:00.000]So we are going to dig back in to DAG 3 protocol now.
[00:00:14.900]So the first little learner ability level was from the DAG 3 instructions, okay?
[00:00:24.580]And so now this part is from the DAG 3 protocol.
[00:00:29.500]It is in the link for you.
[00:00:35.200]Jessica, just put it in there, okay?
[00:00:37.600]And yeah, absolutely.
[00:00:41.160]We'll go ahead and get this portion rolling.
[00:00:47.360]We value your time.
[00:00:49.700]And we know that oftentimes one of the biggest barriers that we get, that we hear about,
[00:00:59.000]are is time.
[00:01:01.260]Just there's just never seems to be enough time.
[00:01:05.880]And so you guys have set aside this amount of time to come and learn about how to meet
[00:01:13.780]those complex learners' needs.
[00:01:16.420]And so we wanted to build in time for you.
[00:01:19.520]So we will be working through the DAG 3 protocol across the four competencies listed, okay?
[00:01:28.500]So we will look through linguistic, operational, social, and strategic over the next about
[00:01:36.280]20, 25 minutes, okay?
[00:01:38.140]So this morning, we were able to look at the ability level.
[00:01:41.860]And you guys all started throwing into chat if they were emergent or if they were emergent
[00:01:51.660]transitional, if they were context-dependent, transitional, independent.
[00:01:58.000]Or independent, okay?
[00:02:00.280]And it looked like we had learners in, I think, at least four, these first four positions,
[00:02:10.760]ability levels.
[00:02:11.820]So it doesn't matter their age.
[00:02:13.980]We are just looking at their actual skill ability, where they're at.
[00:02:18.820]We want to meet them where they're at, no matter their age, no matter what grade they're
[00:02:22.680]in.
[00:02:23.040]So now what we are going to do is we're going to break down.
[00:02:27.980]The skills into linguistic, operational, social, and strategic based on the student's ability
[00:02:36.220]level.
[00:02:36.720]So we will work through steps two and three together.
[00:02:41.880]Now we are going to review those goals and we are going to determine if it's a goal in
[00:02:49.360]progress, if it's a goal met up to natural cue, it's just occurring in the most natural
[00:02:55.360]of environments.
[00:02:56.400]Or if it's not applicable to our learner, okay?
[00:02:59.620]So we are going to determine each of those competency areas for goal in progress, goal
[00:03:06.100]met or not applicable, okay?
[00:03:08.020]And then we are going to go into step three to actually determine the level of support
[00:03:14.400]needed for each student, each target student.
[00:03:17.420]So are we going to say yes, it's the most independent possible, that natural cue, it's
[00:03:25.820]just...
[00:03:26.020]Just expected communication, we might just lean forward a little bit, use a little bit
[00:03:31.520]of facial expression or be open up to them and they will just, it's just a natural conversation
[00:03:37.860]back and forth.
[00:03:39.100]Is it an indirect cue?
[00:03:41.020]Do we need to maybe gesture towards the device for them and then kind of pause and wait for
[00:03:48.820]that?
[00:03:49.280]Is it a direct cue?
[00:03:51.000]Can we ask a question or give a specific question?
[00:03:56.000]To elicit the response?
[00:03:57.840]And then finally, does it take a model?
[00:04:02.080]Can we model it for them to push it for them?
[00:04:08.040]Now, remember that initially we are going to model and we're not going to expect anything,
[00:04:14.740]but eventually we are going to start to encourage them to come into these sessions with us.
[00:04:22.440]So we will place.
[00:04:25.780]Some expectations on them, more expectation on them, I guess, when we are actually in teaching sessions.
[00:04:32.800]OK. All right. So we are going to look and it goes across ability levels.
[00:04:42.440]So first, we're going to start with linguistic and you can see that they color coded them.
[00:04:48.780]So emergent learners are always in the green, emergent, transitional, blue, context dependent, purple.
[00:04:56.300]Transitional independent is a gold and then independent is what do we want to call that? Rust.
[00:05:02.280]OK, it's fall color. So they have color coded though across all of the competencies.
[00:05:09.640]So or excuse me, the ability levels. So in the first one, we have linguistic.
[00:05:16.140]And if you have put your student in emergent, then you are going to look at the emergent goals.
[00:05:25.600]And you're going to see that there aren't as many emergent goals as there are maybe emergent transitional.
[00:05:30.940]OK, if you are uncertain and you're like, well, I think they're emergent transitional, but they may may be emergent still.
[00:05:41.380]Then please, I would ask that you would back up and read through the ability level prior to so that we aren't having inadvertent gaps or.
[00:05:54.880]Or there might be like some problem behavior because we've pushed to to too high of a goal or too much expectation when we could have easily just taken it back a step, built up that skill set so they were solid, had a good, solid foundation, and then we can build on that foundation.
[00:06:13.200]OK, so wherever you placed your students ability level, consider the ability level prior to for making sure they have that solid foundation.
[00:06:24.200]But then we will also read in a little bit to the next one to help us see that big picture.
[00:06:32.200]Like, what are we working for? What why do we want to make sure that these are solid?
[00:06:37.500]And and so we can look at the different ability levels and it also helps us to see the big picture goal pushing into that independent.
[00:06:45.980]So for the linguistic, this is expressing and understanding the language, learning and using vocabulary, reading, writing and spelling.
[00:06:54.180]So for the next couple of we're going to give you five minutes at least, I believe, to go in.
[00:07:02.320]You know what? I think we built in 10 minutes. We, Jessica, I think we built 10 minutes for you guys to just go in and begin to explore only linguistics.
[00:07:13.220]OK, we're going to build out this whole time for you to go in and look and review all of these goals based on that student's ability level.
[00:07:21.400]So let's take the next 10 minutes.
[00:07:23.660]And we're going to Miss Megan.
[00:07:28.900]Are you ready for breakout rooms?
[00:07:30.940]Well, actually, if we could just pause for just a second.
[00:07:35.800]And if everyone could please rename themselves with your school name, that would be helpful.
[00:07:42.340]I know a lot of people had to jump off maybe for lunch.
[00:07:46.740]But now I've got or I can just randomize it because I've got some people that.
[00:07:52.780]Are not in a group.
[00:07:54.820]So if.
[00:07:57.880]Yeah, if you want to be in a specific group, please rename yourself.
[00:08:02.580]We want to meet your needs team.
[00:08:05.860]Let's see.
[00:08:07.080]We did have BPS Welcome Center.
[00:08:10.000]They for sure want to be in a team.
[00:08:11.780]This is a really cool opportunity for you guys to be working together and having great discussion.
[00:08:16.640]Go ahead up in that right hand corner.
[00:08:22.740]Of your picture and push on the three dots and rename yourself.
[00:08:28.940]Tell you what, this is making my organizational skills kind of get a little stressful right now.
[00:08:44.380]Oh, you're good.
[00:08:46.260]You're good.
[00:08:47.380]Wow.
[00:08:51.820]Megan is good.
[00:08:52.720]Megan is doing that.
[00:08:53.460]While Megan Lantis is doing that, Megan Funk has like saying the praises of Toby Dynabox
[00:09:01.860]and what they've done here.
[00:09:02.940]And one of the things that I love about the DAG3 protocol is if you're not sure, if your
[00:09:09.180]learner can do that, those things that say activity, completing a starter phrase or whatever
[00:09:16.460]are live links to a way you could assess that skill.
[00:09:20.800]So if you're not sure, you've never tried.
[00:09:22.700]You don't know.
[00:09:24.060]Those take you right out to another PDF, another page that tells you what the goal is, what
[00:09:32.420]to do to prep to work on that, what materials you need.
[00:09:36.200]They give you some tips for success, walk you through the activities, supplemental activities.
[00:09:41.000]So not only is that a great assessment tool and a benchmarking tool, but then there are
[00:09:47.540]also activities that tie directly to that thing.
[00:09:50.320]So I think that is just.
[00:09:52.580]Just an awesome feature.
[00:09:54.660]It is an amazing feature.
[00:09:56.340]And Jessica, I did not realize that that is not offered on their international site.
[00:10:02.660]That is only offered in the one that's open to Americans.
[00:10:09.240]So yeah, that is, so it's a huge, you know, phenomenal resource that we have at our fingertips.
[00:10:17.270]Thanks, thanks to them. So, and we will open it up and let you guys look at that too. So,
[00:10:25.210]but I love that Jessica's like, if you're not sure, go ahead and open it up now. Is that,
[00:10:29.970]is that something that your student could do? All right. All right. I, I apologize to the
[00:10:39.210]of you that are, that I don't have assigned yet. I'm we're probably, this may not work the best
[00:10:45.770]for everyone. Just given the time, I apologize. I don't have them renamed because I went back to
[00:10:51.350]group versus district name. So I can, maybe we can open the rooms that I have. And then I will,
[00:10:59.670]I've got about seven or eight people that I just need to assign. It's just hard to tell
[00:11:04.570]based on how the groups are named now. It's hard to explain it behind the scenes, but
[00:11:09.150]is that all right? So everyone else isn't just waiting.
[00:11:12.910]Yeah. Or yeah. And, or we can go to a plan B and I can go through all four competencies and then
[00:11:21.970]give you guys, you know, 30 or 40 minutes at the end as well. It's, I can, we can do it either way.
[00:11:29.390]I can be flexible. All right. Well, if you can have a plan B. I can make it work. I just,
[00:11:34.110]it's going to take me a hot minute to reorganize it all. So just remember
[00:11:39.090]everyone, please rename yourself. If you jumped out and came back in,
[00:11:44.130]you no longer have that new name of district or ESU plus your
[00:11:49.050]name or the team name. Okay. So we'll go ahead and let you
[00:11:54.170]guys work on that. And I'll just, I'll move through and we will be flexible.
[00:11:58.650]Okay. And, and go to plan B. Here we go. Step
[00:12:03.670]two and three for operational. Okay. We are going to,
[00:12:09.030]again, look at the ability to maintain, navigate, and
[00:12:13.590]operate that AAC system. We are so wonderfully helpful that
[00:12:18.530]sometimes it's too helpful for our student and then they don't get the ability
[00:12:23.670]to learn it for themselves. And anytime we are doing something that
[00:12:28.770]the student could learn, then that takes away from their independence.
[00:12:33.550]And so we want for them to become more and more
[00:12:38.970]independent in what they are doing, how they are utilizing the system
[00:12:44.290]so that they don't need us. If we think every single time
[00:12:50.750]our school closes at three o'clock for them or three thirty
[00:12:55.890]every single day, life goes on without us, doesn't it? And so the more
[00:13:00.770]independent that they can be, the better. And I really think in my experience, Megan,
[00:13:05.870]operational is one of the competencies we don't
[00:13:08.910]often think to hit, you know, but we talked earlier.
[00:13:13.810]Sorry about that independence. And, you know, the devices
[00:13:19.070]get left in the backpack. They are not charged. They whatever. And so
[00:13:23.710]can the student account for some of those? Can they turn it on themselves? You know,
[00:13:29.090]if they're if their adult support person is not there, if they notice
[00:13:33.850]that it's not the batteries dying, do they know how to plug it in and do all of that stuff? So
[00:13:38.850]anything, this is such a big one for independence. I think we we hit on some of the other ones more
[00:13:45.930]often and kind of gloss over this one. So this one, I think, is a one to pay attention to.
[00:13:51.330]If you agree, yeah, just like, like the suggestion I made earlier, it's not necessarily
[00:13:58.070]on here. But do they know how to navigate the volume level
[00:14:03.110]for an indoor versus outdoor voice? Or, or sometimes you're in a loud environment,
[00:14:08.790]and you need to speak a little louder. And can you, can you do that for yourself?
[00:14:14.270]Or, or you, we have library time, you know, can we give them a visual? Could we help them to learn
[00:14:22.430]how to navigate their own volume level? It seems like, you know, it's just something that we don't
[00:14:28.170]necessarily think about when we are training in some of these systems. So absolutely, I agree,
[00:14:38.730]we have what is called learned helplessness, I would say, at this stage. So let's make sure
[00:14:45.670]we're not doing that and enabling helplessness. We want to be building in independence as much
[00:14:52.950]as possible for our students. With social communication, honestly,
[00:15:01.390]I think that's probably one of the most popular reasons that people communicate.
[00:15:08.670]We tend to be wonderful social creatures, right? We want to be around other people,
[00:15:13.850]to get to interact, to learn from them. And so we all have different reasons maybe for
[00:15:20.630]our social communication, but we all are socially driven in some way. And so we want
[00:15:27.690]to take into consideration their peers and letting them understand that we can have
[00:15:38.610]these exchanges back and forth. So often our devices are unfortunately trained in
[00:15:45.870]two times 20 minutes a week in a totally removed room. And that's it. And that's not
[00:15:54.490]what this device is for. That's not why we communicate. We communicate so that we can
[00:16:01.790]have social interactions. So it needs to be out in the gen ed classroom. It needs to
[00:16:08.550]be out in this bedroom. It needs to, they need to have access to it on the playground,
[00:16:13.330]in the lunchroom, all of these areas in the hallway, right? That they are having these
[00:16:19.710]interactions with their peers. So we want to make certain that they understand that
[00:16:25.470]pragmatic language, that communication is only communication if you have a communication
[00:16:32.150]partner, right? Otherwise, it's just answering some questions. So we want to make sure that
[00:16:38.490]it's not just receptive and expressive communication, that it's actual pragmatic and going back
[00:16:44.790]and forth between communicative partners.
[00:16:47.070]Jenna, I love what you put in the chat that she had a student turn up his device to yell
[00:16:53.750]at her to get out of his chair. I love that. Perfect. Do we want like students yelling
[00:16:59.170]at us? No, probably not. But do they need to know how to yell? Do they need to know
[00:17:03.230]how to express themselves? Are students yelling at other people and each other? Yes, they
[00:17:08.430]are. So it's a it's a skill they need, even if it's not one that we're like, Oh, good.
[00:17:13.290]We're teaching them to yell.
[00:17:14.470]Oh, I, we have to just find the humor in that, right? Like, do I love that he did that and
[00:17:24.890]advocated for himself? Yes. Our students, you guys, that is, again, I said it earlier, but
[00:17:30.950]that is a way they learn to protect themselves in like, Hey, come on. Let me raise my voice and
[00:17:38.370]a little bit to you. So I love that. We just don't reinforce it a lot. Right. Okay. So strategic
[00:17:49.130]utilizing strategies to overcome and minimize the functional limitations of AAC. So
[00:17:55.690]how can we overcome that? Can we teach our kids to have a plan B or how, how can I
[00:18:03.290]circumvent that or in, in get over the fact that I only have the one
[00:18:08.310]single word, can I use a gesture? Can I check in and make sure that they are
[00:18:14.270]understanding me? If I just repeat it once, will that help? Will that make it work?
[00:18:18.970]So maybe in this instance, the student repeated it multiple times and finally he
[00:18:24.810]turned it up and he's like, listen, and, and tried to really get his needs met.
[00:18:32.110]So, but are there repairs and breakdowns that we can help the student to
[00:18:38.250]overcome?
[00:18:39.990]So that being said, so often people are very, very nervous for a device.
[00:18:47.590]But listen, you guys are using your phone.
[00:18:51.330]You might've floundered a little bit for a couple of days when you first got it,
[00:18:58.130]but I promise you, you're very fluent in it.
[00:19:01.330]Now a device is no different.
[00:19:03.990]We're going to flounder with it for a little bit and that's okay.
[00:19:07.310]What do we,
[00:19:08.190]modeling for them this when we make a correction,
[00:19:12.250]when we go back and fix something,
[00:19:15.390]we are modeling strategically utilizing strategies.
[00:19:19.210]So do not be afraid to make a mistake or need to go back and correct
[00:19:26.750]something in any way, shape, or form.
[00:19:28.830]Just know that it's beautiful teaching in modeling of,
[00:19:33.910]of overcoming that situation.
[00:19:36.550]So please don't,
[00:19:38.170]don't think that you have to be fluent. Jessica just shared.
[00:19:42.110]If you know one word, you know,
[00:19:45.470]for more than your student, then,
[00:19:47.770]then you're good and you'll get more and more fluent at,
[00:19:51.490]at utilizing this device, just like they are.
[00:19:54.670]So please know that this is a beautiful time to model for them to use
[00:20:00.810]these strategies of overcoming.
[00:20:02.490]Okay.
[00:20:03.490]Thank you.
[00:20:04.490].
[00:20:06.490].
[00:20:08.490].
[00:20:10.490].
[00:20:12.490].
[00:20:14.490]Thank you.

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Module: Communication Across the Day for Complex Learners Using AAC - Micro lesson: DAGG-3 Protocol

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