Module: Communication Across the Day for Complex Learners using AAC - Micro Lesson: Teaching AAC
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04/22/2025
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Micro Lesson: Teaching AAC
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- [00:00:00.000]So when we're thinking about just what our teaching sequence looks like and our best practices,
- [00:00:13.820]we want to model making those statements, comments, observations using our core words.
- [00:00:20.040]We're going to see what that looks like in a little bit.
- [00:00:21.880]We want to always be encouraging the use of AAC during activities in the classroom.
- [00:00:27.520]So again, not just during our speech therapy time or our teaching time, but all of the time.
- [00:00:33.200]But then we're also going to set aside that specific time to teach new vocabulary and new words,
- [00:00:40.000]just like we do with any other student.
- [00:00:42.180]You know, we have vocabulary lessons as kids are learning language and learning to read.
- [00:00:46.360]So we're giving them access to all the things all the time,
- [00:00:50.260]but then picking specific times that we're really going to work on a variety of vocabulary opportunities.
- [00:00:57.160]We want to capture opportunities for immersion within those daily routines.
- [00:01:01.640]So change those routines as needed.
- [00:01:04.240]Use any time, you know, you're going from classroom to classroom.
- [00:01:07.940]There's an opportunity to use the word go.
- [00:01:10.140]We're going to go somewhere.
- [00:01:11.160]We're going to go somewhere different.
- [00:01:12.640]Time to take a turn.
- [00:01:14.380]Time for something new.
- [00:01:15.760]Any of those daily routines that you do over and over.
- [00:01:19.740]And so, you know, there will always be an opportunity for that communication.
- [00:01:23.260]And establish those routines.
- [00:01:25.740]So if you find a routine,
- [00:01:27.040]maybe is lacking establish it and establish it in such a way where you do
- [00:01:31.880]it over and over and over.
- [00:01:33.060]And then the student has learned that routine and then,
- [00:01:36.780]and then change it up or leave a part out and see what they do.
- [00:01:39.540]See what happens.
- [00:01:40.320]Give them the opportunity to participate and keep it as natural as possible.
- [00:01:45.760]Again, when we started this section, we said it's, it's about relationships.
- [00:01:50.180]It's about interest. It's not about teaching AAC.
- [00:01:53.140]So give students time. We are learning a brand new,
- [00:01:56.920]I liken this to if I was learning Spanish,
- [00:02:00.700]I need a hot minute to remember the vocabulary and to learn the vocabulary.
- [00:02:05.300]And if I'm only hearing Spanish vocabulary once a week in my Spanish class,
- [00:02:11.080]I am not going to be as good as it at it as if I was popped into like a full
- [00:02:17.600]immersion Spanish speaking school, or if I went to Spain or I, you know,
- [00:02:22.400]lived for a week with a family who spoke Spanish. So it's,
- [00:02:25.740]if you can always think,
- [00:02:26.880]think about AAC and the exposure we need just like learning a second language
- [00:02:31.420]or a different language.
- [00:02:32.400]Use those expectant pauses and those natural cues.
- [00:02:37.500]So never underestimate the value of just that lean forward and look excited
- [00:02:42.720]and listen, you know, show them that you're expecting communication,
- [00:02:46.040]you're wanting communication and then always acknowledge it and,
- [00:02:50.300]and value it. Even if it's not what you expect, even it's,
- [00:02:53.840]even if it's the wrong thing, you know, play off of it.
- [00:02:56.840]And go whatever direction you can.
- [00:02:59.300]The more we teach kids that what they have to communicate is valuable,
- [00:03:04.400]the more they will want to communicate.
- [00:03:06.260]So here's our sequence of kind of what this looks like.
- [00:03:14.240]So we're going to start with some of those single words,
- [00:03:16.460]especially if you indicated that your target learner is an emergent
- [00:03:19.900]communicator. So we're going to talk about single words first,
- [00:03:23.040]core vocabulary and fringe vocabulary, both.
- [00:03:26.800]So we have our 80/20 rule for how we're considering that or how we're looking
- [00:03:31.020]at that. Once we have some single words together,
- [00:03:34.260]we're going to start combining those. So we are just going to expand
- [00:03:38.740]that vocabulary, we're going to introduce different parts of speech, we're going to start making those
- [00:03:43.590]two word utterances. Just like we would expect to see, you know, with a toddler who is typically
- [00:03:50.810]developing language, we're moving from those single words they know, to starting to put some
- [00:03:55.050]of those together. We want to vary up the purpose. So as we get more vocabulary and more words, we
- [00:04:01.930]can start using them in different ways for different purposes. And then we want to expand
- [00:04:07.450]our environments. So that might be where they're most comfortable first, maybe that's in the
- [00:04:12.490]therapy setting with us, in the small group setting with the special education teacher,
- [00:04:17.250]whatever that is. And then we're going to start to generalize that and expand that. So different,
- [00:04:21.890]different purposes, different places, different people, we want to get on that as soon as
- [00:04:27.650]possible. We do not want to train a learner to only communicate with like three people in the
- [00:04:33.610]school where they feel comfortable. We want to make that as generalized.
- [00:04:36.410]Across, across environments and people as possible. When we're thinking about what kind
- [00:04:43.970]of activities we're using, we always want to be age respectful. So again, even though we might
- [00:04:49.550]have a pretty emergent or early communicator, if that student is 14, we need to have those
- [00:04:55.730]activities be respectful of their chronological age. We're going to talk about grade level
- [00:05:02.790]curriculum connection. So the extended indicators,
- [00:05:06.350]and I know the ASD network has some great training opportunities on the use of the
- [00:05:10.990]extended indicators. So what are their peers learning? And what are those extended indicators
- [00:05:17.050]for fourth grade? And how can we capitalize on those to make connections to the general
- [00:05:21.130]education curriculum, to the state assessment, to what their classmates are learning, to
- [00:05:26.430]what they might be hearing in that inclusion-based setting or classroom?
- [00:05:30.170]We, you know, at the beginning of this presentation, we talked about that one of our core beliefs is
- [00:05:36.290]that all of our kids should have access to and can learn from the general education curriculum.
- [00:05:40.590]Foster engagement. So we want to invite students to come along and have fun with us. We don't want
- [00:05:47.170]to place demands. So we don't want to get into, say this, say this, say this. That's not fun.
- [00:05:54.270]That's boring. And it's placing a demand. And so somebody earlier, I had said, said my favorite
- [00:06:00.830]thing, like we just model without expectation. So we're just inviting students
- [00:06:06.230]and learners to come along with us and experience the fun of communication, not demanding that they
- [00:06:12.050]do so. And then give variety, but be consistent. So we want to have a good mix of reviewing and
- [00:06:20.690]repeating earlier things that we learned and adding in new challenges. So giving the opportunity
- [00:06:26.670]for that review, but also always including the next step as we go. So one of the things that
- [00:06:36.170]I know many of you know about is just this idea of I do, we do, you do. So this is we're modeling
- [00:06:42.530]AAC in our activities and what we're doing. We want to then have us doing that together. So
- [00:06:50.150]encouraging that exploration, encouraging attempts by the student, giving them support if they need
- [00:06:56.050]it, not giving them support if they don't need it. And then hopefully we get to independence.
- [00:07:01.910]Thank you.
- [00:07:02.490]Thank you.
- [00:07:02.610]Thank you.
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