Webinar Series Its All About the Interac0on Strategies for Pragma2c Organiza2on of Communica2on Systems PART 1 Presented by: Jane Goetz, Au2sm Coordinator & Lori Chambers, Regional Systems Coordinator Welcome to KISN s Webinar Series Thanks for joining this web class! To receive your cer2ficate of aaendance you will receive an email a week aber this training with it for being a live par2cipant. If you are viewing this as a group, your facilitator will send the sign in sheets, and then you will also receive your cer2ficate of aaendance. Please print your email addresses clearly! If you are viewing this as a recorded session, and you d like to earn cer2ficates of aaendance, please submit the study ques2ons to Jennifer Houser, and she will get a cer2ficate of aaendance to you. These ques2ons are found on the last slide. About 2 weeks aber aaending a Webinar, you will get a survey link to help KISN collect data for our grant project to see the effec2veness of the webinars of your implementa2on of concepts presented in our Webinar Series. We appreciate you taking the 2me to help us out! This PowerPoint and coordina2ng documents (if applicable) will be available for download on our website, under Training Materials, following the presenta2on. This recorded Webinar will be found on our website, under Archived Webinars. 1
Webinar Technology We are using WebEx Technology if you have any issues before, or during a presenta2on, here is contact informa2on: 1-866- 229-3239 You will need to provide them with the event number (found on your screen) WebEx Download informa2on: hap://support.webex.com/support/downloads.html YOU WILL NOT NEED A MICROPHONE!!! IF YOU HAVE QUESTIONS DURING THE PRESENTATION, TYPE YOUR QUESTIONS IN THE QUESTIONS BOX. Using WEBEX 2
Sound: Accept the VoIP session: Using WEBEX If you need to manually Join the session: Communicate Integrated VoIP Join Conference Today s Objec0ves Understanding common challenges of alterna2ve & augmenta2ve communica2on Steps to mee2ng these challenges Aided language strategies REFERENCES and RESOURCES KansasASD.com hap://www.iidc.indiana.edu/?pageid=511 Boardmakershare.com hap://www.setbc.org/pictureset/resource.aspx?id=492 hap://www.scopevic.org.au/index.php/site/resources/communica2onaids ASHA.org Gayle Porter and Linda Burkhart; Designing and Implemen:ng PODD Communica:on Books Anne M. Donnelan and Martha R. Leary "Movement Differences and Diversity in Au2sm/ Mental Retarda2on 3
What is AAC And Aided Language Stimulation? A few quick definitions before we start. Augmenta2ve and alterna2ve communica2on (AAC) includes all forms of communica2on (other than oral speech) that are used to express thoughts, needs, wants, and ideas. People with severe speech or language problems rely on AAC to supplement exis2ng speech or replace speech that is not func2onal. Special augmenta2ve aids, such as picture and symbol communica2on boards and electronic devices, are available to help people express themselves. This may increase social interac2on, school performance, and feelings of self- worth. (American Speech- Language and Hearing Associa:on) Aided Language S2mula2on occurs when the facilitator points out key symbols on the child's communica2on display in conjunc2on with all ongoing verbal language s2mula2on being directed toward the child. High Tech isn t always beaer. High tech is motivating. It enables us to work faster and access massive amounts of vocabulary. High tech opens new worlds to ideas. However. High tech breaks and is costly so we need low tech systems for a back up and for places we may not want to take high tech. Some students needs are met just as well or better with low tech ideas. Low tech is easier to replace and duplicate for home and school. 4
Think about your students who use AAC. Where is their AAC device right now? On the shelf in the classroom? In their book bag? Broken? Somewhere safe? Consider.. Training for staff Training for student A broader system of communica2on Communica2on does not exist in a vacuum. Seriously?? 5
If communica2on is only addressed within contrived environments such as the speech room, then it oben does not carry over to other setngs and rarely blossoms into true autonomous communica2on Our goal is autonomous communica2on Being able to say what you want to say, to whoever you want to say it to, whenever you want to say it. 6
True communica0on includes the ability to : Let needs and wants be known Exchange Informa2on Use social vocabulary Establish social closeness Warm Fuzzy Why don t we make it to the warm fuzzies? Because it is really difficult! It is a liale easier to teach a student to request what they want then it is to teach them to express opinions or abstract thought. We help students get to that level of communication by expecting them to be an AAC user not just an AAC owner. 7
Challenges The opportunity to be truly immersed in an augmentative communication environment is rare. Children who use and understand spoken language are continuously exposed to others using their form of communication. Spoken language Spoken language Children who don t understand spoken language are required to translate. Spoken language Augmented language Challenges The vocabulary that is on a communica2on system is limited to what we choose, not the student. 8
Challenges What you see is not what you get We make assump2ons about a student s cogni2ve abili2es when they can not speak. Since augmenta2ve communica2on does not exist naturally in the environment, it is our responsibility to provide the mode for them to communicate. We provide aided language based on the expecta2on of what is possible.. presume competence How do we meet the challenge? Aim for a learning environment rich in aided language. Input Output Aided language Spoken language Aided language Spoken language 9
Meeting the challenge: Provide Vocabulary That expresses a range of meaning and func:on That can be used throughout mul:ple environments during the day That can be used by both adult and student An even greater challenge is knowing how to organize this vocabulary Meeting the challenge: System Design Communica:on aids in the environment should be designed to Provide enough vocabulary for interac:on (this is more difficult in low tech systems) Consider current developmental level as well as provide room to grow Be accessible to both communica:on partners 10
Aided Language strategies that provide vocabulary Choice making displays Kansas Instruc2onal Support Network - KansasASD.com Choice making boards are a great start, however communica2on does not stop with making a choice. What does the student say aber they make the choice? 11
Aided Language strategies that provide vocabulary topic displays Kansas Instruc2onal Support Network - KansasASD.com hap://chris2naandemily.blogspot.com/ 12
Topic displays oben appear only during the ac2vity they are intended for. Vocabulary learned for specific ac2vi2es also needs to be available for students to access at other 2mes. Aided Language strategies that provide vocabulary Core vocabulary displays- http://www.setbc.org/pictureset/resource.aspx?id=492 Kansas Instruc2onal Support Network - KansasASD.com 13
Topic boards and Core vocabulary boards limit a student s ability to change topics, share ideas or let you know something important that you may not have thought about when crea2ng the core vocabulary board, such as my foot hurts, I need a break now!, I am sick. Check this out Aided Language strategies that provide vocabulary Multi-level communication bookshttp://www.scopevic.org.au/index.php/site/resources/communicationaids allows access to a large vocabulary. The first pages cover the index and allow the user to go to a range of topics. Tabs make it easier to navigate through the pages. Each page allows the user to return to the index. The content may be picture, word or photo-based. Some people also include the alphabet if they have spelling skills. The vocabulary should be personalized to reflect the individual s skills and interests. Kansas Instruc2onal Support Network - KansasASD.com 14
http://www.youtube.com/watch? v=w49_e5sh3xu&feature=related Mul2- level books and devices some2mes slow communica2on and are a challenge for the students to navigate between pages, comprehend mul2ple steps to express one thought and shib aaen2on during the process. Aided Language strategies that provide vocabulary The PODD system is one way to organize and pump up vocabulary in the environment. An ini2al focus on recep2ve input provides children with opportuni2es to learn, over 2me, how aided symbols are used to communicate. It also provides parents and professionals with opportuni2es to observe the child s response to this mode of communica2on and discover, over 2me, the strategies which will enable the child to communicate more effec2vely. (Gayle Porter and Linda Burkhart; Designing and Implemen:ng PODD Communica:on Books) 15
Finn using PODD hap://www.youtube.com/watch? v=ux1kirz5rpy&feature=related Communica2on bill of rights All people with a disability of any extent or severity have a basic right to affect, through communica2on, the condi2ons of their existence. All people have the following specific communica2on rights in their daily interac2ons. These rights are summarized from the Communica2on Bill of Rights put forth in 1992 by the Na2onal Joint Commiaee for the Communica2on Needs of Persons with Severe Disabili2es. Each person has the right to: request desired objects, ac2ons, events and people refuse undesired objects, ac2ons, or events express personal preferences and feelings be offered choices and alterna2ves reject offered choices request and receive another person's aaen2on and interac2on ask for and receive informa2on about changes in rou2ne and environment receive interven2on to improve communica2on skills receive a response to any communica2on, whether or not the responder can fulfill the request have access to AAC (augmenta2ve and alterna2ve communica2on) and other AT (assis2ve technology) services and devices at all 2mes have AAC and other AT devices that func2on properly at all 2mes be in environments that promote one's communica2on as a full partner with other people, including peers be spoken to with respect and courtesy be spoken to directly and not be spoken for or talked about in the third person while present have clear, meaningful and culturally and linguis2cally appropriate communica2ons 16
Thank You! Please direct your questions/comments to: jgoetz2@kumc.edu or lchambers2@kumc.edu KISN is funded through the Kansas State Department of Education's Special Education Services by a Title VI-B grant. Keystone Learning Services does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Deputy Director, Keystone Learning Services, 1220 Walnut Street, Oskaloosa, KS 66066, 785-863-3410. 17