Date Created: 12/3/2018
Posts: 5
Deirdre McLaughlin is a speech language pathologist at the Oregon Health and Science University in Portland, Oregon. She is a research associate at the REKNEW lab and has research interests in designing augmentative and alternative communication supports especially in the area of brain computer interface. She also works at a clinician at the child development and rehabilitation center at OHSU and serves on the Go Baby Go Oregon committee with the goal of integrating early AAC supports with early mobility aids. In her spare time, you can find her with her lab mix trail running through forest park, hiking in the gorge, or dreaming up her next AAC project with like minded AAC AT enthusiasts!
The importance of including low tech communication supports as an aided strategy for AAC users is paramount. Devices break. Devices can’t go hiking, to the beach or to the pool. Devices lose battery. Devices have technical issues (back up all custom programming!) Having a low tech system that either complements or supplements a high tech AAC system is best practice.
Creating a communication system for a patient, client, or family member that meets their needs after many iterations and much time spent planning, creating, and training is perhaps the most rewarding ...
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The tangible object symbol as an speech and language pathologist with limited prep time or as a family member with a busy schedule can be the most intimidating to create in spite of all the benefits this representation may have. This guide is intended to help with this DIY process. Leave comments with additional suggestions!
The tangible object symbol as an speech and language pathologist with limited prep time or as a family member with a busy schedule can be the most intimidating to create in spite of all the benefits t...
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These are a few of my favorite things...cue the sound of music! Materials that are so handy when crafting low tech systems of all kinds! People including far more crafty individuals than myself have trialed and errored many materials over the years so you don’t have to! This is what I know of. If others have suggestions comment below to share!
These are a few of my favorite things...cue the sound of music! Materials that are so handy when crafting low tech systems of all kinds! People including far more crafty individuals than myself have t...
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The low tech communication book included in this post involves presenting one symbol per page within consistent categories using partner assisted auditory visual scanning. When using this book, the communication partner first scans through each category, until the user makes a yes/no responses to a category choice. Then, the user selects a choice from within each category using the same partner assisted auditory visual scanning process.
There are many considerations when designing a low tech communication for individuals with cortical visual impairment. A previous collection by Kayley McDonald, OT, Denee Kroeger OT, and myself outlin...
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To refer to my earlier statement that devices break, devices can’t go hiking or swimming, and devices have batteries that aren’t always charged or whose battery life is diminishing - low tech “back ups” are a great way to complement a patient's current speech generating device and may be the easiest method for a clinician to create a low tech system. The goal whenever possible for AAC systems is to create consistency across systems!
To refer to my earlier statement that devices break, devices can’t go hiking or swimming, and devices have batteries that aren’t always charged or whose battery life is diminishing - low tech “back up...
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The only way I know that he wants something is because he fusses or whines when he's unhappy or uncomfortable, and he smiles, makes noises or calms down when he's happy and comfortable. Does this statement describe your child?
She doesn't come to me to let me know what she wants, but it's easy for me to figure out, because she tries to do things for herself. She knows what she wants, and her behavior shows me what she wants. If she runs out of something to eat, she will just try to get more, rather than trying to get me to give her more.
Does this statement describe your child?
He knows how to get me to do something for him. He uses some of the kinds of behaviors below to communicate:
Does this statement describe your child?
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
– Does this independently most of the time when the opportunity arises
– Does this in a number of di erent contexts, and with di erent people
– Does this inconsistently
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Only does this when prompted or encouraged to do so. Only does this in one or two contexts or with one person.
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
