Targeting Level 3 Behaviors to Obtain Things
This post is in response to a member's question about ideas for teaching Level 3 behaviors for the purpose of Obtaining things. The attached PDF simply provides general strategies (targeted behaviors,...
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Collection Increasing Device Proficiency
Date Created: 7/28/2018
Posts: 3
This collection of posts addresses how to increase device proficiency by encouraging student ownership of the communication device and integrating use of the device in the classroom.
This collection is a collaboration between the following professionals working in Illinois public schools: Kara Rose (Educator), Kathy Moss (SLP), and Daniele Cerone-Griffin (supervisor).
This post includes a pdf of suggestions for how to implement strategies that will supporting individuals who use ACC to request repeating an action, request more of something, and make choices.
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In this post, Kelly discusses the importance of mindfully selecting prompting strategies to support more independent communication. She also includes resources with suggestions for prompting strategies.
Prompting Strategies
There are many practices, strategies, researched methods and opinions on prompting strategies. Prompting is a strategy utilized in implementing communication interventions with children in all the lev...
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In this post, Amy discusses strategies for incorporating AAC into a "morning meeting" preschool routine. Suggestions include specific ideas for greetings, music, movement, and language-based activities.
Integrating Early AAC Users into Morning Meeting in the Preschool Classroom
The majority of inclusive preschools I visit include a morning meeting at the beginning of their school day. I am often asked how to integrate emergent AAC users into this interactive and instructiona...
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Teachers:
Many teachers require their college students in communication disorders or child development classes to complete a Communication Matrix online. Please have your students use the Test Drive site for this purpose. You may ask them to print out the Profile and Communication Skills List as proof of their work.
Statement A
My child doesn't seem to have real control over his body yet.
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?
Statement B
My child has control over her own behaviors, but she doesn't use them to try to communicate to me.
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?
Statement C
My child clearly tries to communicate his needs to me through gestures, sounds or language.
He knows how to get me to do something for him. He uses some of the kinds of behaviors below to communicate:
- Gestures such as pointing, shaking his head, tugging at my arm or looking back and forth between me and what he wants
- Sounds such as squealing to show you he wants something or fussing when he doesn't want something
- Language or symbolic forms of communication such as speech, written words, Braille, picture symbols, 3-dimensional symbols or sign language
Does this statement describe your child?
How to score 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
Mastered
– 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
Emerging
– 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.
Tips on Communication Devices
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