Date Created: 5/14/2017
Posts: 4
I earned a B.S. in Elementary Education and a M.S. in Speech-Language Pathology from the University of Vermont. Following my graduate studies I worked in a school providing Speech Language Pathologist services to preschool and elementary aged children, participated in graduate coursework in Early Childhood Education, and then progressed to co-teaching an inclusive preschool program. In addition to my provision of SLP services to young children, I worked as an Augmentative Communication Consultant in a large school district, providing AAC consultation to children from preschool through age 22. For the last three years I have been a member of two statewide Interdisciplinary Teams at the University of Vermont (Vermont I-Team and Vermont I-Team Early Intervention Project) within the Center on Disability and Community Inclusion, which is Vermont’s designated University Center on Excellence in Developmental Disability (UCEDD). Within my capacity on both interdisciplinary teams I provide technical assistance and training to professionals working with children with complex communication needs ages 2-8, supporting the exploration, identification and implementation of AAC systems within early childhood settings.
The majority of inclusive preschools I visit start with a morning meeting at the beginning of their school day. I am often asked how to integrate emergent AAC users into this interactive and instructional context. Here are few concrete strategies that imbed elements of Aided Language Input, Universal Design for Learning, Core Vocabulary and peer modeling into general morning meeting routines to help support students during the very initial phases of AAC use.
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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Participating in whole group lessons can be challenging for emergent AAC communicators because of the pace of instruction and the communication expectations. In my work in inclusive preschools and kindergartens I have trained classroom teachers to use various teaching strategies to support the AAC communicator's participation in a wide variety of whole group lessons. Here are some of the strategies that teacher's have cited as being helpful and relatively easy to imbed into their daily instructional lessons.
Participating in whole group lessons can be challenging for emergent AAC communicators because of the pace of instruction and the communication expectations. In my work in inclusive preschools and kin...
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There is one simple AAC intervention technique that has, and likely always will be, incredibly powerful for young children: play. The importance of play for ALL children cannot be understated. In my work as an AAC consultant I often notice that the children who end up being the best AAC users are the ones whose teams approach AAC implementation in a playful, child-centered way.
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When I used to teach preschool, children who did not have complex communication needs used to love to tell me long, silly stories. I was never quite sure whether the story was based in reality or was entirely made up. Often, a preschooler's sense of time concepts really added to the mystery because when a child said, "I went to visit my grandma yesterday" and I knew that their grandma lived in Florida and they were in fact in school the previous day the story became even more interesting! I realized that children with complex communication needs rarely get the opportunity to tell stories. Therefore, I created this simple narrative construction format to support their early story-telling skills.
When I used to teach preschool, children who did not have complex communication needs used to love to tell me long, silly stories. I was never quite sure whether the story was based in reality or was ...
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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
