Date Created: 9/11/2017
Posts: 4
Hello! My name is Jane Korsten and I am a Speech/Language Pathologist from the Kansas City Area. I have worked with Assistive Technology in the public schools, assisted living settings, clinics and private practice. I am a co-author of Every Move Counts: a sensory based approach to communication (emc) and Every Move Counts, Clicks and Chats: A sensory based approach to communication and assistive technology (emc3). I have also enjoyed being a part of the Quality Indicators for Assistive Technology (QIAT) Leadership as well as a member of the QIAT Community. My passion is about finding AAC solutions and supports for individuals with complex motor and communication needs. While Assistive Technology can offer so many amazing tools to support these individuals, the success of the technology (light or high technology) is directly related to ‘our’ ability to match the technology to individual abilities, needs and interests. I am always interested in what factors influence our final decisions and recommendations regarding tools and strategies. When and to what extent is the decision regarding “best AAC for an individual” determined by the “horse we ride” vs. environmental demands? When do we “need” voice output? Is the need for voice output related to communicative functions - requesting vs. declining vs. social interaction? Or is the need for voice output related more to communication environments… or our own preferences? How ‘fluid’ are we in considering these factors? Do we rely on subjective opinions in recommending various tools or do we make “data based decisions”? I am looking forward to hearing how this community thinks about AAC and what considerations are felt to be most crucial to successful outcomes for individuals with complex motor and communication challenges. It has been my experience that discussion about AAC ‘content’ starts with knowing what is motivating or enjoyable to an individual and in the context of motivating events, what are the motor abilities that are within the individual’s repertoire. Asking someone to use or sustain a motor pattern that is difficult to receive something that is not particularly motivating has always seemed to me to be the equivalent of asking me to request a cut in pay while skiing down a black diamond slope…. way too much to co-ordinate, too much effort, just to get something I really don’t want! What are the considerations that you rely on to guide AAC decisions? In reviewing information gathered by using the matrix, is the need for voice output related to communicative functions – requesting vs. declining vs. social interaction? In your opinion, what information is most crucial in the development of early AAC systems?
We so often confuse "communication" and "language" and use them interchangeably . They are not interchangeable and the difference is critical.
The Speak for Yourself blog has a great article on combating the idea that using AAC will delay or prevent speech. http://www.speakforyourself.org/2014/10/08/aac-first-learned-communicate-learned-tal...
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Being able to 'decline non-preferred items/events' is as critical as being able to request what one wants and yet it can be challenging to find a 'logical' way to develop that skill. A full sensory assessment might lead to the identification of non-preferred activities which would then provide a meaningful context for teaching declining. If you don't have access to a sensory assessment, look at Every Move Counts, Clicks and Chats - Sensory Assessment. The associated implementation strategies might offer some ideas for teaching declining/rejecting.
My student has multiple disabilities including CP and a profound hearing impairment. We have struggled this year to find a way for him to purposefully communicate, specifically I struggle with how the...
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Again, as with Jennie's comment/question about protesting, we come back to the importance of understanding an individual's sensory needs. It seems like such critical information for both communication and to support self-regulation. Knowing someone's sensory responses can help identify what sensory diet might be most helpful...
My student has a sensory diet that does not often meet his needs. Deep pressure, movement, tactile input to hands and ears ,etc. have been used. His sensory needs never seem to be met. Has anyone had ...
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Hello! My name is Jane Korsten and I am a Speech/Language Pathologist from the Kansas City Area. I have worked with Assistive Technology in the public schools, assisted living settings, clinics and ...
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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
–
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
