Creating collaboration from the start...
When implementing AAC tools with a client, it takes the whole village. As a result, there are a lot of different people who are involved in AAC implementation. With a variety of people comes a vari...
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Collection Family/School Collaboration with AAC implementation
Date Created: 4/5/2019
Posts: 3
This collection discusses working with school teams when implementing AAC systems with students from the perspective of outside consultant and private AAC practitioner.
Mike Cole M.S. CCC-SLP is President of Use Your Words, P.C. established in 2010 specializing in augmentative and alternative communication. He provides services to individuals with complex communication needs and their families in the home, school, and community setting. Prior to this he served a variety of students in self- contained and inclusion school settings as assistive technology specialist in school a school district in Aurora, IL. In this position Mike provided consultation and training to staff, students, and families with specific emphasis in AAC evaluation and implementation. Additionally, consultation, training, and implementation guidance regarding assistive technology tools to allow access to curriculum including reading, writing, math, communication, and the physical environment was provided. Mike presents locally and nationally regarding topics related to AAC and assistive technology. Past presentation venues include ATIA, Infinitec, AAPPSPA, ISHA, and school districts.
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Difficulty with implementation is typically due to lack of knowledge or a feeling of being overwhelmed rather than lack of will.
Information typically needed to help parents and school personnel get started...
When helping school teams and home caregivers implement AAC, I find there are key pieces of information typically needed. 1. Feature Matching With easy access to communication apps on tablets, AAC ...
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Changing opinion statements to data driven statements leads to better decisions, outcomes, and goals.
Data....Data...Data
When assisting with AAC implementation with family and school teams, opinions can develop quickly. 1. "He likes/doesn't like the device." 2. "This device is too hard for her." 3. "She is using it...
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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
–
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
