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Targeted Training in Augmentative Communication for ParaProfessionals
Kelly Fonner
6/8/2016 8:26 PM
Although the majority of Augmentative & Alternative Communication (AAC) Training sessions are open to persons of any role, these are often targeted to those in professional roles who are providing assessment or prescriptive services. Less often is training available that is solely on implementation strategies that can be applied by anyone from any role interacting with the student. Some sources for training on implementation and being a support to children or students with complex communication needs include:
http://www.infinitec.org and myinfinitec.org - Infinitec stands for infinite potential through technology. This organization aims to advance independence and promote inclusive opportunities for children and adults through technology. Within this website you will find on-demand staff development, curriculum supports and learning opportunities.
http://praacticalaac.org/ - if you've yet to discover the wealth of practical information at this website, what are you waiting for? PrAACtical AAC supports a community of professionals and families who are determined to improve the communication and literacy abilities of people with significant communication difficulties. It was founded in 2011 by two SLP professors, Carole Zangari and the late Robin Parker, around a shared passion for AAC. In a recent article, Dr. Joanne Cafiero describes the benefits of using video modeling with paraprofessionals and others to teach communication partner strategies.
https://www.bridgeschool.org/transition/services/p... - An innovative organization educating children with severe speech and physical impairments through the use of: creative approaches to education and communication, augmentative and alternative communication systems and assistive technology, extensive involvement of families and community The Bridge School is composed of four interrelated programs: Education, Transition, Outreach and Research. Explore our Web site to learn about who we are, what we believe, and ways you can benefit and contribute to the ongoing programs, projects, and activities that move all people closer to a life without barriers to education, participation and communication.
http://www.praxisprep.com/ - A ParaProfessional preparation for examination website. Covers most areas for paraprofessionals in school programs from early childhood through high school, reading specialties through special education and vision support services.
What other resources are you aware of for training paraprofessionals?
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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
–
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