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Jill Tullman
11/20/2016 10:27 PM
We all learn best when we are actively engaged in activities, tasks, and interactions we enjoy. Most of us reading this acquired language naturally. We often don’t think or put forth much effort when we communicate. We simply talk, write, and/or text with others all day long. We may not realize or appreciate how much effort and how much time (years and years) it truly takes individuals who have complex communication needs (CCN) to develop and learn language and communicate using AAC.
“I believe that, to some extent, the public has been deceived by believing the illusion that AAC technology by itself causes someone to talk who cannot speak”, (Beukelman, D,1991). Think about David Beukelman’s statement from 25 years ago. Now, re-read it. What does it mean to you and how you support individuals who have CCN?
To me, his statement is both simple and profound. Individuals with CCN don’t just communicate because they now have AAC technology and/or AAC options. They need to be taught, motivated, encouraged and supported to communicate and participate all day long, each and every day. To help support those with CCN, now more than ever, we must be teaching language, we must be providing authentic opportunities for individuals to communicate and be active participants in their lives, and the majority of the time, we ALL should be having fun doing so.
Trust me, when we’re not having fun, they’re not having fun. Most individuals with CCN face too many challenges and obstacles to not be having fun when developing language, learning their AAC systems, and communicating with those around them.
So, here's to having fun, teaching and fostering developing language, and supporting meaningful participation. I'm looking forward to having fun and meaningful engagement and participation with you all over the coming days.
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This is a terrific reminder that cuts across and through so much of AAC intervention. Love it! Thanks for the very nice reflection Jill.
Dr. Samuel Sennott - 11/21/2016
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Exactly! When my daughter, Riley, is having fun she's more engaged in whatever is going on and benefits so much more. It's really so true-
I believe that, to some extent, the public has been deceived by believing the illusion that AAC technology by itself causes someone to talk who cannot speak”, (Beukelman, D,1991).
Before Riley got her device I didn't really think about what it would take for her to actually use it. Not only did she have the challenge of learning something brand new (I know how frustrated I can get with new technology when I'm trying to figure it out and I have experience to pull from-Riley had never seen anything like it before), but she also had to figure out how to make her body cooperate in a way that worked as well. How easy it would be to give up, to avoid the work of it! Even after a year of having her device she still gets tired, uninterested in the task at hand. Because Riley has had such amazing therapists who D make it fun and make learning feel less like work and more like play, she is learning her device and it's carrying over to other important areas. Life at school before Riley had her device looked very different than today. Back then her teachers would complain that Riley slept through most of class, didn't seem interested in what was going on. And why would she?? I'm sure it was pretty frustrating for her to know what she wanted, but not be able to express that to anyone in a way they both understood. At home Riley gets the pleasure of telling her big brother to "Stop" and can tell me when she's hungry and actually choose what she wants to eat. None of this would be possible without AAC and our amazing therapists who work with her. Jill rocks!!
Christen - 11/21/2016
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AMEN!!!!!!!!!
Armen - 11/20/2016
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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.
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He knows how to get me to do something for him. He uses some of the kinds of behaviors below to communicate:
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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
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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
